English language in rural Malaysia: situating global literacies in local practices

This paper claims that underlying the naturalisation of teaching and learning of English in the Malaysian education system are ideological pressures and political dogmas, often emerging from colonial, urban/rural and even local ethnic conflicts and hierarchies. It suggests therein lie the inherent difficulties of teaching and learning English in rural communities in Malaysia. Three paradigms frame this view in the paper: the overarching view of literacy as a situated and variable social process; the use of an ethnographic perspective in investigating English language and literacy education in Malaysia; the stance on the need for Malaysians to acquire English as an additive rather than as a deficit philosophy

Digital libraries in a clinical setting: Friend or foe?

Clinical requirements for quick accessibility to reputable, up-to-date information have increased the importance of web accessible digital libraries for this user community. To understand the social and organisational impacts of ward-accessible digital libraries (DLs) for clinicians, we conducted a study of clinicians. perceptions of electronic information resources within a large London based hospital. The results highlight that although these resources appear to be a relatively innocuous means of information provision (i.e. no sensitive data) social and organisational issues can impede effective technology deployment. Clinical social structures, which produce information. and technology. hoarding behaviours can result from poor training, support and DL usability

Industrial-Strength Documentation for ACL2

The ACL2 theorem prover is a complex system. Its libraries are vast. Industrial verification efforts may extend this base with hundreds of thousands of lines of additional modeling tools, specifications, and proof scripts. High quality documentation is vital for teams that are working together on projects of this scale. We have developed XDOC, a flexible, scalable documentation tool for ACL2 that can incorporate the documentation for ACL2 itself, the Community Books, and an organization's internal formal verification projects, and which has many features that help to keep the resulting manuals up to date. Using this tool, we have produced a comprehensive, publicly available ACL2+Books Manual that brings better documentation to all ACL2 users. We have also developed an extended manual for use within Centaur Technology that extends the public manual to cover Centaur's internal books. We expect that other organizations using ACL2 will wish to develop similarly extended manuals.Comment: In Proceedings ACL2 2014, arXiv:1406.123

TEI and LMF crosswalks

The present paper explores various arguments in favour of making the Text Encoding Initia-tive (TEI) guidelines an appropriate serialisation for ISO standard 24613:2008 (LMF, Lexi-cal Mark-up Framework) . It also identifies the issues that would have to be resolved in order to reach an appropriate implementation of these ideas, in particular in terms of infor-mational coverage. We show how the customisation facilities offered by the TEI guidelines can provide an adequate background, not only to cover missing components within the current Dictionary chapter of the TEI guidelines, but also to allow specific lexical projects to deal with local constraints. We expect this proposal to be a basis for a future ISO project in the context of the on going revision of LMF

Computer science in Dutch secondary education: independent or integrated?

Nowadays, in Dutch secondary education, computer science is integrated within school subjects. About ten years ago computer science was considered an independent subject, but in the mid-1980s this idea changed. In our study we investigated whether the objectives of teaching computer science as an independent subject are met when computer science is integrated within school subjects. The main problem was that there was no formal curriculum of computer science as an independent subject. Therefore we interviewed 13 experts in the field of computer science and then compared this formal curriculum with the operational (integrated) curriculum, which is still in the development stage. It appears that most of the components of the formal curriculum are being covered by the operational curriculum, and we therefore concluded that these curricula are equivalent, although there may be differences in the level of teaching. In our opinion the best approach to computer science is to combine the independent and the integrated approaches

Open educational resources in Europe: A triptych of actions to support participation in higher education

In contrast to the face-to-face learning of campus based universities and the focus on traditional students, distance teaching universities focus on a mix of distance learning, e-learning, open learning, virtual mobility, learning communities, and the integration of earning and learning. In doing so, they are taking a leading role in helping to increase and widen participation in lifelong open and flexible learning in higher education by non-traditional groups. This paper discusses three leading-edge European Open Educational Resource initiatives. The initiatives are special in nature and differ from the offers of traditional universities in the sense that they: consist of pedagogically-rich learning materials, specifically designed and developed for distance learning and intended for independent self-study; are compiled in the national languages, with the EADTU initiative being multilingual, reflecting the European dimension; and, support and are supported by the policies of the national governments and the European Commission

Acceptability of medical digital libraries

Evidenced-based medicine has increased the importance of quick accessibility to reputable, upto-date information. Web-accessible digital libraries (DLs) on the wards can address the demand for such information. The use and acceptability of these resources has, however, been lower than expected due to a poor understanding of the context of use. To appreciate the social and organizational impacts of ward-accessible DLs for clinicians, results of a study within a large London-based hospital are presented. In-depth interviews and focus groups with 73 clinicians (from pre-registration nurses to surgeons) were conducted, and the data analysed using the grounded theory method. It was found that clinical social structures interact with inadequate training provision (for senior clinicians), technical support and DL usability to produce a knowledge gap between junior and senior staff, resulting in information – and technology – hoarding behaviours. Findings also detail the perceived effectiveness of traditional and digital libraries and the impact of clinician status on information control and access. One important conclusion is that increased DL usability and adequate support and training for senior clinicians would increase perceptions of DLs as support for, rather than replacement of, their clinical expertise. © 2002, The Continuum Publishing Group Ltd. All rights reserved

Attitudes towards the use and acceptance of eHealth technologies : a case study of older adults living with chronic pain and implications for rural healthcare

Acknowledgements The research described here is supported by the award made by the RCUK Digital Economy programme to the dot.rural Digital Economy Hub; award reference: EP/G066051/1. MC’s time writing the paper is funded by the Scottish Government’s Rural and Environmental Science and Analytical Services Division (RESAS) under Theme 8 ‘Vibrant Rural Communities’ of the Food, Land and People Programme (2011–2016). MC is also an Honorary Research Fellow at the Division of Applied Health Sciences, University of Aberdeen. The input of other members of the TOPS research team, Alastair Mort, Fiona Williams, Sophie Corbett, Phil Wilson and Paul MacNamee who contributed to be wider study and discussed preliminary findings reported here with the authors of the paper is acknowledged. We acknowledge the feedback on earlier versions of this paper provided by members of the Trans-Atlantic Rural Research Network, especially Stefanie Doebler and Carmen Hubbard. We also thank Deb Roberts for her comments.Peer reviewedPublisher PD