Databases and cooperative projects of the IZI documentation centre : promoting media literacy. 'Bases de datos y proyectos cooperativos del centro de documentación IZI : promoviendo la alfabetización de los medios de comunicación'.

El Instituto Internacional Central para la Televisión Juvenil y Educativa (IZI) es un centro de investigación y documentación dedicado a promover la calidad en la televisión y medios de comunicación para niños y jóvenes y educación. El departamento de documentación del IZI cuenta con una base de datos de referencia internacional para educadores, investigadores, padres, estudiantes y especialistas de la información. Además el IZI participa en redes nacionales e internacionales educativas documentales. El objetivo esencial de estos proyectos cooperativos es la promoción de la alfabetización de medios de comunicación, que constituye una habilidad imprescindible en la sociedad del conocimiento.

Evaluation of strategic knowledge of students through authentic tasks of writingin science classroom

The difficulties at evaluating strategic knowledge have been connected to the use of deconxetualized tests that, at the end, do not involve the use of this knowledge. For this reason, an interest in developing authentic writing tasks that offer advantages for these kinds of evaluation have arisen. Throughout this research, authentic writing tasks were developed in a natural sciences class, with the purpose of evaluating the students' strategic knowledge. Different instruments were used to collect data, e.g. Interviews, questionnaires, a self-inform, as well as three samples of writing by the students, with the objective of analyzing the changes that occurred between one and the others, as well as to determine the decisions that students made in order to complete the assigned tasks successfully. An authentic writing task gives great opportunities to evaluate strategic knowledge. These tasks lead students to arrange their knowledge about the topic in hand, organize and adapt it to fit the objectives and the audience, also, it allows them to control and adjust their decisions on the task. This last stage became the perfect opportunity to take notes on the knowledge and regulation of cognitive processes that the students brought into play, as well as to evaluating their understanding of writing and the demands given on the different discursive genres. As a result, the students showed different degrees of strategic knowledge in the task. The students who showed a better strategic knowledge trust in their structural abilities know about discursive genres and have a good performance in basic linguistic abilities. The students who showed weak strategic knowledge distrust their writing skills, seem extremely worried about organizing the content of their texts, fail when checking their writings, and overlook or are unaware of the basic requirements of the discursive genre they are asked to exemplify. It appears that the previous knowledge and experiences at writing the students have been exposed to may affect the strategic knowledge shown when writing in this subject. 

Language knowledge for secondary teachers.

El objetivo de este recurso es proporcionar a los profesores de secundaria los conocimientos requeridos en la materia de lengua en el curriculo nacional del año 2000 y en la Estrategia Nacional de Alfabetización (National Literacy Strategy Framework) para las etapas 3 y 4 (key stage 3 y 4). Abarca los conceptos esenciales para el estudio de la gramática y la estructura del lenguaje, así como, la aplicación de estos conocimientos al desarrollo de las habilidades de lectura, escritura, conversación y comprensión. Se completa con un CD-Rom con comentarios sobre las actividades incluidas en el libro.

Language knowledge for primary teachers.

El objetivo de este recurso es proporcionar a los profesores de primaria los conocimientos requeridos en la materia de lengua para cumplir con los requisitos del programa nacional de estudios y con los objetivos de la estrategia nacional de alfabetización (National Literacy Strategy Framework) para las etapas 1 y 2 (key stage 1 y 2). Estos objetivos incluyen textos, oraciones y palabras; además, se destaca la importancia de la aplicación de los conocimientos lingüísticos en distintos tipos de textos.

Semantic-level Visual Content Descriptor combining visual and textual cues as collaterals

In this paper, we introduce a novel high-level visual content descriptor which is devised for performing semantic-based image classification and retrieval. The work can be treated as an attempt to bridge the so called “semantic gap”. The proposed image feature vector model is fundamentally underpinned by the image labelling framework, called Collaterally Confirmed Labelling (CCL), which incorporates the collateral knowledge extracted from the collateral texts of the images with the state-of-the-art low-level image processing and visual feature extraction techniques for automatically assigning linguistic keywords to image regions. Two different high-level image feature vector models are developed based on the CCL labelling of results for the purposes of image data clustering and retrieval respectively. A subset of the Corel image collection has been used for evaluating our proposed method. The experimental results to-date already indicates that our proposed semantic-based visual content descriptors outperform both traditional visual and textual image feature models.

Contributions of matric and osmotic potentials to the unfrozen water content of frozen soils

Recent reports show that biogeochemical processes continue when the soil is frozen, but are limited by water availability. However, there is little knowledge about the interactive effects of soil and environmental variables on amounts of unfrozen water in frozen soils. The aims of this study were to determine the contributions of matric and osmotic potentials to the unfrozen water content of frozen soil. We determined the effects of matric and osmotic potential on unfrozen water contents of frozen mineral soil fractions (ranging from coarse sand to fine silt) at -7 degrees C, and estimated the contributions of these potentials to liquid water contents in samples from organic surface layers of boreal soils frozen at -4 degrees C. In the mineral soil fractions the unfrozen water contents appeared to be governed solely by the osmotic potential, but in the humus layers of the sampled boreal soils both the osmotic and matric potentials control unfrozen water content, with osmotic potential contributing 20 to 69% of the total water potential. We also determined pore size equivalents, where unfrozen water resides at -4 degrees C, and found a strong correlation between these equivalents and microbial CO2 production. The larger the pores in which the unfrozen water is found the larger the microbial activity that can be sustained. The osmotic potential may therefore be a key determinant of unfrozen water and carbon dynamics in frozen soil. (C) 2008 Elsevier B.V. All rights reserved.

Strategy clusters and sources of knowledge in French L2 listening comprehension

This article reports on an exploratory investigation into the listening strategies of lower-intermediate learners of French as an L2, including the sources of knowledge they employed in order to comprehend spoken French. Data from 14 learners were analysed to investigate whether employment of strategies in general and sources of knowledge in particular varied according to the underlying linguistic knowledge of the student. While low linguistic knowledge learners were less likely to deploy effectively certain strategies or strategy clusters, high linguistic knowledge levels were not always associated with effective strategy use. Similarly, while there was an association between linguistic knowledge and learners’ ability to draw on more than one source of knowledge in a facilitative manner, there was also evidence that learners tended to over-rely on linguistic knowledge where other sources, such as world knowledge, would have proved facilitative. We conclude by arguing for a fresh approach to listening pedagogy and research, including strategy instruction, bottom-up skill development and a consideration of the role of linguistic knowledge in strategy use.

Case-based analysis in user requirements modelling for knowledge construction

Context: Learning can be regarded as knowledge construction in which prior knowledge and experience serve as basis for the learners to expand their knowledge base. Such a process of knowledge construction has to take place continuously in order to enhance the learners’ competence in a competitive working environment. As the information consumers, the individual users demand personalised information provision which meets their own specific purposes, goals, and expectations. Objectives: The current methods in requirements engineering are capable of modelling the common user’s behaviour in the domain of knowledge construction. The users’ requirements can be represented as a case in the defined structure which can be reasoned to enable the requirements analysis. Such analysis needs to be enhanced so that personalised information provision can be tackled and modelled. However, there is a lack of suitable modelling methods to achieve this end. This paper presents a new ontological method for capturing individual user’s requirements and transforming the requirements onto personalised information provision specifications. Hence the right information can be provided to the right user for the right purpose. Method: An experiment was conducted based on the qualitative method. A medium size of group of users participated to validate the method and its techniques, i.e. articulates, maps, configures, and learning content. The results were used as the feedback for the improvement. Result: The research work has produced an ontology model with a set of techniques which support the functions for profiling user’s requirements, reasoning requirements patterns, generating workflow from norms, and formulating information provision specifications. Conclusion: The current requirements engineering approaches provide the methodical capability for developing solutions. Our research outcome, i.e. the ontology model with the techniques, can further enhance the RE approaches for modelling the individual user’s needs and discovering the user’s requirements.

Does gym use impact upon nutritional knowledge?

Purpose – The purpose of this paper is to investigate gym and non-gym users' use and understanding of nutrition labels. Design/methodology/approach – A consumer survey in the form of a questionnaire conducted in the Greater London area in February/March 2005. Subject recruitment process took place in both a gym and university setting. Frequency tables and ?2-test are used to assess relationships between variables (p=0.05). Findings – The resulting sample consisted of 187 subjects, with predominance of females and gym users. Of the subjects, 88 per cent reported to at least occasionally read nutrition labels, with higher reading rates amongst women, irrespective of gym user status. Total and saturated fats are the most often information viewed on labels, however the overall knowledge of the calorie content of fat is low, with 53 per cent of subjects responding saturated fat contains more calories per gram when compared with other types of fats. This paper does not find significant differences in the use and understanding of nutrition labels between gym and non-gym users, but highlights the publics' continued lack of understanding of nutrition labels. Originality/value – This paper is unique as it investigates whether there is any difference between gym/non-gym users' use and interpretation of use of nutrition labels. It finds gender impacted more on nutritional labels knowledge than gym user's status. This points to a gender issue and questions the quality of information available to the general public. This paper is valuable as it highlights and identifies an area that requires further research and assessment, and is therefore useful to key stakeholders responsible for public health nutrition.

A knowledge-driven management approach to environmental-conscious construction

This paper aims to introduce a knowledge-based managemental prototype entitled Eþ for environmental-conscious construction relied on an integration of current environmental management tools in construction area. The overall objective of developing the Eþ prototype is to facilitate selectively reusing the retrievable knowledge in construction engineering and management areas assembled from previous projects for the best practice in environmental-conscious construction. The methodologies adopted in previous and ongoing research related to the development of the Eþ belong to the operations research area and the information technology area, including literature review, questionnaire survey and interview, statistical analysis, system analysis and development, experimental research and simulation, and so on. The content presented in this paper includes an advanced Eþ prototype, a comprehensive review of environmental management tools integrated to the Eþ prototype, and an experimental case study of the implementation of the Eþ prototype. It is expected that the adoption and implementation of the Eþ prototype can effectively facilitate contractors to improve their environmental performance in the lifecycle of projectbased construction and to reduce adverse environmental impacts due to the deployment of various engineering and management processes at each construction stage.

The practice of sustainable facilities management: Design sentiments and the knowledge chasm

The construction industry with its nature of project delivery is very fragmented in terms of the various processes that encompass design, construction, facilities and assets management. Facilities managers are in the forefront of delivering sustainable assets management and hence further the venture for mitigation and adaptation to climate change. A questionnaire survey was conducted to establish perceptions, level of commitment and knowledge chasm in practising sustainable facilities management (FM). This has significant implications for sustainable design management, especially in a fragmented industry. The majority of questionnaire respondents indicated the importance of sustainability for their organization. Many of them stated that they reported on sustainability as part of their organization annual reporting with energy efficiency, recycling and waste reduction as the main concern for them. The overwhelming barrier for implementing sound, sustainable FM is the lack of consensual understanding and focus of individuals and organizations about sustainability. There is a knowledge chasm regarding practical information on delivering sustainable FM. Sustainability information asymmetry in design, construction and FM processes render any sustainable design as a sentiment and mere design aspiration. Skills and training provision, traditionally offered separately to designers and facilities managers, needs to be re-evaluated. Sustainability education and training should be developed to provide effective structures and processes to apply sustainability throughout the construction and FM industries coherently and as common practice.

Changing Standards? Children's awareness and knowledge of features of written standard English at ages 10-11

This paper reports the findings of a small-scale research project, which investigated the levels of awareness and knowledge of written standard English of 10- and 11-year-old children in two English primary schools over a six-year period, coinciding with the implementation in the schools of the National Literacy Strategy (NLS). A questionnaire was used to provide quantitative and qualitative data relating to: features of writing which were recognised as standard or non-standard; children's understanding of technical terminology; variations between boys' and girls' performance; and the impact of the NLS over time. The findings reveal variations in levels of recognition of different non-standard features, differences between girls' and boys' recognition, possible examples of language change, but no evidence of a positive impact of the NLS. The implications of these findings are discussed both in terms of changes in educational standards and changes to standard English.

Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities

This article describes two studies. The first study was designed to investigate the ways in which the statutory assessments of reading for 11-year-old children in England assess inferential abilities. The second study was designed to investigate the levels of performance achieved in these tests in 2001 and 2002 by 11-year-old children attending state-funded local authority schools in one London borough. In the first study, content and questions used in the reading papers for the Standard Assessment Tasks (SATs) in the years 2001 and 2002 were analysed to see what types of inference were being assessed. This analysis suggested that the complexity involved in inference making and the variety of inference types that are made during the reading process are not adequately sampled in the SATs. Similar inadequacies are evident in the ways in which the programmes of study for literacy recommended by central government deal with inference. In the second study, scripts of completed SATs reading papers for 2001 and 2002 were analysed to investigate the levels of inferential ability evident in scripts of children achieving different SATs levels. The analysis in this article suggests that children who only just achieve the 'target' Level 4 do so with minimal use of inference skills. They are particularly weak in making inferences that require the application of background knowledge. Thus, many children who achieve the reading level (Level 4) expected of 11-year-olds are entering secondary education with insecure inference-making skills that have not been recognised.

Does gym use impact upon nutritional knowledge?

Purpose - The purpose of this paper is to investigate gym and non-gym users' use and understanding of nutrition labels. Design/methodology/approach - A consumer survey in the form of a questionnaire conducted in the Greater London area in February/March 2005. Subject recruitment process took place in both a gym and university setting. Frequency tables and chi(2)-test are used to assess relationships between variables (p = 0.05). Findings - The resulting sample consisted of 187 subjects, with predominance of females and gym users. Of the subjects, 88 per cent reported to at least occasionally read nutrition labels, with higher reading rates amongst women, irrespective of gym user status. Total and saturated fats are the most often information viewed on labels, however the overall knowledge of the calorie content of fat is low, with 53 per cent of subjects responding saturated fat contains more calories per gram when compared with other types of fats. This paper does not find significant differences in the use and understanding of nutrition labels between gym and non-gym users, but highlights the publics' continued lack of understanding of nutrition labels. Originality/value - This paper is unique as it investigates whether there is any difference between gym/non-gym users' use and interpretation of use of nutrition labels. It finds gender impacted more on nutritional labels knowledge than gym user's status. This points to a gender issue and questions the quality of information available to the general public. This paper is valuable as it highlights and identifies an area that requires further research and assessment, and is therefore useful to key stakeholders responsible for public health nutrition.

Semi-automatic annotation and retrieval of visual content using the topic map technology

There are still major challenges in the area of automatic indexing and retrieval of multimedia content data for very large multimedia content corpora. Current indexing and retrieval applications still use keywords to index multimedia content and those keywords usually do not provide any knowledge about the semantic content of the data. With the increasing amount of multimedia content, it is inefficient to continue with this approach. In this paper, we describe the project DREAM, which addresses such challenges by proposing a new framework for semi-automatic annotation and retrieval of multimedia based on the semantic content. The framework uses the Topic Map Technology, as a tool to model the knowledge automatically extracted from the multimedia content using an Automatic Labelling Engine. We describe how we acquire knowledge from the content and represent this knowledge using the support of NLP to automatically generate Topic Maps. The framework is described in the context of film post-production.