Problem-based learning as an effective tool for teaching computer network design

This paper addresses the challenge of developing techniques for the effective teaching of computer network design. It reports on the experience of using the technique of problem-based learning as a key pedagogical method for teaching practical network design within the context of a Master's program module in data telecommunications and networks at the University of Salford, Salford, Greater Manchester, U.K. A two-threaded approach was adopted that comprised a problem-based learning thread and a conventional lecture thread. The problem-based learning thread within the module comprised sessions designed to place the students in the position of network design consultants who are introduced to scenarios that have a high degree of realism in which a client has specific business requirements that can be met through the adoption of a network solution. In this way, the problem-based learning thread allows the students to develop their design skills, while the lecture thread uses traditional teaching methods to allow students to develop their understanding of key network components and architectures. A formal evaluation of this approach has been carried out and demonstrated a very effective and realistic learning experience for the students. Therefore, the authors propose that problem-based learning is an ideal pedagogical tool for the teaching of computer network design

Risk management technique for liquefied natural gas facilities

Checklists have been compiled for planning, design, construction, startup and debugging, and operation of liquefied natural gas facilities. Lists include references to pertinent safety regulations. Methods described are applicable to handling of other hazardous materials

Image analysis and statistical modelling for measurement and quality assessment of ornamental horticulture crops in glasshouses

Image analysis for ornamental crops is discussed with examples from the bedding plant industry. Feed-forward artificial neural networks are used to segment top and side view images of three contrasting species of bedding plants. The segmented images provide objective measurements of leaf and flower cover, colour, uniformity and leaf canopy height. On each imaging occasion, each pack was scored for quality by an assessor panel and it is shown that image analysis can explain 88.5%, 81.7% and 70.4% of the panel quality scores for the three species, respectively. Stereoscopy for crop height and uniformity is outlined briefly. The methods discussed here could be used for crop grading at marketing or for monitoring and assessment of growing crops within a glasshouse during all stages of production

Trypanosome mRNAs share a common 5' spliced leader sequence.

A 5'-terminal leader sequence of 35 nucleotides was found to be present on multiple trypanosome RNAs. Based on its representation in cDNA libraries, we estimate that many, if not all, trypanosome mRNAs contain this leader. This same leader was originally identified on mRNAs encoding the molecules responsible for antigenic variation, variant surface glycoproteins. Studies of selected cDNAs containing this leader sequence revealed that leader-containing transcripts can be stage-specific, stage-regulated, or constitutive. They can be abundant or rare, and transcribed from single or multigene families. No linkage between the genomic leader sequences and the structural gene exons was observed. Possible mechanisms by which the leader sequences are added to trypanosome mRNAs are discussed

Notes from the other side: teaching history in the front line States

Paper presented at the Wits History Workshop: The Making of Class, 9-14 February, 198

Subject index and checklist of history and archaeology dissertations and research essays submitted at the University of Botswana, 1976 - 1998

Four MA dissertations and 222 BA research essays are listed alphabetically, and indexed by reference number under three subject categories-geographical area (by district, etc.), ethnic group, and a general subject index of 42 headings. All but 31 of the 226 alphabetical entries contain research solely on Botswana: the other countries being South Africa (12 entries), Zimbabwe (11), Namibia (6), Angola and Zambia (1 each). The most researched district of Botswana is Central (54 entries), followed by Kgatleng and Kweneng (25 each), North-East (24), South-East (16), Southern (9), Ngamiland (6), Chobe and Ghanzi (3 each), and Kgalagadi (2). The subject index of 29 ethnic groups ranges from Afrikaners (2 entries) and Amandebele (2) through Babirwa (7), Bakalanga (24), Bakgatla (27), Bakhalagari (4), Bakwena (21), Bangwato (19), Basarwa (5), and Batlharo (1), to Indians (3) and Ovambanderu (2). The general subject index ranges from Administration (29 entries), Agriculture (18), and Archaeology (21), through Biography (28), Cattle (7), Chieftainship (27), Class formation (7), Councils (7), Economic development (23), Education (14), and Heritage management (7), to Labour and labour migration (7), Medicine (4), Nationalism (13), Religion (15), Serfdom, servitude and slavery (7), Settlement history (19), Trade and commerce (13), Trade unions (6), and Urbanization (15). With the notable exception of one MA dissertation, there is a lack of cultural studies which may partly be attributed to research being done instead under the aegis of other departments in the Faculty of Humanities

Temporary Victims: Interpreting the Federal Fraud and Theft Sentencing Guideline

Non