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Journal articles on the topic 'Computer-assisted instruction. Electronic information resources Education'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Viljoen, Charle André, Rob Scott Millar, Mark E. Engel, Mary Shelton, and Vanessa Burch. "Is computer-assisted instruction more effective than other educational methods in achieving ECG competence among medical students and residents? Protocol for a systematic review and meta-analysis." BMJ Open 7, no. 12 (December 2017): e018811. http://dx.doi.org/10.1136/bmjopen-2017-018811.

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IntroductionAlthough ECG interpretation is an essential skill in clinical medicine, medical students and residents often lack ECG competence. Novel teaching methods are increasingly being implemented and investigated to improve ECG training. Computer-assisted instruction is one such method under investigation; however, its efficacy in achieving better ECG competence among medical students and residents remains uncertain.Methods and analysisThis article describes the protocol for a systematic review and meta-analysis that will compare the effectiveness of computer-assisted instruction with other teaching methods used for the ECG training of medical students and residents. Only studies with a comparative research design will be considered. Articles will be searched for in electronic databases (PubMed, Scopus, Web of Science, Academic Search Premier, CINAHL, PsycINFO, Education Resources Information Center, Africa-Wide Information and Teacher Reference Center). In addition, we will review citation indexes and conduct a grey literature search. Data extraction will be done on articles that met the predefined eligibility criteria. A descriptive analysis of the different teaching modalities will be provided and their educational impact will be assessed in terms of effect size and the modified version of Kirkpatrick framework for the evaluation of educational interventions. This systematic review aims to provide evidence as to whether computer-assisted instruction is an effective teaching modality for ECG training. It is hoped that the information garnered from this systematic review will assist in future curricular development and improve ECG training.Ethics and disseminationAs this research is a systematic review of published literature, ethical approval is not required. The results will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analysis statement and will be submitted to a peer-reviewed journal. The protocol and systematic review will be included in a PhD dissertation.PROSPERO registration numberCRD42017067054; Pre-results.
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Adeniyi Aderibigbe, Nurudeen, and Bosede Adebimpe Ajiboye. "User education program as determinant of electronic information resources usage in Nimbe Adedipe University Library, Nigeria." Electronic Library 31, no. 2 (April 5, 2013): 244–55. http://dx.doi.org/10.1108/02640471311312410.

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PurposeThe focus of this study is the development of effective user education programs that will enhance the use of electronic information resources (EIR) in an era of electronic information for the students of the University of Agriculture, Abeokuta, which consequently could be adapted for students in other higher institutions of learning.Design/methodology/approachThis study was carried out during the first semester of the 2010/2011 academic session (November 2010 to February 2011), employing a survey method. The target population is postgraduate students (postgraduate diploma, Master's degree and Doctor of Philosophy students) of the seven colleges that run postgraduate programs at the University of Agriculture, Abeokuta. Of a total population of 330 postgraduate students, 250 postgraduate students were selected randomly using a purposive sampling technique since the student population was not evenly distributed across the colleges. Administration and retrieval of the questionnaire lasted for six weeks.FindingsThe findings of this study have shown that the user education program of Nimbe Adedipe Library is not adequate; the library provides more library orientation than bibliographic instruction and information literacy skills. It was also found that few of the students received training on EIR usage while an analysis of the open‐ended questions revealed that the students got to know how to use electronic resources through their own efforts, periodic training in the library, and through the efforts of some library staff and friends. It was also found that use of EIR has a great impact on the respondents' academic activities, as reflected in their responses, where the students agreed that their academic work would suffer without the use of EIR.Practical implicationsIt is the belief of the researchers that empirical research on the use of library resources is crucial for the design and implementation of user education programs.Originality/valueThe results of this study will be a meaningful addition to the literature of library and information science in the area of user studies.
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Fujisawa, Shoichiro, Kazuo Kawada, and Yoshihiro Ohnishi. "Special Issue on Education Based on Practical Exercise on Sensing and Control." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 375. http://dx.doi.org/10.20965/jrm.2019.p0375.

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Control engineering and sensing engineering improve productivity and save resources and energy in industry, and they are also deeply related to the solving greater societal, economic, and environmental problems. Control engineering and sensing engineering have become dynamic forces that enrich various phases of life through interdisciplinary or cross-sectional study. Furthermore, in recent years, due to the development of information technology, as symbolized by terms such as “big data” or “AI,” “sensing and control at a higher level” has become possible, premised by big data processing that is faster by orders of magnitude than conventional data processing. All this has increased the importance of control engineering and sensing engineering. In response to the development of the fields of control engineering and sensing engineering associated with the advance of the “information society,” education in these fields has also needed to be enhanced. On the national scale, the Ministry of Education, Culture, Sports, Science and Technology will introduce Japanese elementary school computational thinking education into elementary school in fiscal year 2020, and the new Courses of Study for High School Information Education in fiscal year 2022. At the same time, individual companies, educational institutions, etc. have also been experimenting with various forms of education in control engineering and sensing engineering. During these changing times, the most advanced studies related to the development of instruction and evaluation methods for educational materials on control engineering, sensing engineering, and control technology have been collected, and the present special issue was planned. This special issue is a collection of practical papers related to measurement and control education, including one paper on Model-Based Development education in a company and eight papers on education in an educational institution. These eight papers include two on education using a robot contest in a university, one on introducing measurement and control engineering education in a national institute of technology college, three on introducing it in a junior high school, and two on introducing it in an elementary school. We hope that this special issue serves to support the readers’ future efforts in control engineering and sensing engineering education, and we thank the authors and reviewers of the papers.
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Mulyadi, Dedi, Miftachul Huda, and Islah Gusmian. "Smart Learning Environment (SLE) in the Fourth Industrial Revolution (IR 4.0)." International Journal of Asian Business and Information Management 13, no. 2 (July 2022): 1–23. http://dx.doi.org/10.4018/ijabim.287589.

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This paper is attempted to examine the explanatory approach in dealing with SLE by advancing online learning sources. The systematic approach of searching for the relevant articles on SLE in IR 4.0 has been widely identified through two electronic databases, Scopus and Web of Sciences. Through adopting such digitally systematic search program, identification was made on the various elements in terms of online learning resources (OLR). This attempts to propose the SLE framework model with an innovative approach in enhancing the learning through incorporating IR 4.0 platform to utilize the variety of information sources together with knowledge attribution in the higher education (HE). The contribution provides theoretical framework with the guideline of well-adapted performance in the educational activities as the new normal trend. In achieving this attainment, the readiness of both instruction facilities and accessibility procedure is significantly the main basis in ensuring the process flow in enlarging the digital learning.
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Sharov, Sergii, and Eugene Sushko. "The Development of an Information System for the Analysis of the Company Employees." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (September 30, 2017): 73–83. http://dx.doi.org/10.32919/uesit.2017.03.07.

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Today information and communication technologies are used in most branches of human activity, including production, education, transport and personnel management, etc. One of the representatives of the software exists to fulfill the information needs of the users are information systems, the effectiveness of which directly depends on the completion and relevance of the information stored in them. They provide the usage of local or distributed databases for the storage and processing of the information in order to create an automated workplace for the employee and improve the efficiency of the company or institution. The article focuses on the notion of "information system", "automated workplace", are analyzed software products that allow to control the working time of the employees of the enterprise, are determined their advantages and main features. It is revealed that analyzed software differs in its functionality at the price, but they all allow management to increase the efficiency of the company by controlling the employees' working time. The article reports on the development of the information system for the analysis of the employees of the company, which in a certain way will allow to correct the personnel policy of the enterprise. The structure of the MySQL database, which is a part of the information system, describes the main modules of the electronic resource, gives a brief user's instruction. With the help of the information system, which operates in the administrator and user mode, you can enable / disable the employee's session, create employee’s tasks, monitor the process of their work, communicate through the built-in chat. Each employee can look at the number of hours he has made a job, change the status of the task or, in general, refuse it with an indication of the reason. As a tool for the development of the information system, the PHP 5.0 programming language and the MySQL 5.0 database management system were used. For the correct operation of the information system, an Apache web server version 1.3 must be installed. The system is unpretentious to the resources of the computer, has a simple and understandable interface. It can be installed on a local or remote server. The information system is in free access and is used with various forms of ownership. It can also be used by company employees to organize their own work in working time while creating software products on the principles of flexible software development methodology.
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Mims-Word, Marsha. "The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 271. http://dx.doi.org/10.19030/cier.v5i4.7271.

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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.
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Sanara Ismailova, Sanara Ismailova. "FORMATION OF CRM BASED VIRTUAL TRAINING." PAHTEI-Procedings of Azerbaijan High Technical Educational Institutions 07, no. 03 (May 25, 2021): 25–30. http://dx.doi.org/10.36962/0703202125.

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In the article distance education, advantages of it are informed, the dynamics of development of distance education is shown and the question of formation CRM ­ based distance education is considered. Note for information that distance education is a organized form of educational process on the basis of electronic, telecommunication, software and hardware. Distance education provides long-distance communication between teacher and learner through telecommunications and computer networks based on operative, regular dialogue and feedback. Electronic materials, electronic textbooks, tv programs are presented to learners as forms of information in distance education. Educational institutions must develop a special set of educational and methodological materials for each student to study specific training courses for organizing distance education. As noted, due to the students are on long distance, the main part of the scientific and educational-methodological base of distance education is a virtual information-educational environment. Computer systems, creation of virtual information-educational environment, e-learning methodical fund, electronic catalogs, electronic libraries on the basis of the Internet is the basis of distance education. Distance education is impossible to implement without e-lectures, laboratory works, seminar assignments, methodical instructions for their implementation, which can be obtained through the Internet. That is why the creation and application of a distributed information system is of particular importance for the effective provision of software and hardware opportunities which is equipped the teaching process with e-learning materials, enablied students to use these teaching materials, communicated with teachers, recommended, performed inspection and laboratory assignments and more. For this reason, during the organization of distance education in educational institutions CRM systems can be widely used and its benefits can be used as an intellectual information service. Thus, every university, research institute can use this system to ensure efficiency in their activities. This system can be used to provide the relevant needs of students, teachers, researchers and administration, who are the subjects of scientific and pedagogical activities. First of all, CRM systems define curricula for each specialty of their "clients" (learners) and are investigated suitable information needs. Necessary information is obtained in accordance with the received needs. It should be noted that the ways and sources of obtaining information are different. Thus, information can be obtained from electronic textbooks, data banks, electronic libraries of foreign scientific societies, electronic publications and other resources, as well as various scientific research and educational institutions through scientific cooperation. Through such an approach, the advantages (to choice of place, time, duration and pace of training and to save significantly in financial resources, practicality, time and etc) of distance education can be realized most effectively. Keywords: distance education, electronic materials, electronic textbooks, tv programs, learning computer programs, e-library, distance education organized on basis of CRM.
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McNab, Alison. "Call Resources: Electronic Retrieval of Information." ReCALL 3, no. 4 (May 1991): 4–9. http://dx.doi.org/10.1017/s0958344000002494.

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The retrieval of information by electronic means can involve several media: remote searching of large commercially-produced databases, utilising CD-ROM and multimedia applications, and electronic mail. Both the information retrieval techniques used in this process and the information retrieved are of relevance to those involved in computer-assisted language learning.
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Mudge, Kenneth W., and Kelly Hennigan. "523 A Survey of Distance Learning Needs and Preferences in the Landscape/Nursery Industry." HortScience 35, no. 3 (June 2000): 485C—485. http://dx.doi.org/10.21273/hortsci.35.3.485c.

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The role of cooperative extension in providing information to amateur and professional horticulturists is being profoundly altered by the availability of vast amounts of horticultural resources on the World Wide Web and other electronic media. Advances in computer-related instructional technologies including the Internet, have coincided with, and to some extent triggered, a burgeoning demand for non-traditional continuing education in practically all fields of knowledge, including landscape horticulture. Although there are numerous Web sites offering a wide range of gardening and related information, there are relatively few opportunities for structured learning in the form of on-line distance learning courses or instructional modules. In Fall 1999, we conducted a survey of the membership of the New York State Nursery/Landscape Association to determine priority-training needs that might be met by computer-mediated distance learning. One-hundred-seven companies, representing horticulture-based businesses throughout New York State, completed the surveys. Results from the survey indicated that 83% of those responding were interested in taking one or more computer-based distance learning course(s), that 67% were willing to provide financial support for continuing education of their employees, and that 95% have access to a personal computer. We have also collected data indicating subject matter preferences, interest in full-course and short-course offerings, levels of computer and Internet experience, and more. It is apparent from the findings in this study that the cooperative extension has a great opportunity to use the World Wide Web as a component of its role as an information provider. This research will contribute to designing effective approaches for teaching hands-on horticultural skills at a distance, thereby expanding the cooperative extension's ability to reach its intended audiences.
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Ajala, Anuoluwa Maria. "Towards Sustainable Computer-assisted Legal Research in Nigerian Law Faculties: Exploring the Nexus between User Education, Intrinsic Motivation and Use of Electronic Law Databases." Asian Journal of Legal Education 6, no. 1-2 (January 2019): 57–66. http://dx.doi.org/10.1177/2322005819840111.

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Despite the inclusion of legal research in academic curriculum of law programmes in universities, some factors are still capable of militating against the acquisition of legal research skills by law students. Every law faculty in Nigeria teaches legal research skills to their students, but there are still signs of poor legal research skills by law graduates in Nigeria, which is reflected in their inability to find the legal information that is relevant in the practice of the legal profession. It is argued that computer-assisted legal research entails a process in which electronic law information resources are indispensable. One of the electronic law information resources is the electronic law database. The use of electronic law databases is indeed crucial to legal research. However, lack of user education may lead to lack of intrinsic motivation to use electronic databases. In Nigerian law faculties, a lot of funds are invested in provision of electronic information resources in order to promote legal research among law students. However, the relationship between user education and use of electronic law databases may or may not justify the funds invested. This article explicates the place of computer-assisted legal research in law faculties and reveals that there is a need for law students to be intrinsically motivated to use electronic law databases. This article also exhibits additional measures that Nigerian law faculties can take in order to motivate law students to use the electronic law databases.
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Bobunova, A., M. Sergeeva, and E. Notina. "Integrating Computer-Assisted Language Learning into ESL Classroom: Formation of Moral and Aesthetic Values." International Journal of Information and Education Technology 11, no. 1 (2021): 24–29. http://dx.doi.org/10.18178/ijiet.2021.11.1.1484.

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Information and communication technologies (ICT) have given a modern teacher a powerful incentive for his own professional and creative development, as well as improved the quality of educational services provided. The purpose of this paper is to consider revised Bloom’s taxonomy as the way to implement the moral and aesthetic education of students by means of computer-assisted language learning (CALL). The study involved 84 ESL teachers from 10 secondary Moscow schools. The participants were selected from those who engaged students into e-learning effectively. Group 1 (42 participants) was asked to use revised Bloom’s taxonomy to have moral and ethical impact on school children. Group 2 (42 participants) consisted of teachers who had to implement the moral and aesthetic component using ICT on their own. After conducting a semi-structured interview and comparing the collected data of the two groups according to Student’s t-test it was found that most of the participants in group 1 expressed a positive opinion about the introduction of revised Bloom's taxonomy in CALL. The results of the study confirmed that the structuring of electronic resources and students’ activity according to Bloom's objectives leads to easier implementation of the moral and aesthetic component in CALL.
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Vyas, Anjana, and Gerhard König. "E-LEARNING IN PHOTOGRAMMETRY, REMOTE SENSING AND SPATIAL INFORMATION SCIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 45–52. http://dx.doi.org/10.5194/isprsarchives-xli-b6-45-2016.

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Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. <br><br> E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.
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Vyas, Anjana, and Gerhard König. "E-LEARNING IN PHOTOGRAMMETRY, REMOTE SENSING AND SPATIAL INFORMATION SCIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 45–52. http://dx.doi.org/10.5194/isprs-archives-xli-b6-45-2016.

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Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. <br><br> E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.
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Rogers, Michelle, Janice Masud-Paul, and Rania El Desoki. "Understanding the use of health information technology for maternal and child health practitioner training in low and middle income countries." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 743–46. http://dx.doi.org/10.1177/1071181319631521.

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Objectives: To assess the evidence of information communication technology (ICT) use in the training of maternal and child health (MCH) workers, discuss methodological issues present in the identified studies, and identify future work areas. Introduction: The explosive growth of cellphone usage in low and middle-income countries (LMIC) has made mobile technology an increasingly attractive form of information communication technology (ICT) to be used to meet healthcare needs that go unmet, rising due to the paucity of trained clinical workers (O’Donovan, Bersin, & O’Donovan, 2015). The portability and relative low cost of cellphones have made them ubiquitous and efficient to use. For example, subscriptions in Africa have risen from 12.4 per hundred inhabitants in 2005 to per hundred inhabitants in 2015 (ITU, 2017). ICT is an umbrella term that encompasses the hardware, software and networks that provide its users with data and information resources. As far as healthcare is concerned, these resources include access to varied tools and services such as electronic health records, point-of-care databases, decision support systems, clinical guidelines or training modules for continuing education (Machingura et al., 2014). This technology has made healthcare more efficient in affluent countries where funding and infrastructure to build, support and maintain ICT is readily available. However, ICT development is critical to LMIC’s which have the greatest barriers to effective and efficient healthcare systems and fewer resources to overcome challenges. The aims of this paper are to (1) summarize the literature on ICT use in the training of MCH workers, (2) discuss methodological issues present in the identified studies, and (3) identify future work areas. Our specific research questions are: Which ICT tools have been used in developing countries for training the MCH workforce? How successful are the tools for instructing health care workers? A major impediment to health care improvements in underdeveloped countries is the low ratio of health professionals to patients. A developed workforce is critical for sustaining healthcare infrastructure. Because there is an insufficient number of professional practitioners, many MCH health needs are met by community workers with limited or no formal training (Chipps et al., 2015). Since the level of services range from general check-ups to life-saving interventions, training must address a variety of educational requirements. (Agarwal et al., 2015). In addition to primary professional education, health workers require training for re-licensure and continuous professional development (CPD). Training, particularly in remote areas, requires travel, time away from work as well as funding for food and lodging (Chipps et al., 2015). This exacerbates uneven healthcare coverage with the majority of MCH health care workers concentrated in urban centers, leaving rural residents with inadequate services (Middleberg et al., 2013; Modi et al., 2015). ICT reduces costs by enabling personnel to remain in their communities while providing digital access to educational content, mentors, guidelines and decision support systems (Saronga et al., 2015). It is commonly recognized that underdeveloped countries have occasional brown-outs in their urban centers and the power grid may not reach rural or remote areas. Even if seed money is acquired for start-up costs, funding for technology maintenance and technical manpower beyond the pilot stage can be tentative (Achampong, 2012). Secondly, while cell phone use across LMICs has exploded in recent years, its use for advancing training has not grown in comparison. A limited number of reports have been published, reporting the use of ICT for communication (Andreatta et al., 2011), tracking health worker behavior (Awoonor-Williams et al., 2013), attitudes towards using ICT (Sukums et al., 2014; Zakane et al., 2014), and the impact of the design of ICT (Valez et. al., 2014). This paucity of studies understanding the impact of ICT on measurable training outcomes leaves a troubling gap in the literature if progress is to be made in addressing the training needs. Finally, government entities, educators and administrators may be reluctant to adopt ICT into health training for practical, fiscal and political reasons. Because health personnel may not have exposure to technology in their daily lives, staff may require basic computer training on operating systems, file management, word processing and databases in conjunction with ICT projects (Sukums, 2014). In addition to a lack of knowledge about computers in general, use of ICT also comes with associated monetary costs. Both of these issues are also exacerbated by resulting government policy changes. We endeavored to fill this gap by completing a literature review to bring the disparate work together, but to our surprise, it did not really exist. This paper reports on (1) what studies have been conducted on the use of ICT in training; (2) what common methods are used and how they are evaluated and (3) what outcomes have been reported. Methods: Medline (OVID), CINAHL and Web of Science were searched for relevant articles published between January 1, 2007 and February 28, 2017. Studies were included if they included training and education in low and middle-income countries using ICT for maternal child health workers. Results: 111 unique articles from electronic searches with seven additional articles discovered through hand-searching reference lists were identified. After review, 15 articles aligned with the necessities to analyze the current environment of the ICT tools. The study designs in the reviewed articles were usually pre- and post-evaluations (n=7). There were also a small number of single cross-sectional studies (n=3) measuring the use of the tool. Two studies also evaluated the use of electronic clinical decision support systems (CDSS) applications or algorithms. The remainder of the studies (n=3) used ICT to provide resources for meeting information needs, as well as repositories of protocols and best practice documents. The outcomes reported ranged from access to medical resources (n=3), accuracy in clinical documentation (n=2), need for remedial computer training (n=2) and an increase in clinical knowledge and proper use of protocols (n=4) Discussion and conclusion: The current evidence-base does not show a clear indication that there were particular initiatives using ICT for the training of health workers. While the majority of projects identified were shown to improve outcomes, there were limited results reported. This lack of documented evidence hinders decisions about the content and methods that should be used to support training. We are missing an opportunity for advancement. The World Health Organization identified community health worker training as a lever to move the improvement of health care in low and middle-income countries (LMICs). An understanding of barriers and facilitators to using ICTs to meet this need, provides key directions for policy makers and non-governmental organizations as they apply limited resources to these issues.
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Bhatta, Ramesh, Rashmi Shrestha, Sanjaya Kumar Shah, Rajesh Karki, Anil Chaudhary, Rajesh Kumar Gupta, and Kabita Aryal. "E-learning among health science students of Nepal." International Journal Of Community Medicine And Public Health 5, no. 12 (November 24, 2018): 5041. http://dx.doi.org/10.18203/2394-6040.ijcmph20184775.

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Background: E-learning is a method of teaching and learning using electronic media. It is also called web-based learning, online learning, distributed learning, computer-assisted instruction and internet-based learning. With the development of information technology, the use of e-learning has rapidly increases. E-learning is becoming omnipresent in higher education and increases the student’s motivation and satisfaction in learning.Methods: The descriptive cross sectional study was conducted at three different health science colleges among bachelor level students of Public Health, Pharmacy and Nursing at Kathmandu, Nepal. Total 135 respondents were randomly selected. The self administered questionnaire was used for the data collection and the obtained data were analyzed by using SPSS version 16.Results: Study shows that majority of respondents were from 19-22 years and 71.9% were female. All the respondents use electronic devices for learning and majority (97.8%) believes that electronic device influence the academic performance of students. Laptop is the commonly used electronic device followed by smart phone. Among the respondents only 63.7% follow the correct posture. Similarly, majority (80.7%) of the respondents spent 1-4 hours on electronic device for learning purpose that is mainly used for searching clinical guidelines, reference drug guidelines and journal articles.Conclusions: The use of electronic device is common among the health science students for learning. The uses of such devices have positive effect on their education since they get updated information quickly as needed. However necessary guidance is necessary to get appropriate sites and for limiting excessive use such devices.
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Taufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 8, 2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.

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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. 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The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804 Ko, K. (2014). The Use of Technology in Early Childhood Classrooms: An Investigation of Teachers’ Attitudes. Gaziantep University Journal of Social Sciences, 13(3), 807–819. Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15–31. https://doi.org/10.1080/1475939X.2017.1317659 Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938 Martin, E., R. Alvarez, Pablo, D., Haya, A., Fernández‐Gaullés, Cristina, … Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhoodeducation public schools. 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Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365 Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better Start Before Kindergarten: computer Technology, Interactive Media and the Education of Preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 85–104. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876 Plowman, L. (2015). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27(1), 36–46. https://doi.org/10.1093/iwc/iwu031 Plowman, L., & McPake, J. (2013). Seven Myths About Young Children and Technology. Childhood Education, 89(1), 27–33. https://doi.org/10.1080/00094056.2013.757490 Sageide, B. M. (2016). 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Farmer, Kristine, Jeff Allen, Malak Khader, Tara Zimmerman, and Peter Johnstone. "Paralegal Students’ and Paralegal Instructors’ Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study." International Journal for Educational and Vocational Studies 3, no. 1 (March 30, 2021): 1. http://dx.doi.org/10.29103/ijevs.v3i1.3550.

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To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. 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Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. Marketing Education Review, 20, 29-34. doi:10.2753/MER1052-8008200105 Stoel, L., & Hye Lee, K. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13(5), 364-374. http://www.emeraldinsight.com/loi/intr Taggart, G., & Bodle, J. H. (2003). Example of assessment of student outcomes data from on-line paralegal courses: Lessons learned. Journal of Paralegal Education & Practice, 19, 29-36. Tanner, J. R., Noser, T. C., & Totaro, M. W. (2009). Business faculty and undergraduate students' perceptions of online learning: A comparative study. Journal of Information Systems Education, 20, 29-40. http://jise.org/ Tung, C.K. (2007). Perceptions of students and instructors of online and web-enhanced course effectiveness in community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database (Publication No. AAT 3284232). Vodanovich, S. J. & Piotrowski, C., & (2000). Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/
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Hidayatulloh, Taufik, Elindra Yetti, and Hapidin. "Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 215–30. http://dx.doi.org/10.21009/jpud.142.02.

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Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45–60. https://doi.org/10.1038/srep15999 An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical Abilities. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1). https://doi.org/10.21977/d99112867 Austin, A. M. B., Blevins-Knabe, B., Ota, C., Rowe, T., & Lindauer, S. L. K. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181–1198. https://doi.org/10.1080/03004430.2010.520711 Barrett, J. E., Cullen, C., Sarama, J., Miller, A. L., & Rumsey, C. (2011). Children ’ s unit concepts in measurement : a teaching experiment spanning grades 2 through 5. 637–650. https://doi.org/10.1007/s11858-011-0368-8 Basco, R. O. (2020). Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance. International Educational Research, 3(2), p1. https://doi.org/10.30560/ier.v3n2p1 Bausela Herreras, E. (2017). Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables. Acta de Investigación Psicológica, 7(1), 2606–2617. https://doi.org/10.1016/j.aipprr.2017.02.001 Buchoff, R. (2015). Childhood Education. January. https://doi.org/10.1080/00094056.1995.10521830 Clements, D. H. (2014). Geometric and Spatial Thinking in Young Children. In Science of Advanced Materials (Vol. 6, Issue 4). National Science Foundation. https://doi.org/10.1166/sam.2014.1766 Clements, D. H., Baroody, A. J., Joswick, C., & Wolfe, C. B. (2019). Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition. XX(X), 1–22. https://doi.org/10.3102/0002831219842788 Clements, D. H., Swaminathan, S., Anne, M., & Hannibal, Z. (2016). Young Children ’ s Concepts of Shape. 30(2), 192–212. Cross, C. T., Woods, T., & Schweingruber, H. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity. The National Academies Press. Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. https://doi.org/10.1037/a0025510 Geary, D. C. (2012). Learning Disabilities and Persistent Low Achievement in Mathematics. J Dev Behav Pediatr., 32(3), 250–263. https://doi.org/10.1097/DBP.0b013e318209edef.Consequences Gejard, G., & Melander, H. (2018). Mathematizing in preschool : children ’ s participation in geometrical discourse. 1807. https://doi.org/10.1080/1350293X.2018.1487143 Harususilo, Y. E. (2020). Skor PISA Terbaru Indonesia, Ini 5 PR Besar Pendidikan pada Era Nadiem Makarim. https://pusmenjar.kemdikbud.go.id/ Hsiao, T. (1999). Romanticism with Deep Affection: Selected Articles About the Music of Hsiao Tyzen (Hengzhe Lin (ed.)). Wang Chun Feng Wen Hua Fa Xing. Kasuya-Ueba, Y., Zhao, S., & Toichi, M. (2020). The Effect of Music Intervention on Attention in Children: Experimental Evidence. Frontiers in Neuroscience, 14(July), 1–15. https://doi.org/10.3389/fnins.2020.00757 Kołodziejski, M., Králová, P. D. E., & Hudáková, P. D. J. (2014). Music and Movement Activities and Their Impact on Musicality and Healthy Development of a Child. Journal of Educational Revies, 7(4). Kristanto, W. (2020). Javanese Traditional Songs for Early Childhood Character Education. 14(1), 169–184. Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020). When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge. Journal of Experimental Child Psychology, 195, 104846. https://doi.org/10.1016/j.jecp.2020.104846 Logvinova, O. K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 233(May), 206–210. https://doi.org/10.1016/j.sbspro.2016.10.203 Lopintsova, O., Paloniemi, K., & Wahlroos, K. (2012). Multicultural Education through Expressive Methods in Early Childhood Education. Ludwig, M. ., Marklein, M. ., & Song, M. (2016). Arts Integration: A Promising Approach to Improving Early Learning. American Institutes for Research. Macdonald, A., & Lowrie, T. (2011). Developing measurement concepts within context : Children ’ s representations of length. 27–42. https://doi.org/10.1007/s13394-011-0002-7 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Kluwer Academic Publishers. Maričić, S. M., & Stamatović, J. D. (2017). The Effect of Preschool Mathematics Education in Development of Geometry Concepts in Children. 8223(9), 6175–6187. https://doi.org/10.12973/eurasia.2017.01057a Missall, K., Hojnoski, R. L., Caskie, G. I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243 Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416999 Nketia, J. H. K. (1982). Developing Contemporary Idioms out of Traditional Music. Studia Musicologica Academiae Scientiarum Hungaricae, 24, 81. https://doi.org/10.2307/902027 Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 00(00), 1–20. https://doi.org/10.1080/15248372.2020.1832098 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7 Papadakis, Stamatis, Kalogiannakis, M., & Zaranis, N. (2016). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Paul, T. (2019). Mathematics and music : loves and fights To cite this version. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently, (2016). Phyfferoen, D. (2019). The Dagbon Hiplife Zone in Northern Ghana Contemporary Idioms of Music Making in Tamale. 1(2), 81–104. Purpura, D. J., Napoli, A. R., & King, Y. (2019). Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills. In Cognitive Foundations for Improving Mathematical Learning (1st ed., Vol. 5). Elsevier Inc. https://doi.org/10.1016/b978-0-12-815952-1.00007-4 Ribeiro, F. S., & Santos, F. H. (2020). Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia. Frontiers in Psychology, 10(January), 1–15. https://doi.org/10.3389/fpsyg.2019.02888 Roa, R., & IA, C. (2020). Learning Music and Math, Together as One: Towards a Collaborative Approach for Practicing Math Skills with Music. In I. T. (eds) Nolte A., Alvarez C., Hishiyama R., Chounta IA., Rodríguez-Triana M. (Ed.), Collaboration Technologies and Social Computing. Col (Vol. 26, Issue 5, pp. 659–669). https://doi.org/https://doi.org/10.1007/978-3-030-58157-2_10 Sarama, J., & Clements, D. H. (2006a). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112–134. Sarama, J., & Clements, D. H. (2006b). Mathematics in early childhood. International Journal of Early Childhood, 38(1). https://doi.org/10.1007/bf03165980 Sarkar, J., & Biswas, U. (2015). The role of music and the brain development of children. 4(8), 107–111. Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early Math Professional Development: Meeting the Challenge Through Online Learning. Early Childhood Education Journal, 48(2), 223–231. https://doi.org/10.1007/s10643-019-00992-y Silver, A. M., Elliott, L., & Libertus, M. E. (2021). When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety. Journal of Experimental Child Psychology, 201, 104992. https://doi.org/10.1016/j.jecp.2020.104992 Sterner, G., Wolff, U., & Helenius, O. (2020). Reasoning about Representations: Effects of an Early Math Intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579 Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using dance & movement to enhance spatial awareness learning. Athens Journal of Education, 7(2), 153–167. https://doi.org/10.30958/aje.7-2-2 Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249–259. https://doi.org/10.1016/j.ecresq.2020.05.002 Tsai, Y. (2017). Taiwanese Traditional Musical Idioms Meet Western Music Composition: An Analytical and Pedagogical Approach to Solo Piano Works by Tyzen Hsiao. http://aquila.usm.edu/dissertations/1398 Upadhyaya, D. (2017). Benefits of Music and Movement in young children. Furtados School of Music. https://www.linkedin.com/pulse/benefits-music-movement-young-children-dharini-upadhyaya Vennberg, H., Norqvist, M., Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (2018). Counting on: Long Term Effects of an Early Intervention Programme. 4, 355–362. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148101 Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-, K., & Newcombe, N. S. (2015). The Shape of Things : The Origin of Young Children ’ s Knowledge of the Names and Properties of Geometric Forms. 8372(October). https://doi.org/10.1080/15248372.2015.1016610 Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., & Markley, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly, 53, 329–342. https://doi.org/10.1016/j.ecresq.2020.04.002 Wardani, I. K., Djohan, & Sittiprapaporn, P. (2018). The difference of brain activities of musical listeners. 1st International ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI-NCON 2018, 181–184. https://doi.org/10.1109/ECTI-NCON.2018.8378307 Winter, E., & Seeger, P. (2015). The Important Role of Music in Early Childhood Learning. Independent School. Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 04(07), 1–10. https://doi.org/10.4236/ce.2013.47a1001
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Lapeña, José Florencio F. "Millenials in Medicine: Tradition and Disruption." Philippine Journal of Otolaryngology-Head and Neck Surgery 32, no. 2 (July 24, 2018): 4–5. http://dx.doi.org/10.32412/pjohns.v32i2.55.

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“I suppose in reality not a leaf goes yellow in autumn without ceasing to care about its sap and making the parent tree very uncomfortable by long growling and grumbling - but surely nature might find some less irritating way of carrying on business if she would give her mind to it. Why should the generations overlap one another at all? Samuel Butler, The Way of All Flesh1 Millenials or Generation Y physicians (born 1977/1980-1995) today form the majority of medical personnel, from medical students and residents in their early twenties and thirties to young attending physicians hitting forty; practicing side-by-side with Generation X (1965-1976/1980) in their late thirties to early fifties; Baby Boomers (1946-1964) in their mid-fifties, sixties and early seventies; and the last of the Silent Generation or Traditionalists (1925-1945) in their mid-seventies, eighties and nineties.2,3 Among 734 Fellows of the Philippine Society of Otolaryngology – Head and Neck Surgery alone, there are currently 18 Traditionalists, 192 Boomers, 360 Generation X, and 164 Millenials. Assuming the 862 board-certified Diplomates waiting to become full-fledged Fellows and 182 Residents-in-Training are also Millenials, there are a total of 1,208 Millenials in the field of Otolaryngology Head and Neck Surgery in the Philippines. With four distinct generations simultaneously in the workforce, it is not unusual to hear older physicians gripe about “these Millenials,” and how different they are from previous generations. The so-called generation gap has been used to characterize inter-generational relations, wherein the preceding generation historically puts down the younger, and the succeeding generation usually complains about the older one. I posit that central to this conflict is a clash between tradition -- the way things should be done (as perceived by the older generation) -- and disruption, the way things can be done differently (from the perspective of the younger generation). In particular (meaning no offense to the “in-between” Generation X, and at risk of being overly simplistic), this is highlighted by the supposed looming showdown between Baby Boomers who are not yet ready to leave and Millenials who can hardly wait to take over.4 Tradition, a “statement, belief or practice handed down from generation to generation” comes from the Old French tradicion “transmission, presentation, handing over” and directly from the Latin traditionem “delivery, surrender, a handing down, a giving up,” from tradere “deliver, hand over,” derived from trans – “over” + dare “to give.”5 Although older generations may like to think they uphold tradition (giving them the right and duty to pass it on to succeeding ones), a large part of what defines each generation in the first place is their departure from the statements, beliefs or practices of their predecessors. Such a transition may have been gradual or sudden, and more pronounced in some generations than in others. Our post-war Boomer generation grew up in a world where face-to-face communication was supplemented by the written (handwritten, typewritten, typeset or telegraphed) and spoken (rotary-dial telephone) word. In medicine and medical education, history and physical examination were taught through lectures (with overhead and opaque projectors, slides on carousels and filmstrips) and live demonstrations on patients and on one another. The advent of word processing and advances in telecommunications and technology that became available to Generation X (who in the Philippines include “martial law babies” oblivious to our “wonder years” of the sixties) gradually changed the landscape of medical education and practice, but it would take the digital and internet revolution to finally, drastically change the world-- and Millenials were the primary beneficiaries of this change. Disruption, from the Latin disruptionem “a breaking asunder,” which comes from disrumpere “break apart, split, shatter, break to pieces,” from dis- “apart” + rumpere “to break”6 perhaps best describes the Baby Boomer generation’s experience of the technological revolution that Millenials grew up with. Suddenly, everything could be had in a split-second and the world was connected in real time. No longer did one have to master penmanship, typing and speed-reading, and homes no longer displayed dictionaries and encyclopedias. Even the library card catalogue and periodicals index became obsolete, as most anything became instantly available and accessible – including information, fast food and relationships. Millenials grew up with this transition, and readily mastered the rapidly changing technology. The locus of socialization was no longer face-to-face interaction within the family, but the worldwide web and social media. In medical education, lectures gave way to podcasts and webinars; heavy textbooks gave way to electronic references; and even dissection gave way to 3D virtual human anatomy. The Millenials’ expertise in, and dependence on, technology can both be their boon and bane – as I often note when residents and students automatically search their peripheral brains (a.k.a. mobile devices) to answer a ward round question. But they are also as quick to intuitively master the diagnostic and therapeutic tools that did not exist when their older colleagues were in residency.7 The early access that Millenials and Generation X had to computer resources in childhood certainly laid “a critical foundation for use of these systems later in life,” compared to Baby Boomers and Traditionalists whose “lack of early experience may limit their enthusiasm” for such tools.3 As Cole puts it, “Baby Boomers don't react well to a 20-something coming in and disrupting the way things have ‘always been’ while Millennials don't react well when they're told to shoot for the moon and ‘do big things,’ and then when they walk in the door with new ideas ready to disrupt age-old models, get told to know their place.”8 Thus, older generations of physicians may question how the stock knowledge and clinical eye of Millenials can compare to theirs, who learned medicine without these tools, and wonder how Millenials would fare in conflict and catastrophic situations when technology fails, or in low- and middle-income rural settings where technology is scarce. Conversely, Millenials wonder why Boomers insist on their old ways and just don’t get it! Perhaps we can learn from Mohr et al.3 about bridging generational issues in medical and surgical education—for instance, between the Socratic Method whereby Boomers may appear to intimidate learners9 versus the Millenial expectation that presentation of information be tailored to their needs, individually or via available technology.10 It could be helpful for Millenials who are “outcomes-oriented and value doing more than knowing”11 “to realize that Traditionalists and Boomers ‘know how to do’ and are ready and able to teach.”3 On the other hand, “when instructing Boomers in new technology or information,” the Millenial teacher “should recognize that this role reversal is uncomfortable to older generations” and “mitigate discomfort … by focus(ing) on the relevance of the information and creat(ing) an environment in which it is ‘safe’ to ask questions and challenge the teacher.”3 Indeed, if inter-generational differences could be surmounted, there is much that Boomers can learn from Millenials, and vice versa. If as Cole observes, “this great debate is hauntingly similar to a parent/child argument,”8 it is because Boomers and Millennials are “also each other’s children and parents, bound together in an intricate web of love, support, anxiety, resentment, and interdependence.”4 Perhaps by involving Generation X in bridging the great divide, and fostering an environment that allows for inter-generational differences in teaching and learning styles, non-disruptive disruption of tradition can take place. Each generation must have the humility (as opposed to intellectual arrogance) to accept that they can learn from other generations – younger or older—for truly meaningful medical progress to take place. We cannot do otherwise, for Generation Z (born after 1995, and about to enter Medical School) is already poised to join the fray. References Butler S. The Way of All Flesh. New York: Dover Publications, 2004. 315 pages. The Center for Generational Kinetics. How to determine generational birth years. November 28, 2016 ©2016 [cited 2017 Nov 2.] Available from: http://genhq.com/generational_birth_years/ Mohr NM, Moreno-Walton L, Mills AM, Brunett PH, Promes SB. Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I). Acad Emerg Med. 2011 Feb;18(2):190-199. DOI: 10.1111/j.1553-2712.2010.00985.x PMID: 21314779 PMCID: PMC3076332 Taylor P, Pew Research Center. The Next America: Boomers, Millenials, and the Looming Generational Showdown. New York: PublicAffairs, 2016. 384 pages. Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/tradition Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/disruption Sopher M. How Millenial Doctors Will Shape the Future of Health Care. Blog on the Internet, Baltimore: Rendia, 2016 October 26. [Cited 2017 November 2.] Available from: https://blog.rendia.com/millennials/ Cole N. The Real Reason Baby Boomers and Millenials Don’t See Eye to Eye (Written by a Millenial). Southeast Asia. 2017 Jan 20 [Cited 2017 November 2] Available from: https://www.inc.com/nicolas-cole/the-real-reason-baby-boomers-and-millennials-dont-see-eye-to-eye-written-by-a-mi.html Seabrook M. Intimidation in medical education: students' and teachers' perspectives. Studies Higher Educ. 2004;29(1):59–74. http://dx.doi.org/10.1080/1234567032000164877 Feiertag J, Berge ZL. Training generation N: How educators should approach the Net Generation. Education and Training. 2008 September;50(6):457–64. DOI: 10.1108/00400910810901782 Mangold K. Educating a new generation: teaching baby boomer faculty about millennial students. Nurse Educ. 2007 Jan-Feb;32(1):21-23. PMID: 17220763
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Kurniawan, Mozes. "Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 1–14. http://dx.doi.org/10.21009/jpud.141.01.

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This 21st century is known as a period in which access to information and communi- cation technology (ICT) are widely open. This brings good in various fields, one of which is educa- tion. In relation to the use of technology in education sector, Kurniawan developed a learning model based on ICT that is a combination of the components of animation technology with aspects of Eng- lish learning specifically reading comprehension. The model is called Creative Reading Learning Model aiming to increase vocabulary understanding, concept and the use of previously owned knowledge. The model emphasizes the role of educators in preparing learning and students in under- standing learning through the help of animation technology that can arise prior knowledge to under- stand learning materials. This study aims to complete the Research and Development phase until the product is complete and analyze the pedagogical implications of the application of Creative Reading as a form of triggering metalinguistic awareness in the test group. Data obtained through observation. The results of this study indicate that children understand most of the vocabulary presented. Related to metalinguistic awareness, there are children who have used English intentionally with an under- standing of form and meaning as the basis. Keywords: Creative Reading, English, Learning Models, Reading Comprehension, Vocabulary Reference Abdon, M. M., Maghanoy, J. M., Alieto, E. O., Buslon, J. B., Rillo, R. M., & Bacang, B. G. (2019). Phonological Awareness Skills of English As Second Language (Esl) Learners: the Case of First-Grade Filipino Bilinguals. Sci.Int.(Lahore), 31(5), 647–652. Altman, C., Goldstein, T., & Armon-Lotem, S. (2018). Vocabulary, metalinguistic awareness and language dominance among bilingual preschool children. Frontiers in Psychology, 9(OCT), 1–16. https://doi.org/10.3389/fpsyg.2018.01953 Cadena, C. M. Z. (2006). Effectiveness of Reading and Improving Reading Comprehension in Young ESL Readers (Universidad Del Norte Maestria). Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/718/45686016.pdf;jsessionid=E69 B0580514D369C34D96E4B48A8C9AC?sequence=1 Ceballos, M. R. S., Grenna, M., Joy, M., & Chall, J. S. (2012). Stages of Reading Development. Reading Difficulties and Dyslexia: An Interpretation for Teachers, 20–28. https://doi.org/10.4135/9788132108375.n3 Copland, F., Garton, S., & Burns, A. (2014). Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148 de Souza, G. N., Brito, Y. P. dos S., Tsutsumi, M. M. A., Marques, L. B., Goulart, P. R. K., Monteiro, D. C., & de Santana, Á. L. (2018). The Adventures of Amaru: Integrating learning tasks into a digital game for teaching children in early phases of literacy. Frontiers in Psychology, 9(DEC), 1–8. https://doi.org/10.3389/fpsyg.2018.02531 Flemban, F. Y. (2018). Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition. University of South Florida. Georgescu, C.-A. (2010). Using Blogs in Foreign Language Teaching. Educational Sciences Series, 62(1A), 186–191. Guilford, J. P. (1977). Way Beyond the IQ. New York: Bearly Limited. Karavas, E. (2014). Applied Linguistics to Foreign Language Teaching and Learning. An introduction to Applied Linguistics. In National and Kapodistrian University of Athens. Retrieved from http://opencourses.uoa.gr/courses/ENL6/ Kurniawan, M. (2012). Students’ Perspectives Toward the Use of Teacher’S Edublog in Efl Learning (Satya Wacana Christian University Salatiga). Retrieved from http://repository.uksw.edu/bitstream/123456789/3412/2/T1_112008013_Full text.pdf Kurniawan, M. (2016). From Common Reading to Creative Reading: An ICT-Based ELL Model Development. Widya Sari, (March 2016). Retrieved from http://widyasari- press.com/index.php?option=com_content&view=article&id=756:from-common-reading- to-creative-reading&catid=92:vol-18-no-1-jurnal-maret-2016&Itemid=2 Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal, 8(May), 155–159. Li, L., & Wu, X. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4. PLoS ONE, 10(3), 1–16. https://doi.org/10.1371/journal.pone.0114417 Masnan, A. H., & Ngajib, S. H. M. (2016). The Dilemmas of Teaching English in Cambodia Kindergarten. International Journal of Academic Research in Business and Social Sciences, 6(12), 190–196. https://doi.org/10.6007/ijarbss/v6-i12/2485 O’Brien, B. A., Habib, M., & Onnis, L. (2019). Technology-Based Tools for English Literacy Intervention: Examining Intervention Grain Size and Individual Differences. Frontiers in Psychology, 10(November). https://doi.org/10.3389/fpsyg.2019.02625 Robinson Anthony, J. J. D., Blumenfeld, H. K., Potapova, I., & Pruitt-Lord, S. L. (2020). Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals. International Journal of Bilingual Education and Bilingualism, 0(0), 1–20. https://doi.org/10.1080/13670050.2020.1735990 Salazar, J. V. A. & Gallardo, F. O. R. (2017). Effectiveness of Reading Comprehension Activities for Developing Communicative Skills in 8th Basic Year Students at Unidad Educativa Lemas. Universidad Laica Vicente Rocafuerte De Guayaquil.Soesilo, T. D. et al. (2018). Konsep Dasar Perkembangan Anak Usia Dini. Salatiga: Satya Wacana University Press. Timothy, A. E. (2019). English Language Components Preference of Students in Calabar, Cross River State, Nigeria: Implications for Teaching English as a Second Language. SSRN Electronic Journal, (November). https://doi.org/10.2139/ssrn.3483857 Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer- assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56. https://doi.org/10.1007/s11881-009-0032-y U.S. Department of Education. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. In Office of Educational Technology. https://doi.org/10.1080/09637498108430973
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Sun, Feng, and Chao Zheng. "The application of basketball technology multimedia computer-assisted instruction courseware in physical education." International Journal of Electrical Engineering & Education, May 3, 2021, 002072092110134. http://dx.doi.org/10.1177/00207209211013440.

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Computer-assisted instruction, as a new type of education method, uses modern media to optimize the classroom teaching structure. Multimedia technology integrates graphics, text and sound into one, with a large amount of information, rich content, good human-computer interaction, timely feedback, can effectively stimulate students’ interest, attract students’ attention, and enable students to produce strong Learn the desire to develop students’ active learning ideas. We should adapt to the changes of modern teaching methods as soon as possible, combine traditional physical education teaching methods with multimedia computer networks, and effectively carry out physical education teaching activities. Basketball is one of the majors in college sports competition teaching, and it is also one of the sports that college students like to see. For a long time, the teaching of basketball has been carried out through the teaching and demonstration of teachers, which is a bit boring and weak in the face of the infinite charm of basketball. Nowadays, CAI courseware will inject new vitality and vitality into traditional basketball teaching. In order to combine this method organically with basketball teaching, this research develops a set of CAI courseware based on network basketball tactics based on the characteristics of basketball tactics and the development of computer multimedia courseware. CAI is the abbreviation of computer-assisted instruction. The basketball class of the second-grade students of the general department of the university conducted an eight-week teaching experiment to explore the feasibility of applying CAI courseware in basketball teaching, and provided a feasible reference for the physical education teachers to develop teaching courseware and timely application in basketball teaching.
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Cioruța, Bogdan-Vasile, and Alexandru Lauran. "Computer Aided Training - A Variable of the Modern Romanian Educational Process in the Knowledge Society." Asian Journal of Education and Social Studies, December 17, 2020, 1–8. http://dx.doi.org/10.9734/ajess/2020/v13i430336.

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Computer and multimedia learning is still an active teaching method. Computer-assisted and computer-based training allows an education based on the intellectual profile of the student and beyond. It also puts the student in situations of interaction and rapid communication, made in a favorable environment that allows massive dissemination of the created content and time flexibility by combining synchronous and asynchronous means of communication. In the case of computer-assisted instruction, the interactivity is practically generalized, providing the learner with permanent feedback, as visible and immediate effects occur on the computer screen. Today, computer-assisted instruction involves efficient research of the student's work, supervised and guided by the teacher (even in the current conditions dictated by the pandemic), which helps him in performing technical operations, in identifying the links between information and documentation, leading him to a new form of knowledge (digital knowledge). Achieving the objectives of the educational process requires as necessary, in different stages of learning, the intuition of processes and phenomena of reality, either directly or through substitutes. At the same time, the formation of skills and abilities requires the presence of material supports for practicing actions. Through this paper, we aim to show that there is thus a diversity in education such as "pedagogical tools" called associated teaching aids in the field of computer-assisted training. They contribute to the efficient development of the didactic activity, being equally material resources of the educational process, selected from reality, modified, or made to reach the pedagogical objectives. The progress of technology has driven the diversification and improvement of these resources, so that, in the Information and Knowledge Society, it can be shown that computer-assisted training has become a variable of the modern educational process, which must take into account, more than ever, the profile of the individual and society.
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Cain, Darrell L., and Paul E. Pitre. "THE EFFECT OF COMPUTER MEDIATED CONFERENCING AND COMPUTER ASSISTED INSTRUCTION ON STUDENT LEARNING OUTCOMES." Online Learning 12, no. 3-4 (February 9, 2019). http://dx.doi.org/10.24059/olj.v12i3-4.1682.

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The trend toward increased technology in traditional higher education classrooms has been met with both optimism and criticism. One of the major criticisms of technology in the college classroom is that it does little, if anything, to improve student learning. Taking this view of technology into account, this study examined how the use of technology contributed to student learning outcomes after controlling for key student demographic variables. More specifically, this study investigated the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., the computer and Internet) to determine whether they contribute to student learning.The sample utilized in this study consisted of 2000 college students, randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. The analysis of data consisted of four multiple regressions conducted on specific student learning outcomes. The student learning outcomes included four composite scales, measuring student 1) personal and social development, 2) general education gains, 3) intellectual development, 4) science and technology gains, and 3) vocationalpreparation.After controlling for student's background variables, the findings of this study revealed that the use of technology in the college classroom does contribute to student learning. The model, including technology variables, explained 4% to 7% of the gains in student learning, while student background variables contributed an additional .03% to 2% of the gains. These findings, though modest, suggest that incorporating technologies in the college classroom can aid students in the learning process.
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Herring, James E. "School Informatics: The Vision, the Learning, the Information, the Technology and the Need for Research." IASL Annual Conference Proceedings, March 26, 2021, 91–102. http://dx.doi.org/10.29173/iasl8161.

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School librarians and school libraries have been affected by a number of changes over the past decade. Development in leaming, such as the development of information skills programs; in teaching, such as the greater use of learning resources by teachers; and in technology, such as the availability of electronic information resources such as the Internet; have all affected the nature of the school librarian's work. Taking a holistic view of schools, it can be seen that developments in these areas have been the focus of research of a number of related disciplines. Researchers in the area of learning have sought to identify the impact of new technologies on the learning process in schools. Researchers in IT in education have studied the increasing sophistication of computer assisted learning packages and school networks. Researchers in educational administration have examined the potential impact of IT of improved record keeping and information management in schools.Researchers in school librarianship have examined the growth of information skills/literacy programmes in schools as well as the growth in the range of electronic information resources such as CO-ROMs, online databases and the Internet This paper proposes that these disciplines could usefully contribute to a new discipline entitled school informatics which would examine the impact of new technologies on leaming and teaching from a perspective which seeks to examine how learning and teaching can be improved in schools by the integon of related but as yet separate aspects of IT in today's schools. The central focus of school infomatics should be on learning in the classroom, in the school library and elsewhere and not on individual advances in technology. This paper outlines a vision for school infomatics and the relation of that vision to learning, teaching, information resources and information technology in schools. A research study of 2 UK schools' views on intranet developments is induded in the paper.
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Matthews, Nicole, Sherman Young, David Parker, and Jemina Napier. "Looking across the Hearing Line?: Exploring Young Deaf People’s Use of Web 2.0." M/C Journal 13, no. 3 (June 30, 2010). http://dx.doi.org/10.5204/mcj.266.

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IntroductionNew digital technologies hold promise for equalising access to information and communication for the Deaf community. SMS technology, for example, has helped to equalise deaf peoples’ access to information and made it easier to communicate with both deaf and hearing people (Tane Akamatsu et al.; Power and Power; Power, Power, and Horstmanshof; Valentine and Skelton, "Changing", "Umbilical"; Harper). A wealth of anecdotal evidence and some recent academic work suggests that new media technology is also reshaping deaf peoples’ sense of local and global community (Breivik "Deaf"; Breivik, Deaf; Brueggeman). One focus of research on new media technologies has been on technologies used for point to point communication, including communication (and interpretation) via video (Tane Akamatsu et al.; Power and Power; Power, Power, and Horstmanshof). Another has been the use of multimedia technologies in formal educational setting for pedagogical purposes, particularly English language literacy (e.g. Marshall Gentry et al.; Tane Akamatsu et al.; Vogel et al.). An emphasis on the role of multimedia in deaf education is understandable, considering the on-going highly politicised contest over whether to educate young deaf people in a bilingual environment using a signed language (Swanwick & Gregory). However, the increasing significance of social and participatory media in the leisure time of Westerners suggests that such uses of Web 2.0 are also worth exploring. There have begun to be some academic accounts of the enthusiastic adoption of vlogging by sign language users (e.g. Leigh; Cavander and Ladner) and this paper seeks to add to this important work. Web 2.0 has been defined by its ability to, in Denise Woods’ word, “harness collective intelligence” (19.2) by providing opportunities for users to make, adapt, “mash up” and share text, photos and video. As well as its well-documented participatory possibilities (Bruns), its re-emphasis on visual (as opposed to textual) communication is of particular interest for Deaf communities. It has been suggested that deaf people are a ‘visual variety of the human race’ (Bahan), and the visually rich presents new opportunities for visually rich forms of communication, most importantly via signed languages. The central importance of signed languages for Deaf identity suggests that the visual aspects of interactive multimedia might offer possibilities of maintenance, enhancement and shifts in those identities (Hyde, Power and Lloyd). At the same time, the visual aspects of the Web 2.0 are often audio-visual, such that the increasingly rich resources of the net offer potential barriers as well as routes to inclusion and community (see Woods; Ellis; Cavander and Ladner). In particular, lack of captioning or use of Auslan in video resources emerges as a key limit to the accessibility of the visual Web to deaf users (Cahill and Hollier). In this paper we ask to what extent contemporary digital media might create moments of permeability in what Krentz has called “the hearing line, that invisible boundary separating deaf and hearing people”( 2)”. To provide tentative answers to these questions, this paper will explore the use of participatory digital media by a group of young Deaf people taking part in a small-scale digital moviemaking project in Sydney in 2009. The ProjectAs a starting point, the interdisciplinary research team conducted a video-making course for young deaf sign language users within the Department of Media, Music and Cultural Studies at Macquarie University. The research team was comprised of one deaf and four hearing researchers, with expertise in media and cultural studies, information technology, sign language linguistics/ deaf studies, and signed language interpreting. The course was advertised through the newsletter of partner organization the NSW Deaf Society, via a Sydney bilingual deaf school and through the dense electronic networks of Australian deaf people. The course attracted fourteen participants from NSW, Western Australia and Queensland ranging in age from 10 to 18. Twelve of the participants were male, and two female. While there was no aspiration to gather a representative group of young people, it is worth noting there was some diversity within the group: for example, one participant was a wheelchair user while another had in recent years moved to Sydney from Africa and had learned Auslan relatively recently. Students were taught a variety of storytelling techniques and video-making skills, and set loose in groups to devise, shoot and edit a number of short films. The results were shared amongst the class, posted on a private YouTube channel and made into a DVD which was distributed to participants.The classes were largely taught in Auslan by a deaf teacher, although two sessions were taught by (non-deaf) members of Macquarie faculty, including an AFI award winning director. Those sessions were interpreted into Auslan by a sign language interpreter. Participants were then allowed free creative time to shoot video in locations of their choice on campus, or to edit their footage in the computer lab. Formal teaching sessions lasted half of each day – in the afternoons, participants were free to use the facilities or participate in a range of structured activities. Participants were also interviewed in groups, and individually, and their participation in the project was observed by researchers. Our research interest was in what deaf young people would choose to do with Web 2.0 technologies, and most particularly the visually rich elements of participatory and social media, in a relatively unstructured environment. Importantly, our focus was not on evaluating the effectiveness of multimedia for teaching deaf young people, or the level of literacy deployed by deaf young people in using the applications. Rather we were interested to discover the kinds of stories participants chose to tell, the ways they used Web 2.0 applications and the modalities of communication they chose to use. Given that Auslan was the language of instruction of the course, would participants draw on the tradition of deaf jokes and storytelling and narrate stories to camera in Auslan? Would they use the format of the “mash-up”, drawing on found footage or photographs? Would they make more filmic movies using Auslan dialogue? How would they use captions and text in their movies: as subtitles for Auslan dialogue? As an alternative to signing? Or not at all? Our observations from the project point to the great significance of the visual dimensions of Web 2.0 for the deaf young people who participated in the project. Initially, this was evident in the kind of movies students chose to make. Only one group – three young people in their late teens which included both of the young women in the class - chose to make a dialogue heavy movie, a spoof of Charlie’s Angels, entitled Deaf Angels. This movie included long scenes of the Angels using Auslan to chat together, receiving instruction from “Charlie” in sign language via videophone and recruiting “extras”, again using Auslan, to sign a petition for Auslan to be made an official Australian language. In follow up interviews, one of the students involved in making this film commented “my clip is about making a political statement, while the other [students in the class] made theirs just for fun”. The next group of (three) films, all with the involvement of the youngest class member, included signed storytelling of a sort readily recognisable from signed videos on-line: direct address to camera, with the teller narrating but also taking on the roles of characters and presenting their dialogue directly via the sign language convention of “role shift” - also referred to as constructed action and constructed dialogue (Metzger). One of these movies was an interesting hybrid. The first half of the four minute film had two young actors staging a hold-up at a vending machine, with a subsequent chase and fight scene. Like most of the films made by participants in the class, it included only one line of signed dialogue, with the rest of the narrative told visually through action. However, at the end of the action sequence, with the victim safely dead, the narrative was then retold by one of the performers within a signed story, using conventions typically observed in signed storytelling - such as role shift, characterisation and spatial mapping (Mather & Winston; Rayman; Wilson).The remaining films similarly drew on action and horror genres with copious use of chase and fight scenes and melodramatic and sometimes quite beautiful climactic death tableaux. The movies included a story about revenging the death of a brother; a story about escaping from jail; a short story about a hippo eating a vet; a similar short comprised of stills showing a sequence of executions in the computer lab; and a ghost story. Notably, most of these movies contained very little dialogue – with only one or two lines of signed dialogue in each four to five minute video (with the exception of the gun handshape used in context to represent the object liberally throughout most films). The kinds of movies made by this limited group of people on this one occasion are suggestive. While participants drew on a number of genres and communication strategies in their film making, the researchers were surprised at how few of the movies drew on traditions of signed storytelling or jokes– particularly since the course was targeted at deaf sign language users and promoted as presented in Auslan. Consequently, our group of students were largely drawn from the small number of deaf schools in which Auslan is the main language of instruction – an exceptional circumstance in an Australian setting in which most deaf young people attend mainstream schools (Byrnes et al.; Power and Hyde). Looking across the Hearing LineWe can make sense of the creative choices made by the participants in the course in a number of ways. Although methods of captioning were briefly introduced during the course, iMovie (the package which participants were using) has limited captioning functionality. Indeed, one student, who was involved in making the only clip to include captioning which contextualised the narrative, commented in follow-up interviews that he would have liked more information about captioning. It’s also possible that the compressed nature of the course prevented participants from undertaking the time-consuming task of scripting and entering captions. As well as being the most fun approach to the projects, the use of visual story telling was probably the easiest. This was perhaps exacerbated by the lack of emphasis on scriptwriting (outside of structural elements and broad narrative sweeps) in the course. Greater emphasis on that aspect of film-making would have given participants a stronger foundational literacy for caption-based projectsDespite these qualifications, both the movies made by students and our observations suggest the significance of a shared visual culture in the use of the Web by these particular young people. During an afternoon when many of the students were away swimming, one student stayed in the lab to use the computers. Rather than working on a video project, he spent time trawling through YouTube for clips purporting to show ghost sightings and other paranormal phenomena. He drew these clips to the attention of one of the research team who was present in the lab, prompting a discussion about the believability of the ghosts and supernatural apparitions in the clips. While some of the clips included (uncaptioned) off-screen dialogue and commentary, this didn’t seem to be a barrier to this student’s enjoyment. Like many other sub-genres of YouTube clips – pranks, pratfalls, cute or alarmingly dangerous incidents involving children and animals – these supernatural videos as a genre rely very little on commentary or dialogue for their meaning – just as with the action films that other students drew on so heavily in their movie making. In an E-Tech paper entitled "The Cute Cat Theory of Digital Activism", Ethan Zuckerman suggests that “web 1.0 was invented to allow physicists to share research papers and web 2.0 was created to allow people to share pictures of cute cats”. This comment points out both the Web 2.0’s vast repository of entertaining material in the ‘funny video’genre which is visually based, dialogue free, entertaining material accessible to a wide range of people, including deaf sign language users. In the realm of leisure, at least, the visually rich resources of Web 2.0’s ubiquitous images and video materials may be creating a shared culture in which the line between hearing and deaf people’s entertainment activities is less clear than it may have been in the past. The ironic tone of Zuckerman’s observation, however, alerts us to the limits of a reliance on language-free materials as a route to accessibility. The kinds of videos that the participants in the course chose to make speaks to the limitations as well as resources offered by the visual Web. There is still a limited range of captioned material on You Tube. In interviews, both young people and their teachers emphasised the central importance of access to captioned video on-line, with the young people we interviewed strongly favouring captioned video over the inclusion on-screen of simultaneous signed interpretations of text. One participant who was a regular user of a range of on-line social networking commented that if she really liked the look of a particular movie which was uncaptioned, she would sometimes contact its maker and ask them to add captions to it. Interestingly, two student participants emphasised in interviews that signed video should also include captions so hearing people could have access to signed narratives. These students seemed to be drawing on ideas about “reverse discrimination”, but their concern reflected the approach of many of the student movies - using shared visual conventions that made their movies available to the widest possible audience. All the students were anxious that hearing people could understand their work, perhaps a consequence of the course’s location in the University as an overwhelmingly hearing environment. In this emphasis on captioning rather than sign as a route to making media accessible, we may be seeing a consequence of the emphasis Krentz describes as ubiquitous in deaf education “the desire to make the differences between deaf and hearing people recede” (16). Krentz suggests that his concept of the ‘hearing line’ “must be perpetually retested and re-examined. It reveals complex and shifting relationships between physical difference, cultural fabrication and identity” (7). The students’ movies and attitudes emphasised the reality of that complexity. Our research project explored how some young Deaf people attempted to create stories capable of crossing categories of deafness and ‘hearing-ness’… unstable (like other identity categories) while others constructed narratives that affirmed Deaf Culture or drew on the Deaf storytelling traditions. This is of particular interest in the Web 2.0 environment, given that its technologies are often lauded as having the politics of participation. The example of the Deaf Community asks reasonable questions about the validity of those claims, and it’s hard to escape the conclusion that there is still less than appropriate access and that some users are more equal than others.How do young people handle the continuing lack of material available to the on the Web? The answer repeatedly offered by our young male interviewees was ‘I can’t be bothered’. As distinct from “I can’t understand” or “I won’t go there” this answer, represented a disengagement from demands to identify your literacy levels, reveal your preferred means of communication; to rehearse arguments about questions of access or expose attempts to struggle to make sense of texts that fail to employ readily accessible means of communicating. Neither an admission of failure or a demand for change, CAN’T-BE-BOTHERED in this context offers a cool way out of an accessibility impasse. This easily-dismissed comment in interviews was confirmed in a whole-group discussions, when students came to a consensus that if when searching for video resources on the Net they found video that included neither signing nor captions, they would move on to find other more accessible resources. Even here, though, the ground continues to shift. YouTube recently announced that it was making its auto-captioning feature open to everybody - a machine generated system that whilst not perfect does attempt to make all YouTube videos accessible to deaf people. (Bertolucci).The importance of captioning of non-signed video is thrown into further significance by our observation from the course of the use of YouTube as a search engine by the participants. Many of the students when asked to research information on the Web bypassed text-based search engines and used the more visual results presented on YouTube directly. In research on deaf adolescents’ search strategies on the Internet, Smith points to the promise of graphical interfaces for deaf young people as a strategy for overcoming the English literacy difficulties experienced by many deaf young people (527). In the years since Smith’s research was undertaken, the graphical and audiovisual resources available on the Web have exploded and users are increasingly turning to these resources in their searches, providing new possibilities for Deaf users (see for instance Schonfeld; Fajardo et al.). Preliminary ConclusionsA number of recent writers have pointed out the ways that the internet has made everyday communication with government services, businesses, workmates and friends immeasurably easier for deaf people (Power, Power and Horstmanshof; Keating and Mirus; Valentine and Skelton, "Changing", "Umbilical"). The ready availability of information in a textual and graphical form on the Web, and ready access to direct contact with others on the move via SMS, has worked against what has been described as deaf peoples’ “information deprivation”, while everyday tasks – booking tickets, for example – are no longer a struggle to communicate face-to-face with hearing people (Valentine and Skelton, "Changing"; Bakken 169-70).The impacts of new technologies should not be seen in simple terms, however. Valentine and Skelton summarise: “the Internet is not producing either just positive or just negative outcomes for D/deaf people but rather is generating a complex set of paradoxical effects for different users” (Valentine and Skelton, "Umbilical" 12). They note, for example, that the ability, via text-based on-line social media to interact with other people on-line regardless of geographic location, hearing status or facility with sign language has been highly valued by some of their deaf respondents. They comment, however, that the fact that many deaf people, using the Internet, can “pass” minimises the need for hearing people in a phonocentric society to be aware of the diversity of ways communication can take place. They note, for example, that “few mainstream Websites demonstrate awareness of D/deaf peoples’ information and communication needs/preferences (eg. by incorporating sign language video clips)” ("Changing" 11). As such, many deaf people have an enhanced ability to interact with a range of others, but in a mode favoured by the dominant culture, a culture which is thus unchallenged by exposure to alternative strategies of communication. Our research, preliminary as it is, suggests a somewhat different take on these complex questions. The visually driven, image-rich approach taken to movie making, Web-searching and information sharing by our participants suggests the emergence of a certain kind of on-line culture which seems likely to be shared by deaf and hearing young people. However where Valentine and Skelton suggest deaf people, in order to participate on-line, are obliged to do so, on the terms of the hearing majority, the increasingly visual nature of Web 2.0 suggests that the terrain may be shifting – even if there is still some way to go.AcknowledgementsWe would like to thank Natalie Kull and Meg Stewart for their research assistance on this project, and participants in the course and members of the project’s steering group for their generosity with their time and ideas.ReferencesBahan, B. "Upon the Formation of a Visual Variety of the Human Race. In H-Dirksen L. Baumann (ed.), Open Your Eyes: Deaf Studies Talking. London: University of Minnesota Press, 2007.Bakken, F. “SMS Use among Deaf Teens and Young Adults in Norway.” In R. Harper, L. Palen, and A. Taylor (eds.), The Inside Text: Social, Cultural and Design Perspectives on SMS. Netherlands: Springe, 2005. 161-74. Berners-Lee, Tim. Weaving the Web. London: Orion Business, 1999.Bertolucci, Jeff. “YouTube Offers Auto-Captioning to All Users.” PC World 5 Mar. 2010. 5 Mar. 2010 < http://www.macworld.com/article/146879/2010/03/YouTube_captions.html >.Breivik, Jan Kare. Deaf Identities in the Making: Local Lives, Transnational Connections. Washington, D.C.: Gallaudet University Press, 2005.———. “Deaf Identities: Visible Culture, Hidden Dilemmas and Scattered Belonging.” In H.G. Sicakkan and Y.G. Lithman (eds.), What Happens When a Society Is Diverse: Exploring Multidimensional Identities. Lewiston, New York: Edwin Mellen Press, 2006. 75-104.Brueggemann, B.J. (ed.). Literacy and Deaf People’s Cultural and Contextual Perspectives. 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"Language learning." Language Teaching 40, no. 2 (March 7, 2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.

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"Language learning." Language Teaching 40, no. 1 (January 2007): 49–62. http://dx.doi.org/10.1017/s026144480622411x.

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28

Bruns, Axel. "Invading the Ivory Tower." M/C Journal 2, no. 2 (March 1, 1999). http://dx.doi.org/10.5204/mcj.1742.

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One of the most frequent comments about Internet-based media, particularly about newsgroups and the Web, is that they provide a forum for everyone, no matter how obscure or specific their interest -- you'll find dedicated fora for every field, from high-energy physics to learning Klingon, from the campaign for an independent country in Northern Italy to Indonesian cooking. This is seen as a positive development as often as it is regarded as a negative force -- optimists see these fora as potential bases for the formation of virtual communities which may be able to reinvigorate previously neglected niche groupings, while pessimists predict a further shattering of societies into disparate fragments with mutually almost unintelligible cultural attitudes. Examples supporting either view can be found amongst the multitudes of newsgroups and Websites available on the Net, but let us skip this debate for the moment; instead, let's focus on some of the potential consequences this situation may have for academia. It requires little prescience to predict that the next few years will see an increasing use of the Web and, to a smaller extent, newsgroups in academic teaching and research. Continuously updated Websites will enable students and scholars to work with the latest developments in their disciplines, rather than limiting themselves to whatever recent books and journals their university library has managed to acquire, and newsgroups can help put interested academics in touch with each other in order to exchange news and pointers to information on the Web, as well as discuss recent research. For anyone with a computer, much of this information will also be accessible more easily electronically, via the Internet, than physically through libraries, bookstores, and photocopies. If it is organised efficiently on the Web, interested researchers may also come to be able to better target precisely the information they need, avoiding the need to leaf through volumes of journals to find the one useful article they might contain. Such research isn't limited only to academics and university students anymore, though. As hypertext scholar George P. Landow notes, "hypertext provides the individualistic learner with the perfect means for exploration and enrichment of particular areas of study. By permitting one to move from relatively familiar areas to less familiar ones, a hypertext corpus encourages the autodidact, the continuing education student, and the student with little access to instructors" (Hypertext 129-30) -- particularly the ethos of information freedom that is widespread on the Internet means that any amateur enthusiast may conduct their own self-education with the materials available on the Web. This was already possible, after a fashion, in pre-Web times, of course, but the Net increases the amount of information available, and removes the physical and psychological barrier of entering a university library as a non-student, and facilitates connections to other (self-taught as well as 'official') students through newsgroups and email. What's more, the Web also allows adding one's own voice to academic debates: "in a book one can always move one's finger or pencil across the printed page, but one's intrusion always remains physically separate from the text. One may make a mark on the page, but one's intrusion does not affect the text itself" (Landow, Hypertext 44). By creating a Web page displaying one's own thoughts on the matter, providing links to related sites, and ideally receiving links from those sites, too, any outsider may now invade the discourse in an academic discipline. In most cases, such invasions may go largely unnoticed -- but nothing's to stop a self-taught enthusiast from creating a highly useful Website that even 'proper' academics may consider relevant, and so from adding own articles to the discipline's body of knowledge. As a side-effect of such presentation on the Web, then, texts by students are no longer so easily subordinated to those by revered authors, and disparities between them are less visible. The text as a site of authority can also become a site of resistance: in hypertext, indeed, opposition to the canonised texts is more likely to succeed in conditions of hypertextuality than in the print culture, if only because hypertext makes it easier to expose the contradictions and power moves in such texts, and the multiply constructed positions from which they might be read. (Snyder 77) Both these points pose a major problem for the currently prevalent conventions of academic debate, of course, which (despite post-structuralism's argument for the "death of the author") still evaluate the relevance of academic work partly based on its authorial source. Canonisation of particular scholars and their works (a process which is not limited only to literary disciplines) must ultimately fail -- "because all electronic texts are interrelated, none has well-defined borders; instead, each text reaches out to link up with past, present and future texts. It therefore becomes difficult to cordon off and to canonise a few great texts and authors" (Snyder 75). And generally, Nunberg notes, "media like the Web tend to resist attempts to impose the sort of solutions that enable us to manage (even imperfectly) the steady increase in the number of print documents -- the ramification of discourses and forms of publication, the imposition of systems of screening or refereeing, the restriction of the right to speak to 'qualified' participants" ("Farewell" 126). The freely accessible information on the Web includes texts by revered researchers as well as badly-informed beginners, and elaborate essays as well as superficial scribblings. This realisation has caused many academics who grew up with the apparent simplicities of print to regard Internet-based media with despair and, frequently, with contempt; Nunberg himself provides a good example by stating that "any undergraduate student is free to post her night thoughts on Mary Shelley or the Klingon verb to a 'potential audience' of millions (a quick search of the Web turns up numerous examples of both), and there will be nothing in its mode of circulation to distinguish it from communications from better-qualified contributors" ("Farewell" 127). Such remarkably condescending prose indicates more than anything a paralysing fear of an invasion of the proverbial academic ivory tower by the uncouth hordes of self-taught dilettantes who have no respect for scholarly authority: Nunberg's insistence that a notion of academic 'qualification' (expressed no doubt in degrees and positions) could do any more than indicate vaguely that an author might have something valuable to say, and that anybody not 'qualified' this way cannot possibly contribute anything worth one's while, is surprisingly hierarchistic. Surely, in reality the onus for determining a text's worth should (and must) always eventually lie with the individual reader; the sense a text makes, not the source that made the text, should determine its quality. It's easy to see that this emphasis which Nunberg and others place on a text's source is in fact determined by print as the still-prevalent technology of information dissemination. As Bolter describes it, "the idea of a relatively stable canon made sense in a culture dominated by printed books. ... But the notion of a standard has now collapsed, and the collapse is mirrored in the shift from the printed to the electronic writing space, in which a stable canon of works and authors is meaningless" (237). Landow elaborates that hypertext's effects are so basic, so radical, that it reveals that many of our most cherished, most commonplace ideas and attitudes toward literature and literary production turn out to be the result of that particular form of information technology and technology of cultural memory that has provided the setting for them. This technology -- that of the printed book and of its close relations, which include the typed or printed page -- engenders certain notions of authorial property, authorial uniqueness, and a physically isolated text that hypertext makes untenable. The evidence of hypertext, in other words, historicises many of our most commonplace assumptions, thereby forcing them to descend from the ethereality of abstraction and appear as corollaries to a particular technology rooted in specific times and places. (33) Today, on the Web, however, where anyone can participate by adding their own texts or simply rearranging others', we lose once and for all notions of the author or the text as a stable entity. Thus, Nunberg claims, "on the Web ... you can never have the kind of experience that you can have with the informational genres of print, the experience of interpreting a text simply as a newspaper or encyclopedia article without attending to its author, its publisher, or the reliability of its recommender. We read Web documents, that is, not as information but as intelligence, which requires an explicit warrant of one form or another" ("Farewell" 127-8). Again, however, Nunberg claims a simplicity of the print media which simply doesn't exist: he goes on to say that "we should look to electronic discourse to provide a counter and complement to the informational forms of print -- a domain that privileges the personal, the private, and the subjective against the impersonal, the public, and the objective" (133). In reality, though, anyone who today still reads a newspaper or any other form of printed information as an 'objective' source, without an awareness of its publisher's or its journalists' political and economic agenda, must certainly be regarded as a naïve fool -- not just in Australia, with its atrocious standards of print journalism. If the modern media have taught us anything, it is that there is no such thing as 'objective truth'; the Web, with its unprecedented opportunities for world-wide publication, just makes this fact particularly obvious. While they may contribute to more openness in dealing with contributions from non-traditionally qualified sources, however, such realisations won't completely eradicate academia's fear of an invasion by the self-trained and the untrained. Some hope is at hand, though: "at the very moment indeed when the new technologies of memory can make us fear an alarming glut of traces -- a true change of scale in the collective accumulation of archives, at once written, audio, visual, and audiovisual -- these same technologies increasingly lighten its load, at almost the same pace, by facilitating individualised retrieval" (Debray 146); more elaborate search engines and resource listings on the Web can help point interested researchers to useful contributions both from within and without the ivory tower, and multiple alternative engines and listings may cater for various definitions of what constitutes 'useful'. "In the future, it seems, there will be no fixed canons of texts and no fixed epistemological boundaries between disciplines, only paths of inquiry, modes of integration, and moments of encounter" (Hesse 31). This may also have negative implications, though. On the one hand, as Bazin writes, "the digital empire puts too much emphasis on relation and circulation per se, rather than on the acquisition of content. Instead of the substantialist metaphysics of the hidden meaning which a 'vertical' reading would attempt to reveal, it prefers the rhetoric of exchange and conversation. It counters the aesthetics of depth with a pragmatics of interface" (163-4), and researchers on the Web may stay on the surface of a discipline rather than explore the very depths of its discourse -- they may stick with digests, digest-digests, digest-digest-digests, to borrow from Ray Bradbury (55). "Electronic linking almost inevitably tends to lead to blending and mixing of genres and modes ... . Hypertextualising a text produces not an electronic book but a miniature electronic library" (Landow, "Twenty Minutes" 226-7), and sticking to one's research topic may prove difficult. On the other end of the scale, the Net's tendency to group interests off into niches may lead to specific deeply involved research being done without any awareness of related disciplines that may offer alternative approaches to a subject -- in short, without any knowledge of the bigger picture one's discipline fits into. To avoid both pitfalls demands a researcher's discipline and attention. On the positive side, the invasion of the ivory tower allows for unprecedented public involvement (as Net theorists have often promised it): we are witnessing the appearance ... of a 'dynamic textuality' ... that by freeing itself from the straitjacket of the book is transforming not only the individual's relation to the text but also the traditional model of producing and transmitting learning and practical knowledge. In the place vacated by a linear transmission, inherited from forebears and relatively individualised, a system for the coemergence of bodies of knowledge is tending to be progressively substituted -- a system in which instruction, self-apprenticing, intellectual creation, and diffusion all closely cooperate. (Bazin 163) Naturally, this process won't mean that anybody can now easily become a nuclear scientist, economic expert, or cultural historian -- in most fields, to make it to the very top of the profession will still require a level of access to materials and equipment that only academic and professional institutions can offer. Nonetheless, more self-trained amateur enthusiasts will now be able to make meaningful contributions to their discipline -- a development we already begin to see in fields as diverse as astronomy, computer sciences, and some forms of literary studies. At the very least, it will create among the participants a more interested, more informed and more involved public, thinking for themselves and questioning the commonplaces of a print-based culture. "We are promised ... less of the dogmatic and more of the ludic, less of the canonical and more of the festive. Fewer arguments from authority, though more juxtaposition of authorities" (Debray 146). The invasion of the ivory tower is no attack on the Bastille -- the new dilettante invaders come to learn and share, not to destroy. References Bazin, Patrick. "Toward Metareading." Nunberg 153-68. Bolter, Jay David. Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1991. Bradbury, Ray. Fahrenheit 451. Berlin: Cornelsen-Velhagen & Klasing, 1985. Debray, Régis. "The Book as Symbolic Object." Nunberg 139-51. Hesse, Carla. "Books in Time." Nunberg 21-36. Landow, George P. Hypertext: The Convergence of Contemporary Critical Theory and Technology. Baltimore: Johns Hopkins UP, 1992. ---. "Twenty Minutes into the Future, or How Are We Moving beyond the Book?" Nunberg 209-37. Nunberg, Geoffrey. "Farewell to the Information Age." Nunberg 103-38. ---, ed. The Future of the Book. Berkeley: U of California P, 1996. Snyder, Ilana. Hypertext: The Electronic Labyrinth. Carlton South: Melbourne UP, 1996. Citation reference for this article MLA style: Axel Bruns. "Invading the Ivory Tower: Hypertext and the New Dilettante Scholars." M/C: A Journal of Media and Culture 2.2 (1999). [your date of access] <http://www.uq.edu.au/mc/9903/ivory.php>. Chicago style: Axel Bruns, "Invading the Ivory Tower: Hypertext and the New Dilettante Scholars," M/C: A Journal of Media and Culture 2, no. 2 (1999), <http://www.uq.edu.au/mc/9903/ivory.php> ([your date of access]). APA style: Axel Bruns. (1999) Invading the ivory tower: hypertext and the new dilettante scholars. M/C: A Journal of Media and Culture 2(2). <http://www.uq.edu.au/mc/9903/ivory.php> ([your date of access]).
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29

Merchant, Melissa, Katie M. Ellis, and Natalie Latter. "Captions and the Cooking Show." M/C Journal 20, no. 3 (June 21, 2017). http://dx.doi.org/10.5204/mcj.1260.

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While the television cooking genre has evolved in numerous ways to withstand competition and become a constant feature in television programming (Collins and College), it has been argued that audience demand for televisual cooking has always been high because of the daily importance of cooking (Hamada, “Multimedia Integration”). Early cooking shows were characterised by an instructional discourse, before quickly embracing an entertainment focus; modern cooking shows take on a more competitive, out of the kitchen focus (Collins and College). The genre has continued to evolve, with celebrity chefs and ordinary people embracing transmedia affordances to return to the instructional focus of the early cooking shows. While the television cooking show is recognised for its broad cultural impacts related to gender (Ouellette and Hay), cultural capital (Ibrahim; Oren), television formatting (Oren), and even communication itself (Matwick and Matwick), its role in the widespread adoption of television captions is significantly underexplored. Even the fact that a cooking show was the first ever program captioned on American television is almost completely unremarked within cooking show histories and literature.A Brief History of Captioning WorldwideWhen captions were first introduced on US television in the early 1970s, programmers were guided by the general principle to make the captioned program “accessible to every deaf viewer regardless of reading ability” (Jensema, McCann and Ramsey 284). However, there were no exact rules regarding captioning quality and captions did not reflect verbatim what was said onscreen. According to Jensema, McCann and Ramsey (285), less than verbatim captioning continued for many years because “deaf people were so delighted to have captions that they accepted almost anything thrown on the screen” (see also Newell 266 for a discussion of the UK context).While the benefits of captions for people who are D/deaf or hard of hearing were immediate, its commercial applications also became apparent. When the moral argument that people who were D/deaf or hard of hearing had a right to access television via captions proved unsuccessful in the fight for legislation, advocates lobbied the US Congress about the mainstream commercial benefits such as in education and the benefits for people learning English as a second language (Downey). Activist efforts and hard-won legal battles meant D/deaf and hard of hearing viewers can now expect closed captions on almost all television content. With legislation in place to determine the provision of captions, attention began to focus on their quality. D/deaf viewers are no longer just delighted to accept anything thrown on the screen and have begun to demand verbatim captioning. At the same time, market-based incentives are capturing the attention of television executives seeking to make money, and the widespread availability of verbatim captions has been recognised for its multimedia—and therefore commercial—applications. These include its capacity for information retrieval (Miura et al.; Agnihotri et al.) and for creative repurposing of television content (Blankinship et al.). Captions and transcripts have been identified as being of particular importance to augmenting the information provided in cooking shows (Miura et al.; Oh et al.).Early Captions in the US: Julia Child’s The French ChefJulia Child is indicative of the early period of the cooking genre (Collins and College)—she has been described as “the epitome of the TV chef” (ray 53) and is often credited for making cooking accessible to American audiences through her onscreen focus on normalising techniques that she promised could be mastered at home (ray). She is still recognised for her mastery of the genre, and for her capacity to entertain in a way that stood out from her contemporaries (Collins and College; ray).Julia Child’s The French Chef originally aired on the US publicly-funded Public Broadcasting System (PBS) affiliate WBGH from 1963–1973. The captioning of television also began in the 1960s, with educators creating the captions themselves, mainly for educational use in deaf schools (Downey 70). However, there soon came calls for public television to also be made accessible for the deaf and hard of hearing—the debate focused on equality and pushed for recognition that deaf people were culturally diverse (Downey 70).The PBS therefore began a trial of captioning programs (Downey 71). These would be “open captions”—characters which were positioned on the screen as part of the normal image for all viewers to see (Downey 71). The trial was designed to determine both the number of D/deaf and hard of hearing people viewing the program, as well as to test if non-D/deaf and hard of hearing viewers would watch a program which had captions (Downey 71). The French Chef was selected for captioning by WBGH because it was their most popular television show in the early 1970s and in 1972 eight episodes of The French Chef were aired using open—albeit inconsistent—captions (Downey 71; Jensema et al. 284).There were concerns from some broadcasters that openly captioned programs would drive away the “hearing majority” (Downey 71). However, there was no explicit study carried out in 1972 on the viewers of The French Chef to determine if this was the case because WBGH ran out of funds to research this further (Downey 71). Nevertheless, Jensema, McCann and Ramsey (284) note that WBGH did begin to re-broadcast ABC World News Tonight in the 1970s with open captions and that this was the only regularly captioned show at the time.Due to changes in technology and fears that not everyone wanted to see captions onscreen, television’s focus shifted from open captions to closed captioning in the 1980s. Captions became encoded, with viewers needing a decoder to be able to access them. However, the high cost of the decoders meant that many could not afford to buy them and adoption of the technology was slow (Youngblood and Lysaght 243; Downey 71). In 1979, the US government had set up the National Captioning Institute (NCI) with a mandate to develop and sell these decoders, and provide captioning services to the networks. This was initially government-funded but was designed to eventually be self-sufficient (Downey 73).PBS, ABC and NBC (but not CBS) had agreed to a trial (Downey 73). However, there was a reluctance on the part of broadcasters to pay to caption content when there was not enough evidence that the demand was high (Downey 73—74). The argument for the provision of captioned content therefore began to focus on the rights of all citizens to be able to access a public service. A complaint was lodged claiming that the Los Angeles station KCET, which was a PBS affiliate, did not provide captioned content that was available elsewhere (Downey 74). When Los Angeles PBS station KCET refused to air captioned episodes of The French Chef, the Greater Los Angeles Council on Deafness (GLAD) picketed the station until the decision was reversed. GLAD then focused on legislation and used the Rehabilitation Act to argue that television was federally assisted and, by not providing captioned content, broadcasters were in violation of the Act (Downey 74).GLAD also used the 1934 Communications Act in their argument. This Act had firstly established the Federal Communications Commission (FCC) and then assigned them the right to grant and renew broadcast licenses as long as those broadcasters served the ‘‘public interest, convenience, and necessity’’ (Michalik, cited in Downey 74). The FCC could, argued GLAD, therefore refuse to renew the licenses of broadcasters who did not air captioned content. However, rather than this argument working in their favour, the FCC instead changed its own procedures to avoid such legal actions in the future (Downey 75). As a result, although some stations began to voluntarily caption more content, it was not until 1996 that it became a legally mandated requirement with the introduction of the Telecommunications Act (Youngblood and Lysaght 244)—too late for The French Chef.My Kitchen Rules: Captioning BreachWhereas The French Chef presented instructional cooking programming from a kitchen set, more recently the food genre has moved away from the staged domestic kitchen set as an instructional space to use real-life domestic kitchens and more competitive multi-bench spaces. The Australian program MKR straddles this shift in the cooking genre with the first half of each season occurring in domestic settings and the second half in Iron Chef style studio competition (see Oren for a discussion of the influence of Iron Chef on contemporary cooking shows).All broadcast channels in Australia are mandated to caption 100 per cent of programs aired between 6am and midnight. However, the 2013 MKR Grand Final broadcast by Channel Seven Brisbane Pty Ltd and Channel Seven Melbourne Pty Ltd (Seven) failed to transmit 10 minutes of captions some 30 minutes into the 2-hour program. The ACMA received two complaints relating to this. The first complaint, received on 27 April 2013, the same evening as the program was broadcast, noted ‘[the D/deaf community] … should not have to miss out’ (ACMA, Report No. 3046 3). The second complaint, received on 30 April 2013, identified the crucial nature of the missing segment and its effect on viewers’ overall enjoyment of the program (ACMA, Report No. 3046 3).Seven explained that the relevant segment (approximately 10 per cent of the program) was missing from the captioning file, but that it had not appeared to be missing when Seven completed its usual captioning checks prior to broadcast (ACMA, Report No. 3046 4). The ACMA found that Seven had breached the conditions of their commercial television broadcasting licence by “failing to provide a captioning service for the program” (ACMA, Report No. 3046 12). The interruption of captioning was serious enough to constitute a breach due, in part, to the nature and characteristic of the program:the viewer is engaged in the momentum of the competitive process by being provided with an understanding of each of the competition stages; how the judges, guests and contestants interact; and their commentaries of the food and the cooking processes during those stages. (ACMA, Report No. 3046 6)These interactions have become a crucial part of the cooking genre, a genre often described as offering a way to acquire cultural capital via instructions in both cooking and ideological food preferences (Oren 31). Further, in relation to the uncaptioned MKR segment, ACMA acknowledged it would have been difficult to follow both the cooking process and the exchanges taking place between contestants (ACMA, Report No. 3046 8). ACMA considered these exchanges crucial to ‘a viewer’s understanding of, and secondly to their engagement with the different inter-related stages of the program’ (ACMA, Report No. 3046 7).An additional complaint was made with regards to the same program broadcast on Prime Television (Northern) Pty Ltd (Prime), a Seven Network affiliate. The complaint stated that the lack of captions was “Not good enough in prime time and for a show that is non-live in nature” (ACMA, Report No. 3124 3). Despite the fact that the ACMA found that “the fault arose from the affiliate, Seven, rather than from the licensee [Prime]”, Prime was also found to also have breached their licence conditions by failing to provide a captioning service (ACMA, Report No. 3124 12).The following year, Seven launched captions for their online catch-up television platform. Although this was a result of discussions with a complainant over the broader lack of captioned online television content, it was also a step that re-established Seven’s credentials as a leader in commercial television access. The 2015 season of MKR also featured their first partially-deaf contestant, Emilie Biggar.Mainstreaming Captions — Inter-Platform CooperationOver time, cooking shows on television have evolved from an informative style (The French Chef) to become more entertaining in their approach (MKR). As Oren identifies, this has seen a shift in the food genre “away from the traditional, instructional format and towards professionalism and competition” (Oren 25). The affordances of television itself as a visual medium has also been recognised as crucial in the popularity of this genre and its more recent transmedia turn. That is, following Joshua Meyrowitz’s medium theory regarding how different media can afford us different messages, televised cooking shows offer audiences stylised knowledge about food and cooking beyond the traditional cookbook (Oren; ray). In addition, cooking shows are taking their product beyond just television and increasing their inter-platform cooperation (Oren)—for example, MKR has a comprehensive companion website that viewers can visit to watch whole episodes, obtain full recipes, and view shopping lists. While this can be viewed as a modern take on Julia Child’s cookbook success, it must also be considered in the context of the increasing focus on multimedia approaches to cooking instructions (Hamada et al., Multimedia Integration; Cooking Navi; Oh et al.). Audiences today are more likely to attempt a recipe if they have seen it on television, and will use transmedia to download the recipe. As Oren explains:foodism’s ascent to popular culture provides the backdrop and motivation for the current explosion of food-themed formats that encourages audiences’ investment in their own expertise as critics, diners, foodies and even wanna-be professional chefs. FoodTV, in turn, feeds back into a web-powered, gastro-culture and critique-economy where appraisal outranks delight. (Oren 33)This explosion in popularity of the web-powered gastro culture Oren refers to has led to an increase in appetite for step by step, easy to access instructions. These are being delivered using captions. As a result of the legislation and activism described throughout this paper, captions are more widely available and, in many cases, now describe what is said onscreen verbatim. In addition, the mainstream commercial benefits and uses of captions are being explored. Captions have therefore moved from a specialist assistive technology for people who are D/deaf or hard of hearing to become recognised as an important resource for creative television viewers regardless of their hearing (Blankinship et al.). With captions becoming more accessible, accurate, financially viable, and mainstreamed, their potential as an additional television resource is of interest. As outlined above, within the cooking show genre—especially with its current multimedia turn and the demand for captioned recipe instructions (Hamada et al., “Multimedia Integration”, “Cooking Navi”; Oh et al.)—this is particularly pertinent.Hamada et al. identify captions as a useful technology to use in the increasingly popular educational, yet entertaining, cooking show genre as the required information—ingredient lists, instructions, recipes—is in high demand (Hamada et al., “Multimedia Integration” 658). They note that cooking shows often present information out of order, making them difficult to follow, particularly if a recipe must be sourced later from a website (Hamada et al., “Multimedia Integration” 658-59; Oh et al.). Each step in a recipe must be navigated and coordinated, particularly if multiple recipes are being completed at the same times (Hamada, et al., Cooking Navi) as is often the case on cooking shows such as MKR. Using captions as part of a software program to index cooking videos facilitates a number of search affordances for people wishing to replicate the recipe themselves. As Kyeong-Jin et al. explain:if food and recipe information are published as linked data with the scheme, it enables to search food recipe and annotate certain recipe by communities (sic). In addition, because of characteristics of linked data, information on food recipes can be connected to additional data source such as products for ingredients, and recipe websites can support users’ decision making in the cooking domain. (Oh et al. 2)The advantages of such a software program are many. For the audience there is easy access to desired information. For the number of commercial entities involved, this consumer desire facilitates endless marketing opportunities including product placement, increased ratings, and software development. Interesting, all of this falls outside the “usual” parameters of captions as purely an assistive device for a few, and facilitates the mainstreaming—and perhaps beginnings of acceptance—of captions.ConclusionCaptions are a vital accessibility feature for television viewers who are D/deaf or hard of hearing, not just from an informative or entertainment perspective but also to facilitate social inclusion for this culturally diverse group. The availability and quality of television captions has moved through three stages. These can be broadly summarised as early yet inconsistent captions, captions becoming more widely available and accurate—often as a direct result of activism and legislation—but not yet fully verbatim, and verbatim captions as adopted within mainstream software applications. This paper has situated these stages within the television cooking genre, a genre often remarked for its appeal towards inclusion and cultural capital.If television facilitates social inclusion, then food television offers vital cultural capital. While Julia Child’s The French Chef offered the first example of television captions via open captions in 1972, a lack of funding means we do not know how viewers (both hearing and not) actually received the program. However, at the time, captions that would be considered unacceptable today were received favourably (Jensema, McCann and Ramsey; Newell)—anything was deemed better than nothing. Increasingly, as the focus shifted to closed captioning and the cooking genre embraced a more competitive approach, viewers who required captions were no longer happy with missing or inconsistent captioning quality. The was particularly significant in Australia in 2013 when several viewers complained to ACMA that captions were missing from the finale of MKR. These captions provided more than vital cooking instructions—their lack prevented viewers from understanding conflict within the program. Following this breach, Seven became the only Australian commercial television station to offer captions on their web based catch-up platform. While this may have gone a long way to rehabilitate Seven amongst D/deaf and hard of hearing audiences, there is the potential too for commercial benefits. Caption technology is now being mainstreamed for use in cooking software applications developed from televised cooking shows. These allow viewers—both D/deaf and hearing—to access information in a completely new, and inclusive, way.ReferencesAgnihotri, Lalitha, et al. “Summarization of Video Programs Based on Closed Captions.” 4315 (2001): 599–607.Australian Communications and Media Authority (ACMA). Investigation Report No. 3046. 2013. 26 Apr. 2017 <http://www.acma.gov.au/~/media/Diversity%20Localism%20and%20Accessibility/Investigation%20reports/Word%20document/3046%20My%20Kitchen%20Rules%20Grand%20Final%20docx.docx>.———. Investigation Report No. 3124. 2014. 26 Apr. 2017 <http://www.acma.gov.au/~/media/Diversity%20Localism%20and%20Accessibility/Investigation%20reports/Word%20document/3124%20NEN%20My%20Kitchen%20Rules%20docx.docx>.Blankinship, E., et al. “Closed Caption, Open Source.” BT Technology Journal 22.4 (2004): 151–59.Collins, Kathleen, and John Jay College. “TV Cooking Shows: The Evolution of a Genre”. Flow: A Critical Forum on Television and Media Culture (7 May 2008). 14 May 2017 <http://www.flowjournal.org/2008/05/tv-cooking-shows-the-evolution-of-a-genre/>.Downey, Greg. “Constructing Closed-Captioning in the Public Interest: From Minority Media Accessibility to Mainstream Educational Technology.” The Journal of Policy, Regulation and Strategy for Telecommunications, Information and Media 9.2/3 (2007): 69–82. DOI: 10.1108/14636690710734670.Hamada, Reiko, et al. “Multimedia Integration for Cooking Video Indexing.” Advances in Multimedia Information Processing-PCM 2004 (2005): 657–64.Hamada, Reiko, et al. “Cooking Navi: Assistant for Daily Cooking in Kitchen.” Proceedings of the 13th Annual ACM International Conference on Multimedia. ACM.Ibrahim, Yasmin. “Food Porn and the Invitation to Gaze: Ephemeral Consumption and the Digital Spectacle.” International Journal of E-Politics (IJEP) 6.3 (2015): 1–12.Jensema, Carl J., Ralph McCann, and Scott Ramsey. “Closed-Captioned Television Presentation Speed and Vocabulary.” American Annals of the Deaf 141.4 (1996): 284–292.Matwick, Kelsi, and Keri Matwick. “Inquiry in Television Cooking Shows.” Discourse & Communication 9.3 (2015): 313–30.Meyrowitz, Joshua. No Sense of Place: The Impact of Electronic Media on Social Behavior. New York: Oxford University Press, 1985.Miura, K., et al. “Automatic Generation of a Multimedia Encyclopedia from TV Programs by Using Closed Captions and Detecting Principal Video Objects.” Eighth IEEE International Symposium on Multimedia (2006): 873–80.Newell, A.F. “Teletext for the Deaf.” Electronics and Power 28.3 (1982): 263–66.Oh, K.J. et al. “Automatic Indexing of Cooking Video by Using Caption-Recipe Alignment.” 2014 International Conference on Behavioral, Economic, and Socio-Cultural Computing (BESC2014) (2014): 1–6.Oren, Tasha. “On the Line: Format, Cooking and Competition as Television Values.” Critical Studies in Television: The International Journal of Television Studies 8.2 (2013): 20–35.Ouellette, Laurie, and James Hay. “Makeover Television, Governmentality and the Good Citizen.” Continuum: Journal of Media & Cultural Studies 22.4 (2008): 471–84.ray, krishnendu. “Domesticating Cuisine: Food and Aesthetics on American Television.” Gastronomica 7.1 (2007): 50–63.Youngblood, Norman E., and Ryan Lysaght. “Accessibility and Use of Online Video Captions by Local Television News Websites.” Electronic News 9.4 (2015): 242–256.
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Chavdarov, Anatoliy V. "Special Issue No. – 10, June, 2020 Journal > Special Issue > Special Issue No. – 10, June, 2020 > Page 5 “Quantative Methods in Modern Science” organized by Academic Paper Ltd, Russia MORPHOLOGICAL AND ANATOMICAL FEATURES OF THE GENUS GAGEA SALISB., GROWING IN THE EAST KAZAKHSTAN REGION Authors: Zhamal T. Igissinova,Almash A. Kitapbayeva,Anargul S. Sharipkhanova,Alexander L. Vorobyev,Svetlana F. Kolosova,Zhanat K. Idrisheva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00041 Abstract: Due to ecological preferences among species of the genus GageaSalisb, many plants are qualified as rare and/or endangered. Therefore, the problem of rational use of natural resources, in particular protection of early spring plant species is very important. However, literary sources analysis only reveals data on the biology of species of this genus. The present research,conducted in the spring of 2017-2019, focuses on anatomical and morphological features of two Altai species: Gagealutea and Gagea minima; these features were studied, clarified and confirmed by drawings and photographs. The anatomical structure of the stem and leaf blade was studied in detail. The obtained research results will prove useful for studies of medicinal raw materials and honey plants. The aforementioned species are similar in morphological features, yet G. minima issmaller in size, and its shoots appear earlier than those of other species Keywords: Flora,gageas,Altai species,vegetative organs., Refference: I. Atlas of areas and resources of medicinal plants of Kazakhstan.Almaty, 2008. II. Baitenov M.S. Flora of Kazakhstan.Almaty: Ġylym, 2001. III. DanilevichV. G. ThegenusGageaSalisb. of WesternTienShan. PhD Thesis, St. Petersburg,1996. IV. EgeubaevaR.A., GemedzhievaN.G. The current state of stocks of medicinal plants in some mountain ecosystems of Kazakhstan.Proceedings of the international scientific conference ‘”Results and prospects for the development of botanical science in Kazakhstan’, 2002. V. Kotukhov Yu.A. New species of the genus Gagea (Liliaceae) from Southern Altai. Bot. Journal.1989;74(11). VI. KotukhovYu.A. ListofvascularplantsofKazakhstanAltai. Botan. Researches ofSiberiaandKazakhstan.2005;11. VII. KotukhovYu. The current state of populations of rare and endangered plants in Eastern Kazakhstan. Almaty: AST, 2009. VIII. Kotukhov Yu.A., DanilovaA.N., AnufrievaO.A. Synopsisoftheonions (AlliumL.) oftheKazakhstanAltai, Sauro-ManrakandtheZaisandepression. BotanicalstudiesofSiberiaandKazakhstan. 2011;17: 3-33. IX. Kotukhov, Yu.A., Baytulin, I.O. Rareandendangered, endemicandrelictelementsofthefloraofKazakhstanAltai. MaterialsoftheIntern. scientific-practical. conf. ‘Sustainablemanagementofprotectedareas’.Almaty: Ridder, 2010. X. Krasnoborov I.M. et al. The determinant of plants of the Republic of Altai. Novosibirsk: SB RAS, 2012. XI. Levichev I.G. On the species status of Gagea Rubicunda. Botanical Journal.1997;6:71-76. XII. Levichev I.G. A new species of the genus Gagea (Liliaceae). Botanical Journal. 2000;7: 186-189. XIII. Levichev I.G., Jangb Chang-gee, Seung Hwan Ohc, Lazkovd G.A.A new species of genus GageaSalisb.(Liliaceae) from Kyrgyz Republic (Western Tian Shan, Chatkal Range, Sary-Chelek Nature Reserve). Journal of Asia-Pacific Biodiversity.2019; 12: 341-343. XIV. Peterson A., Levichev I.G., Peterson J. Systematics of Gagea and Lloydia (Liliaceae) and infrageneric classification of Gagea based on molecular and morphological data. Molecular Phylogenetics and Evolution.2008; 46. XV. Peruzzi L., Peterson A., Tison J.-M., Peterson J. Phylogenetic relationships of GageaSalisb.(Liliaceae) in Italy, inferred from molecular and morphological data matrices. Plant Systematics and Evolution; 2008: 276. XVI. Rib R.D. Honey plants of Kazakhstan. Advertising Digest, 2013. XVII. Scherbakova L.I., Shirshikova N.A. Flora of medicinal plants in the vicinity of Ust-Kamenogorsk. Collection of materials of the scientific-practical conference ‘Unity of Education, Science and Innovation’. Ust-Kamenogorsk: EKSU, 2011. XVIII. syganovA.P. PrimrosesofEastKazakhstan. Ust-Kamenogorsk: EKSU, 2001. XIX. Tsyganov A.P. Flora and vegetation of the South Altai Tarbagatay. Berlin: LAP LAMBERT,2014. XX. Utyasheva, T.R., Berezovikov, N.N., Zinchenko, Yu.K. ProceedingsoftheMarkakolskStateNatureReserve. Ust-Kamenogorsk, 2009. XXI. Xinqi C, Turland NJ. Gagea. Flora of China.2000;24: 117-121. XXII. Zarrei M., Zarre S., Wilkin P., Rix E.M. Systematic revision of the genus GageaSalisb. (Liliaceae) in Iran.BotJourn Linn Soc.2007;154. XXIII. Zarrei M., Wilkin P., Ingroille M.J., Chase M.W. A revised infrageneric classification for GageaSalisb. (Tulipeae; Liliaceae): insights from DNA sequence and morphological data.Phytotaxa.2011:5. View | Download INFLUENCE OF SUCCESSION CROPPING ON ECONOMIC EFFICIENCY OF NO-TILL CROP ROTATIONS Authors: Victor K. Dridiger,Roman S. Stukalov,Rasul G. Gadzhiumarov,Anastasiya A. Voropaeva,Viktoriay A. Kolomytseva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00042 Abstract: This study was aimed at examining the influence of succession cropping on the economic efficiency of no-till field crop rotations on the black earth in the zone of unstable moistening of the Stavropol krai. A long-term stationary experiment was conducted to examine for the purpose nine field crop rotation patterns different in the number of fields (four to six), set of crops, and their succession in crop rotation. The respective shares of legumes, oilseeds, and cereals in the cropping pattern were 17 to 33, 17 to 40, and 50 to 67 %. It has been established that in case of no-till field crop cultivation the economic efficiency of plant production depends on the set of crops and their succession in rotation. The most economically efficient type of crop rotation is the soya-winter wheat-peas-winter wheat-sunflower-corn six-field rotation with two fields of legumes: in this rotation 1 ha of crop rotation area yields 3 850 grain units per ha at a grain unit prime cost of 5.46 roubles; the plant production output return and profitability were 20,888 roubles per ha and 113 %, respectively. The high production profitabilities provided by the soya-winter wheat-sunflower four-field and the soya-winter-wheat-sunflower-corn-winter wheat five-field crop rotation are 108.7 and 106.2 %, respectively. The inclusion of winter wheat in crop rotation for two years in a row reduces the second winter wheat crop yield by 80 to 100 %, which means a certain reduction in the grain unit harvesting rate to 3.48-3.57 thousands per ha of rotation area and cuts the production profitability down to 84.4-92.3 %. This is why, no-till cropping should not include winter wheat for a second time Keywords: No-till technology,crop rotation,predecessor,yield,return,profitability, Refference: I Badakhova G. Kh. and Knutas A. V., Stavropol Krai: Modern Climate Conditions [Stavropol’skiykray: sovremennyyeklimaticheskiyeusloviya]. Stavropol: SUE Krai Communication Networks, 2007. II Cherkasov G. N. and Akimenko A. S. Scientific Basis of Modernization of Crop Rotations and Formation of Their Systems according to the Specializations of Farms in the Central Chernozem Region [Osnovy moderniz atsiisevooborotoviformirovaniyaikh sistem v sootvetstvii so spetsi-alizatsiyeykhozyaystvTsentral’nogoChernozem’ya]. Zemledelie. 2017; 4: 3-5. III Decree 330 of July 6, 2017 the Ministry of Agriculture of Russia “On Approving Coefficients of Converting to Agricultural Crops to Grain Units [Ob utverzhdeniikoeffitsiyentovperevoda v zernovyyee dinitsysel’s kokhozyaystvennykhkul’tur]. IV Dridiger V. K., About Methods of Research of No-Till Technology [O metodikeissledovaniytekhnologii No-till]//Achievements of Science and Technology of AIC (Dostizheniyanaukiitekhniki APK). 2016; 30 (4): 30-32. V Dridiger V. K. and Gadzhiumarov R. G. Growth, Development, and Productivity of Soya Beans Cultivated On No-Till Technology in the Zone of Unstable Moistening of Stavropol Region [Rost, razvitiyeiproduktivnost’ soiprivozdelyvaniipotekhnologii No-till v zone ne-ustoychivog ouvlazhneniyaStavropol’skogokraya]//Oil Crops RTBVNIIMK (Maslichnyyekul’turyNTBVNIIMK). 2018; 3 (175): 52–57. VI Dridiger V. K., Godunova E. I., Eroshenko F. V., Stukalov R. S., Gadzhiumarov, R. G., Effekt of No-till Technology on erosion resistance, the population of earthworms and humus content in soil (Vliyaniyetekhnologii No-till naprotivoerozionnuyuustoychivost’, populyatsiyudozhdevykhcherveyisoderzhaniyegumusa v pochve)//Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2018; 9 (2): 766-770. VII Karabutov A. P., Solovichenko V. D., Nikitin V. V. et al., Reproduction of Soil Fertility, Productivity and Energy Efficiency of Crop Rotations [Vosproizvodstvoplodorodiyapochv, produktivnost’ ienergeticheskayaeffektivnost’ sevooborotov]. Zemledelie. 2019; 2: 3-7. VIII Kulintsev V. V., Dridiger V. K., Godunova E. I., Kovtun V. I., Zhukova M. P., Effekt of No-till Technology on The Available Moisture Content and Soil Density in The Crop Rotation [Vliyaniyetekhnologii No-till nasoderzhaniyedostupnoyvlagiiplotnost’ pochvy v sevoob-orote]// Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2017; 8 (6): 795-99. IX Kulintsev V. V., Godunova E. I., Zhelnakova L. I. et al., Next-Gen Agriculture System for Stavropol Krai: Monograph [SistemazemledeliyanovogopokoleniyaStavropol’skogokraya: Monogtafiya]. Stavropol: AGRUS Publishers, Stavropol State Agrarian University, 2013. X Lessiter Frank, 29 reasons why many growers are harvesting higher no-till yields in their fields than some university scientists find in research plots//No-till Farmer. 2015; 44 (2): 8. XI Rodionova O. A. Reproduction and Exchange-Distributive Relations in Farming Entities [Vosproizvodstvoiobmenno-raspredelitel’nyyeotnosheniya v sel’skokhozyaystvennykhorganizatsiyakh]//Economy, Labour, and Control in Agriculture (Ekonomika, trud, upravleniye v sel’skomkhozyaystve). 2010; 1 (2): 24-27. XII Sandu I. S., Svobodin V. A., Nechaev V. I., Kosolapova M. V., and Fedorenko V. F., Agricultural Production Efficiency: Recommended Practices [Effektivnost’ sel’skokhozyaystvennogoproizvodstva (metodicheskiyerekomendatsii)]. Moscow: Rosinforagrotech, 2013. XIII Sotchenko V. S. Modern Corn Cultivation Technologies [Sovremennayatekhnologiyavozdelyvaniya]. Moscow: Rosagrokhim, 2009. View | Download DEVELOPMENT AND TESTING OF AUTONOMOUS PORTABLE SEISMOMETER DESIGNED FOR USE AT ULTRALOW TEMPERATURES IN ARCTIC ENVIRONMENT Authors: Mikhail A. Abaturov,Yuriy V. Sirotinskiy, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00043 Abstract: This paper is concerned with solving one of the issues of the general problem of designing geophysical equipment for the natural climatic environment of the Arctic. The relevance of the topic has to do with an increased global interest in this region. The paper is aimed at considering the basic principles of developing and the procedure of testing seismic instruments for use at ultralow climatic temperatures. In this paper the indicated issue is considered through the example of a seismic module designed for petroleum and gas exploration by passive seismoacoustic methods. The seismic module is a direct-burial portable unit of around 5 kg in weight, designed to continuously measure and record microseismic triaxial orthogonal (ZNE) noise in a range from 0.1 to 45 Hz during several days in autonomous mode. The functional chart of designing the seismic module was considered, and concrete conclusions were made for choosing the necessary components to meet the ultralow-temperature operational requirements. The conclusions made served for developing appropriate seismic module. In this case, the components and tools used included a SAFT MP 176065 xc low-temperature lithium cell, industrial-spec electronic component parts, a Zhaofeng Geophysical ZF-4.5 Chinese primary electrodynamic seismic sensor, housing seal parts made of frost-resistant silicone materials, and finely dispersed silica gel used as water-retaining sorbent to avoid condensation in the housing. The paper also describes a procedure of low-temperature collation tests at the lab using a New Brunswick Scientific freezing plant. The test results proved the operability of the developed equipment at ultralow temperatures down to -55°C. In addition, tests were conducted at low microseismic noises in the actual Arctic environment. The possibility to detect signals in a range from 1 to 10 Hz at the level close to the NLNM limit (the Peterson model) has been confirmed, which allows monitoring and exploring petroleum and gas deposits by passive methods. As revealed by this study, the suggested approaches are efficient in developing high-precision mobile seismic instruments for use at ultralow climatic temperatures. The solution of the considered instrumentation and methodical issues is of great practical significance as a constituent of the generic problem of Arctic exploration. 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IV. Anthony, R. E., Aster, R. C., Wiens, D., Nyblade, Andr., Anandakrishnan, Sr., Huerta, Audr., Winberry, J. P., Wilson, T., and Rowe, Ch. The Seismic Noise Environment of Antarctica. Seismological Research Letters. 2015; 86(1): 89-100. DOI: 10.1785/0220150005 V. Brincker, R., Lago, T. L., Andersen, P., and Ventura, C. Improving the Classical Geophone Sensor Element by Digital Correction. In Conference Proceedings: IMAC-XXIII: A Conference & Exposition on Structural Dynamics Society for Experimental Mechanics, 2005. URL: https://www.researchgate.net/publication/242452637_Improving_the_Classical_Geophone_Sensor_Element_by_Digital_Correction(Date of access September 2, 2019). VI. Bylaw 164 of the State Committee for Construction of the Russian Federation “On adopting amendments to SNiP 31-01-99 “Construction climatology”. URL: https://base.garant.ru/2322381/(Date of access September 2, 2019). VII. Chao Xu, Junbo Wang, Deyong Chen, Jian Chen, Bowen Liu, Wenjie Qi, XichenZheng, Hua Wei, Guoqing Zhang. The Electrochemical Seismometer Based on a Novel Designed.Sensing Electrode for Undersea Exploration. 20th International Conference on Solid-State Sensors, Actuators and Microsystems &Eurosensors XXXIII (TRANSDUCERS &EUROSENSORS XXXIII). IEEE, 2019. DOI: 10.1109/TRANSDUCERS.2019.8808450. VIII. Chebotareva, I. Ya. New algorithms of emission tomography for passive seismic monitoring of a producing hydrocarbon deposit: Part I. Algorithms of processing and numerical simulation [Novyye algoritmyemissionnoyto mografiidlyapassivnogoseysmicheskogomonitoringarazrabatyvayemykhmestorozhdeniyuglevodorodov. Chast’ I: Algoritmyobrabotki I chislennoyemodelirovaniye]. FizikaZemli. 2010; 46(3):187-98. DOI: 10.1134/S106935131003002X IX. Danilov, A. V. and Konechnaya, Ya. V. Analytical comparison of seismic instruments for stationary surveys in the Arctic [Sravnitel’nyyanalizseysmicheskoyapparaturydlyastatsionarnykhnablyudeniy v Arktike]. DSYS. URL: https://dsys.ru/upload/id254_docPDF_FranzJosefLand.pdf(Date of access September 2, 2019). X. Dew point temperature calculator. Maple Tech. International LLC. URL: https://www.calculator.net/dew-point-calculator.html?airtemperature=20&airtemperatureunit=celsius&humidity=0.34&dewpoint=&dewpointunit=celsius&x=51&y=14(Date of access September 2, 2019). XI. Frolov, A. S. Matching of wave fields recorded by different geophysical receivers [Soglasovaniyevolnovykhpoley, poluchennykh s primeneniyemrazlichnoyregistriruyushcheyapparatury]. Abstracts IX International scientific and technical conference competition of young specialists “Geophysics-2013”. Saint-Petersburg: Gubkin University, 2013. URL: https://www.gubkin.ru/faculty/geology_and_geophysics/chairs_and_departments/exploration_geophysics_and_computers_systems/files/2013_SPb_Frolov.pdf. (Date of access September 2, 2019). XII. Gibbons, S. J., Asming, V., Fedorov, A., Fyen, J., Kero, J., Kozlovskaya, E., Kværna, T., Liszka, L., Näsholm, S.P., Raita, T., Roth, M., Tiira, T., Vinogradov, Yu. The European Arctic: A laboratory for seismoacoustic studies. Seism. Res. Letters. 2015; 86 (3): 917–928. XIII. GOST 8.395-80. State system for ensuring the uniformity of measurements. Reference conditions of measurements while calibrating. General requirements [Gosudarstvennayasistemaobespecheniyaedinstvaizmereniy. Normal’nyyeusloviyaizmereniypripoverke. Obshchiyetrebovaniya]. Moscow: Standartinform, 2008. URL: http://gostrf.com/normadata/1/4294821/4294821960.pdf (Date of access September 2, 2019). XIV. Guralp 6TD. Operators’ Guide. Document Number: MAN-T60-0002, Issue J: April, 2017. Guralp Systems Limited. 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F., Chirkin, I. A., Rizanov, E. G., LeRoy, S. D., Koligaev, S. O. Long-term monitoring of microseismic emissions: Earth tides, fracture distribution, and fluid content. SEG, APPG Interpretation. 2016: 4 (2): T191–T204. XIX. Laverov, N. P., Bogoyavlenskiy, V. I., Bogoyavlenskiy, I. V. Fundamental Aspects of Rational Management of the Petroleum and Gas Resources of the Arctic and the Russian Continental Shelf: Strategy, Prospects, and Problems [Fundamental’nyyeaspektyratsional’nogoosvoyeniyaresursovneftiigazaArktiki I shel’faRossii: strategiya, perspektivyi problem].Arktika: ekologiya I ekonomika [Arctic: Ecology and Economy]. 2016; 2 (22): 4-13. XX. Lee, P. Low Noise Amplifier Selection Guide for Optimal Noise Performance, Analog Devices, Inc., AN-940 Application Note. Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/application-notes/AN-940.pdf(Date of access September 2, 2019). XXI. Markatis, N., Polychronopoulou, K., Tselentis, Ak. Passive seismic tomography: A passive concept actively evolving. First Break. 2012; 30 (7): 83-90. XXII. Matveev, I. V. and Matveeva, N. V. Portable seismic recorder “SEISAR-5” with very low energy consumption for autonomous work in harsh climatic conditions [Portativnyyseysmicheskiyregistrator «Seysar-5» s ochen’ nizkimenergopotrebleniyemdlyaavtonomnoyraboty v slozhnykhklimatic heskikhusloviyakh]. Nauka I tekhnologicheskierazrabotki (Science and Technological Developments). 2017; 96 (3): 33-40. [Special Issue “Applied Geophysics: New Developments and Results. Part 1. Seismology and Seismic Exploration]. DOI: 10.21455/std2017.3-3. XXIII. Mishra, R. The Temperature Ratings of Electronic Parts.Electronics Cooling magazine. URL: http://www.electronics-cooling.com/2004/02/the-temperature-ratings-of-electronic-parts(Date of access September 2, 2019). XXIV. Moore, Sue E.; Stabeno, Phyllis J.; Van Pelt, Thomas I. The Synthesis of Arctic Research (SOAR) project. 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View | Download COMPARATIVE ANALYSIS OF RESULTS OF TREATMENT OF PATIENTS WITH FOOT PATHOLOGY WHO UNDERWENT WEIL OPEN OSTEOTOMY BY CLASSICAL METHOD AND WITHOUT STEOSYNTHESIS Authors: Yuriy V. Lartsev,Dmitrii A. Rasputin,Sergey D. Zuev-Ratnikov,Pavel V.Ryzhov,Dmitry S. Kudashev,Anton A. Bogdanov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00044 Abstract: The article considers the problem of surgical correction of the second metatarsal bone length. The article analyzes the results of treatment of patients with excess length of the second metatarsal bones that underwent osteotomy with and without osteosynthesis. The results of treatment of patients who underwent metatarsal shortening due to classical Weil-osteotomy with and without osteosynthesis were analyzed. The first group consisted of 34 patients. They underwent classical Weil osteotomy. The second group included 44 patients in whomosteotomy of the second metatarsal bone were not by the screw. When studying the results of the treatment in the immediate postoperative period, weeks 6, 12, slightly better results were observed in patients of the first group, while one year after surgical treatment the results in both groups were comparable. One year after surgical treatment, there were 2.9% (1 patient) of unsatisfactory results in the first group and 4.5% (2 patients) in the second group. Considering the comparability of the results of treatment in remote postoperative period, the choice of concrete method remains with the operating surgeon. Keywords: Flat feet,hallux valgus,corrective osteotomy,metatarsal bones, Refference: I. A novel modification of the Stainsby procedure: surgical technique and clinical outcome [Text] / E. Concannon, R. MacNiocaill, R. Flavin [et al.] // Foot Ankle Surg. – 2014. – Dec., Vol. 20(4). – P. 262–267. II. Accurate determination of relative metatarsal protrusion with a small intermetatarsal angle: a novel simplified method [Text] / L. Osher, M.M. Blazer, S. Buck [et al.] // J. Foot Ankle Surg. – 2014. – Sep.-Oct., Vol. 53(5). – P. 548–556. III. Argerakis, N.G. The radiographic effects of the scarf bunionectomy on rearfoot alignment [Text] / N.G. Argerakis, L.Jr. Weil, L.S. Sr. Weil // Foot Ankle Spec. – 2015. – Apr., Vol. 8(2). – P. 89–94. IV. Bauer, T. Percutaneous forefoot surgery [Text] / T. Bauer // Orthop. Traumatol. Surg. Res. – 2014. – Feb., Vol. 100(1 Suppl.). – P. S191–S204. V. Biomechanical Evaluation of Custom Foot Orthoses for Hallux Valgus Deformity [Text] // J. Foot Ankle Surg. – 2015. – Sep.-Oct., Vol.54(5). – P. 852–855. VI. Chopra, S. Characterization of gait in female patients with moderate to severe hallux valgus deformity [Text] / S. Chopra, K. Moerenhout, X. Crevoisier // Clin. Biomech. (Bristol, Avon). – 2015. – Jul., Vol. 30(6). – P. 629–635. VII. Computer assisted planning and custom-made surgical guide for malunited pronation deformity after first metatarsophalangeal joint arthrodesis in rheumatoid arthritis: a case report [Text] / M. Hirao, S. Ikemoto, H. Tsuboi [et al.] // Comput. Aided Surg. – 2014. – Vol. 19(1-3). – P. 13–19. VIII. Correlation between static radiographic measurements and intersegmental angular measurements during gait using a multisegment foot model [Text] / D.Y. Lee, S.G. Seo, E.J. Kim [et al.] // Foot Ankle Int. – 2015. – Jan., Vol.36(1). – P. 1–10. IX. Correlative study between length of first metatarsal and transfer metatarsalgia after osteotomy of first metatarsal [Text]: [Article in Chinese] / F.Q. Zhang, B.Y. Pei, S.T. Wei [et al.] // Zhonghua Yi XueZaZhi. – 2013. – Nov. 19, Vol. 93(43). – P. 3441–3444. X. Dave, M.H. Forefoot Deformity in Rheumatoid Arthritis: A Comparison of Shod and Unshod Populations [Text] / M.H. Dave, L.W. Mason, K. Hariharan // Foot Ankle Spec. – 2015. – Oct., Vol. 8(5). – P. 378–383. XI. Does arthrodesis of the first metatarsophalangeal joint correct the intermetatarsal M1M2 angle? Analysis of a continuous series of 208 arthrodeses fixed with plates [Text] / F. Dalat, F. Cottalorda, M.H. Fessy [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6). – P. 709–714. XII. Dynamic plantar pressure distribution after percutaneous hallux valgus correction using the Reverdin-Isham osteotomy [Text]: [Article in Spanish] / G. Rodríguez-Reyes, E. López-Gavito, A.I. Pérez-Sanpablo [et al.] // Rev. Invest. Clin. – 2014. – Jul., Vol. 66, Suppl. 1. – P. S79-S84. XIII. Efficacy of Bilateral Simultaneous Hallux Valgus Correction Compared to Unilateral [Text] / A.V. Boychenko, L.N. Solomin, S.G. Parfeyev [et al.] // Foot Ankle Int. – 2015. – Nov., Vol. 36(11). – P. 1339–1343. XIV. Endolog technique for correction of hallux valgus: a prospective study of 30 patients with 4-year follow-up [Text] / C. Biz, M. Corradin, I. Petretta [et al.] // J. OrthopSurg Res. – 2015. – Jul. 2, № 10. – P. 102. XV. First metatarsal proximal opening wedge osteotomy for correction of hallux valgus deformity: comparison of straight versus oblique osteotomy [Text] / S.H. Han, E.H. Park, J. Jo [et al.] // Yonsei Med. J. – 2015. – May, Vol. 56(3). – P. 744–752. XVI. Long-term outcome of joint-preserving surgery by combination metatarsal osteotomies for shortening for forefoot deformity in patients with rheumatoid arthritis [Text] / H. Niki, T. Hirano, Y. Akiyama [et al.] // Mod. Rheumatol. – 2015. – Sep., Vol. 25(5). – P. 683–638. XVII. Maceira, E. Transfer metatarsalgia post hallux valgus surgery [Text] / E. Maceira, M. Monteagudo // Foot Ankle Clin. – 2014. – Jun., Vol. 19(2). – P.285–307. XVIII. Nielson, D.L. Absorbable fixation in forefoot surgery: a viable alternative to metallic hardware [Text] / D.L. Nielson, N.J. Young, C.M. Zelen // Clin. Podiatr. Med. Surg. – 2013. – Jul., Vol. 30(3). – P. 283–293 XIX. Patient’s satisfaction after outpatient forefoot surgery: Study of 619 cases [Text] / A. Mouton, V. Le Strat, D. Medevielle [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6 Suppl.). – P. S217–S220. XX. Preference of surgical procedure for the forefoot deformity in the rheumatoid arthritis patients–A prospective, randomized, internal controlled study [Text] / M. Tada, T. Koike, T. Okano [et al.] // Mod. Rheumatol. – 2015. – May., Vol. 25(3). – P.362–366. XXI. Redfern, D. Percutaneous Surgery of the Forefoot [Text] / D. Redfern, J. Vernois, B.P. Legré // Clin. Podiatr. Med. Surg. – 2015. – Jul., Vol. 32(3). – P. 291–332. XXII. Singh, D. Bullous pemphigoid after bilateral forefoot surgery [Text] / D. Singh, A. Swann // Foot Ankle Spec. – 2015. – Feb., Vol. 8(1). – P. 68–72. XXIII. Treatment of moderate hallux valgus by percutaneous, extra-articular reverse-L Chevron (PERC) osteotomy [Text] / J. Lucas y Hernandez, P. Golanó, S. Roshan-Zamir [et al.] // Bone Joint J. – 2016. – Mar., Vol. 98-B(3). – P. 365–373. XXIV. Weil, L.Jr. Scarf osteotomy for correction of hallux abducto valgus deformity [Text] / L.Jr. Weil, M. Bowen // Clin. Podiatr. Med. Surg. – 2014. – Apr., Vol.31(2). – P. 233–246. View | Download QUANTITATIVE ULTRASONOGRAPHY OF THE STOMACH AND SMALL INTESTINE IN HEALTHYDOGS Authors: Roman A. Tcygansky,Irina I. Nekrasova,Angelina N. Shulunova,Alexander I.Sidelnikov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00045 Abstract: Purpose.To determine the quantitative echogenicity indicators (and their ratio) of the layers of stomach and small intestine wall in healthy dogs. Methods. A prospective 3-year study of 86 healthy dogs (aged 1-7 yrs) of different breeds and of both sexes. Echo homogeneity and echogenicity of the stomach and intestines wall were determined by the method of Silina, T.L., et al. (2010) in absolute values ​​of average brightness levels of ultrasound image pixels using the 8-bit scale with 256 shades of gray. Results. Quantitative echogenicity indicators of the stomach and the small intestine wall in dogs were determined. Based on the numerical values ​​characterizing echogenicity distribution in each layer of a separate structure of the digestive system, the coefficient of gastric echogenicity is determined as 1:2.4:1.1 (mucosa/submucosa/muscle layers, respectively), the coefficient of duodenum and jejunum echogenicity is determined as 1:3.5:2 and that of ileum is 1:1.8:1. Clinical significance. The echogenicity coefficient of the wall of the digestive system allows an objective assessment of the stomach and intestines wall and can serve as the basis for a quantitative assessment of echogenicity changes for various pathologies of the digestive system Keywords: Ultrasound (US),echogenicity,echogenicity coefficient,digestive system,dogs,stomach,intestines, Refference: I. Agut, A. Ultrasound examination of the small intestine in small animals // Veterinary focus. 2009.Vol. 19. No. 1. P. 20-29. II. Bull. 4.RF patent 2398513, IPC51A61B8 / 00 A61B8 / 14 (2006.01) A method for determining the homoechogeneity and the degree of echogenicity of an ultrasound image / T. Silina, S. S. Golubkov. – No. 2008149311/14; declared 12/16/2008; publ. 09/10/2010 III. Choi, M., Seo, M., Jung, J., Lee, K., Yoon, J., Chang, D., Park, RD. Evaluation of canine gastric motility with ultrasonography // J. of Veterinary Medical Science. – 2002. Vol. 64. – № 1. – P. 17-21. IV. Delaney, F., O’Brien, R.T., Waller, K.Ultrasound evaluation of small bowel thickness compared to weight in normal dogs // Veterinary Radiology and Ultrasound. 2003 Vol. 44, № 5. Р 577-580. V. Diana, A., Specchi, S., Toaldo, M.B., Chiocchetti, R., Laghi, A., Cipone, M. Contrast-enhanced ultrasonography of the small bowel in healthy cats // Veterinary Radiology and Ultrasound. – 2011. – Vol. 52, № 5. – Р. 555-559. VI. Garcia, D.A.A., Froes, T.R. Errors in abdominal ultrasonography in dogs and cats // J. of Small Animal Practice. – 2012. Vol. 53. – № 9. – P. 514-519. VII. Garcia, D.A.A., Froes, T.R. Importance of fasting in preparing dogs for abdominal ultrasound examination of specific organs // J. of Small Animal Practice. – 2014. Vol. 55. – № 12. – P. 630-634. VIII. Gaschen, L., Granger, L.A., Oubre, O., Shannon, D., Kearney, M., Gaschen, F. The effects of food intake and its fat composition on intestinal echogenicity in healthy dogs // Veterinary Radiology and Ultrasound. 2016. Vol. 57. № 5. P. 546-550 IX. Gaschen, L., Kircher, P., Stussi, A., Allenspach, K., Gaschen, F., Doherr, M., Grone, A. Comparison of ultrasonographic findings with clinical activity index (CIBDAI) and diagnosis in dogs with chronic enteropathies // Veterinary radiology and ultrasound. – 2008. – Vol. 49. – № 1. – Р. 56-64. X. Gil, E.M.U. Garcia, D.A.A. Froes, T.R. In utero development of the fetal intestine: Sonographic evaluation and correlation with gestational age and fetal maturity in dogs // Theriogenology. 2015. Vol. 84, №5. Р. 681-686. XI. Gladwin, N.E. Penninck, D.G., Webster, C.R.L. Ultrasonographic evaluation of the thickness of the wall layers in the intestinal tract of dogs // American Journal of Veterinary Research. 2014. Vol. 75, №4. Р. 349-353. XII. Gory, G., Rault, D.N., Gatel, L, Dally, C., Belli, P., Couturier, L., Cauvin, E. Ultrasonographic characteristics of the abdominal esophagus and cardia in dogs // Veterinary Radiology and Ultrasound. 2014. Vol. 55, № 5. P. 552-560. XIII. Günther, C.S. Lautenschläger, I.E., Scholz, V.B. Assessment of the inter- and intraobserver variability for sonographical measurement of intestinal wall thickness in dogs without gastrointestinal diseases | [Inter-und Intraobserver-Variabilitätbei der sonographischenBestimmung der Darmwanddicke von HundenohnegastrointestinaleErkrankungen] // Tierarztliche Praxis Ausgabe K: Kleintiere – Heimtiere. 2014. Vol. 42 №2. Р. 71-78. XIV. Hanazono, K., Fukumoto, S., Hirayama, K., Takashima, K., Yamane, Y., Natsuhori, M., Kadosawa, T., Uchide, T. Predicting Metastatic Potential of gastrointestinal stromal tumors in dog by ultrasonography // J. of Veterinary Medical Science. – 2012. Vol. 74. – № 11. – P. 1477-1482. XV. Heng, H.G., Lim, Ch.K., Miller, M.A., Broman, M.M.Prevalence and significance of an ultrasonographic colonic muscularishyperechoic band paralleling the serosal layer in dogs // Veterinary Radiology and Ultrasound. 2015. Vol. 56 № 6. P. 666-669. XVI. Ivančić, M., Mai, W. Qualitative and quantitative comparison of renal vs. hepatic ultrasonographic intensity in healthy dogs // Veterinary Radiology and Ultrasound. 2008. Vol. 49. № 4. Р. 368-373. XVII. Lamb, C.R., Mantis, P. Ultrasonographic features of intestinal intussusception in 10 dogs // J. of Small Animal Practice. – 2008. Vol. 39. – № 9. – P. 437-441. XVIII. Le Roux, A. B., Granger, L.A., Wakamatsu, N, Kearney, M.T., Gaschen, L.Ex vivo correlation of ultrasonographic small intestinal wall layering with histology in dogs // Veterinary Radiology and Ultrasound.2016. Vol. 57. № 5. P. 534-545. XIX. Nielsen, T. High-frequency ultrasound of Peyer’s patches in the small intestine of young cats / T. Nielsen [et al.] // Journal of Feline Medicine and Surgery. – 2015. – Vol. 18, № 4. – Р. 303-309. XX. PenninckD.G. Gastrointestinal tract. In Nyland T.G., Mattoon J.S. (eds): Small Animal Diagnostic Ultrasound. Philadelphia: WB Saunders. 2002, 2nd ed. Р. 207-230. XXI. PenninckD.G. Gastrointestinal tract. In: PenninckD.G.,d´Anjou M.A. Atlas of Small Animal Ultrasonography. Blackwell Publishing, Iowa. 2008. Р. 281-318. XXII. Penninck, D.G., Nyland, T.G., Kerr, L.Y., Fisher, P.E. Ultrasonographic evaluation of gastrointestinal diseases in small animals // Veterinary Radiology. 1990. Vol. 31. №3. P. 134-141. XXIII. Penninck, D.G.,Webster, C.R.L.,Keating, J.H. The sonographic appearance of intestinal mucosal fibrosis in cats // Veterinary Radiology and Ultrasound. – 2010. – Vol. 51, № 4. – Р. 458-461. XXIV. Pollard, R.E.,Johnson, E.G., Pesavento, P.A., Baker, T.W., Cannon, A.B., Kass, P.H., Marks, S.L. Effects of corn oil administered orally on conspicuity of ultrasonographic small intestinal lesions in dogs with lymphangiectasia // Veterinary Radiology and Ultrasound. 2013. Vol. 54. № 4. P. 390-397. XXV. Rault, D.N., Besso, J.G., Boulouha, L., Begon, D., Ruel, Y. Significance of a common extended mucosal interface observed in transverse small intestine sonograms // Veterinary Radiology and Ultrasound. 2004. Vol. 45. №2. Р. 177-179. XXVI. Sutherland-Smith, J., Penninck, D.G., Keating, J.H., Webster, C.R.L. Ultrasonographic intestinal hyperechoic mucosal striations in dogs are associated with lacteal dilation // Veterinary Radiology and Ultrasound. – 2007. Vol. 48. – № 1. – P. 51-57. View | Download EVALUATION OF ADAPTIVE POTENTIAL IN MEDICAL STUDENTS IN THE CONTEXT OF SEASONAL DYNAMICS Authors: Larisa A. Merdenova,Elena A. Takoeva,Marina I. Nartikoeva,Victoria A. Belyayeva,Fatima S. Datieva,Larisa R. Datieva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00046 Abstract: The aim of this work was to assess the functional reserves of the body to quantify individual health; adaptation, psychophysiological characteristics of the health quality of medical students in different seasons of the year. When studying the temporal organization of physiological functions, the rhythm parameters of physiological functions were determined, followed by processing the results using the Cosinor Analysis program, which reveals rhythms with an unknown period for unequal observations, evaluates 5 parameters of sinusoidal rhythms (mesor, amplitude, acrophase, period, reliability). The essence of desynchronization is the mismatch of circadian rhythms among themselves or destruction of the rhythms architectonics (instability of acrophases or their disappearance). Desynchronization with respect to the rhythmic structure of the body is of a disregulatory nature, most pronounced in pathological desynchronization. High neurotism, increased anxiety reinforces the tendency to internal desynchronization, which increases with stress. During examination stress, students experience a decrease in the stability of the temporary organization of the biosystem and the tension of adaptive mechanisms develops, which affects attention, mental performance and the quality of adaptation to the educational process. Time is shortened and the amplitude of the “initial minute” decreases, personal and situational anxiety develops, and the level of psychophysiological adaptation decreases. The results of the work are priority because they can be used in assessing quality and level of health. Keywords: Desynchronosis,biorhythms,psycho-emotional stress,mesor,acrophase,amplitude,individual minute, Refference: I. Arendt, J., Middleton, B. Human seasonal and circadian studies in Antarctica (Halley, 75_S) – General and Comparative Endocrinology. 2017: 250-259. (http://dx.doi.org/10.1016/j.ygcen.2017.05.010). II. BalandinYu.P. A brief methodological guide on the use of the agro-industrial complex “Health Sources” / Yu.P. Balandin, V.S. Generalov, V.F. Shishlov. Ryazan, 2007. III. Buslovskaya L.K. Adaptation reactions in students at exam stress/ L.K. Buslovskaya, Yu.P. Ryzhkova. Scientific bulletin of Belgorod State University. Series: Natural Sciences. 2011;17(21):46-52. IV. Chutko L. S. Sindromjemocionalnogovygoranija – Klinicheskie I psihologicheskieaspekty./ L.S Chutko. Moscow: MEDpress-inform, 2013. V. Eroshina K., Paul Wilkinson, Martin Mackey. The role of environmental and social factors in the occurrence of diseases of the respiratory tract in children of primary school age in Moscow. Medicine. 2013:57-71. VI. Fagrell B. “Microcirculation of the Skin”. The physiology and pharmacology of the microcirculation. 2013:423. VII. Gurova O.A. Change in blood microcirculation in students throughout the day. New research. 2013; 2 (35):66-71. VIII. Khetagurova L.G. – Stress/Ed. L.G. Khetagurov. Vladikavkaz: Project-Press Publishing House, 2010. IX. Khetagurova L.G., Urumova L.T. et al. Stress (chronomedical aspects). International Journal of Experimental Education 2010; 12: 30-31. X. Khetagurova L.G., Salbiev K.D., Belyaev S.D., Datieva F.S., Kataeva M.R., Tagaeva I.R. Chronopathology (experimental and clinical aspects/ Ed. L.G. Khetagurov, K.D. Salbiev, S.D.Belyaev, F.S. Datiev, M.R. Kataev, I.R. Tagaev. Moscow: Science, 2004. XI. KlassinaS.Ya. Self-regulatory reactions in the microvasculature of the nail bed of fingers in person with psycho-emotional stress. Bulletin of new medical technologies, 2013; 2 (XX):408-412. XII. Kovtun O.P., Anufrieva E.V., Polushina L.G. Gender-age characteristics of the component composition of the body in overweight and obese schoolchildren. Medical Science and Education of the Urals. 2019; 3:139-145. XIII. Kuchieva M.B., Chaplygina E.V., Vartanova O.T., Aksenova O.A., Evtushenko A.V., Nor-Arevyan K.A., Elizarova E.S., Efremova E.N. A comparative analysis of the constitutional features of various generations of healthy young men and women in the Rostov Region. Modern problems of science and education. 2017; 5:50-59. XIV. Mathias Adamsson1, ThorbjörnLaike, Takeshi Morita – Annual variation in daily light expo-sure and circadian change of melatonin and cortisol consent rations at a northern latitude with large seasonal differences in photoperiod length – Journal of Physiological Anthropology. 2017; 36: 6 – 15. XV. Merdenova L.A., Tagaeva I.R., Takoeva E.A. Features of the study of biological rhythms in children. The results of fundamental and applied research in the field of natural and technical sciences. Materials of the International Scientific and Practical Conference. Belgorod, 2017, pp. 119-123. XVI. Ogarysheva N.V. The dynamics of mental performance as a criterion for adapting to the teaching load. Bulletin of the Samara Scientific Center of the Russian Academy of Sciences. 2014;16:5 (1): S.636-638. XVII. Pekmezovi T. Gene-environment interaction: A genetic-epidemiological approach. Journal of Medical Biochemistry. 2010;29:131-134. XVIII. Rapoport S.I., Chibisov S.M. Chronobiology and chronomedicine: history and prospects/Ed. S.M. Chibisov, S.I. Rapoport ,, M.L. Blagonravova. Chronobiology and Chronomedicine: Peoples’ Friendship University of Russia (RUDN) Press. Moscow, 2018. XIX. Roustit M., Cracowski J.L. “Non-invasive assessment of skin microvascular function in humans: an insight into methods” – Microcirculation 2012; 19 (1): 47-64. XX. Rud V.O., FisunYu.O. – References of the circadian desinchronosis in students. Ukrainian Bulletin of Psychoneurology. 2010; 18(2) (63): 74-77. XXI. Takoeva Z. A., Medoeva N. O., Berezova D. T., Merdenova L. A. et al. Long-term analysis of the results of chronomonitoring of the health of the population of North Ossetia; Vladikavkaz Medical and Biological Bulletin. 2011; 12(12,19): 32-38. XXII. Urumova L.T., Tagaeva I.R., Takoeva E.A., Datieva L.R. – The study of some health indicators of medical students in different periods of the year. Health and education in the XXI century. 2016; 18(4): 94-97. XXIII. Westman J. – Complex diseases. In: Medical genetics for the modern clinician. USA: Lippincott Williams & Wilkins, 2006. XXIV. Yadrischenskaya T.V. Circadian biorhythms of students and their importance in educational activities. Problems of higher education. Pacific State University Press. 2016; 2:176-178. View | Download TRIADIC COMPARATIVE ANALYSIS Authors: Stanislav A.Kudzh,Victor Ya. Tsvetkov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00047 Abstract: The present study of comparison methods based on the triadic model introduces the following concepts: the relation of comparability and the relation of comparison, and object comparison and attributive comparison. The difference between active and passive qualitative comparison is shown, two triadic models of passive and active comparison and models for comparing two and three objects are described. Triadic comparison models are proposed as an alternative to dyadic comparison models. Comparison allows finding the common and the different; this approach is proposed for the analysis of the nomothetic and ideographic method of obtaining knowledge. The nomothetic method identifies and evaluates the general, while the ideographic method searches for unique in parameters and in combinations of parameters. Triadic comparison is used in systems and methods of argumentation, as well as in the analysis of consistency/inconsistency. Keywords: Comparative analysis,dyad,triad,triadic model,comparability relation,object comparison,attributive comparison,nomothetic method,ideographic method, Refference: I. AltafS., Aslam.M.Paired comparison analysis of the van Baarenmodel using Bayesian approach with noninformativeprior.Pakistan Journal of Statistics and Operation Research 8(2) (2012) 259{270. II. AmooreJ. 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PührerJ.Realizability of three-valued semantics for abstract dialectical frameworks.Artificial Intelligence 278 (2020) 103{198. XVII. SwansonG.Frameworks for comparative research: structural anthropology and the theory of action. In: Vallier, Ivan (Ed.). Comparative methods in sociology: essays on trends and applications.Berkeley: University of California Press, 1971 141{202. XVIII. TsvetkovV.Ya.Worldview model as the result of education.World Applied Sciences Journal 31(2) (2014) 211{215. XIX. TsvetkovV. Ya. Logical analysis and variable scales. Slavic Forum 4(22) (2018) 103{109. XX. Wang S. et al. Transit traffic analysis zone delineating method based on Thiessen polygon. Sustainability 6(4) (2014) 1821{1832. View | Download DEVELOPING TECHNOLOGY OF CREATING WEAR-RESISTANT CERAMIC COATING FOR ICE CYLINDER." JOURNAL OF MECHANICS OF CONTINUA AND MATHEMATICAL SCIENCES spl10, no. 1 (June 28, 2020). http://dx.doi.org/10.26782/jmcms.spl.10/2020.06.00048.

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