Meteorological interpretation of clouds or cloud systems appearing on pictures of the Alpine region received from the Earth Resources Technology Satellite (ERTS-1)

The author has identified the following significant results. Three examples of cloud-interpretation from ERTS-1 pictures are presented. When the wind speed is large enough, the cumuli are found arranged in lines that are in average two kilometers apart from each other. These lines are grouped in lines made of small cumuli and in lines made up of well developed ones. These last lines are fused on the APT picture and appear as single lines. Fog-mapping for a given region is possible if the topography of the region is known. The stratified clouds lying over mountains or in valleys begin to dissolve above the middle of the valleys and not against the slopes. As water shows a weak albedo in the near infrared, wet surfaces will appear darker than their neighborhoods. This feature seems to be confirmed by the dark spot in the north of Bozen (Southern Tyrol) that can be seen on the ERTS-1 picture taken on 31 August 1972

Objects, actions, and images: a perspective on early number development

It is the purpose of this article to present a review of research evidence that indicates the existence of qualitatively different thinking in elementary number development. In doing so, the article summarizes empirical evidence obtained over a period of 10 years. This evidence first signaled qualitative differences in numerical processing, and was seminal in the development of the notion of procept. More recently, it examines the role of imagery in elementary number processing. Its conclusions indicate that in the abstraction of numerical concepts from numerical processes qualitatively different outcomes may arise because children concentrate on different objects or different aspects of the objects, which are components of numerical processing

Examining learning in relation to the contexts of use of ICT

Although ICT resources are commonly expected to produce uniform benefits, they are necessarily employed within pre-existing contexts of educational and social activity, and the outcome in terms of both pattern of use and learning depends on how they fit in with these. As a result, the same technology or software may have unexpectedly diverse effects, according to specific setting. If the object is to exercise control over outcome, then the conditions of use need to be planned for within the design and implementation of the technology. In order to do this, it is crucial that research gathers data on how outcomes are affected by the interplay between technology and context. This raises questions about the methods that would be appropriate for the conduct and dissemination of such research. These points are discussed in relation to three studies, one each at primary, secondary and university levels of education

Judicial Intervention in Trials

21cm;307ha