Der Kommentar des Immanuel ben Salomon zum Hohenliede : Wort- und Satzexegese : ein Beitrag zur Geschichte der mittelalterlichen Bibelexegese : nach einer Handschrift der Kgl. Hof- u. Staatsbibliotkek [sic] in Munchen, verglichen mit Handschrift 117 der Kgl. Universitatsbibliothek in Berlin.

Thesis (doctoral)--Universitat Bern.

Fragm. lat. III 8 - Digestum novum (De regulis iuris D.50.17.65 - 117; 158 - 169; 171 - 192)

Trägerbände: Ms. Barth. 52; Ms. Barth. 66; Vorbesitzer: St. Peter Urach; Bartholomaeusstift Frankfurt am Main

Fragm. lat. I 84 - Psalterium (Ps. 17,7 - 17; 115,16 - 117,11)

Trägerband: 'Nicolaus de Lyra, Praeceptorium'

Stable oxygen and carbon isotope ratios of the planktonic foraminifera Pulleniatina obliquiloculata and the benthic foraminifera Uvigerina excellens of ODP Site 117-723 in the Arabian Sea (Table 1)

Site 723 is located in a water depth of 808 m at the center of the oxygen minimum zone and the middle part of the main thermocline on the Oman Margin. Oxygen isotope curves of planktonic delta18OP and benthic delta18OB can be traced back continuously to Stage 23 with high resolution measurements. A tentative correlation to Stage 53 has been tried using oxygen isotope stratigraphy. The amplitudes of the fluctuations of the benthic delta18OB curve are small, compared with the planktonic delta18OP curve. The delays of benthic oxygen isotopes delta18OB related to the planktonic delta18OP appear in the transgressive stages. Carbon isotopes of benthic delta13CB and planktonic delta13CP generally show an inverse correlation with oxygen isotope values delta18OB and delta18OB and delta18OP, however, the changes of delta13C are more gradual than those of delta18O during transgressive stages in spite of the synchronized changes of delta13C with those of delta18O during regressive stages. The difference of oxygen isotope between benthic and planktonic foraminifers represents the degree of pushing up the thermocline by upwelling, and the difference of carbon isotope represents the relative amount of upwelling Sigma[CO2] to the biological uptake in the surface water. These isotopic differences can be used as indicators of upwelling and show strong upwelling in the interglacial and weak upwelling in the glacial stages. The organic carbon content is correlated with the isotopic upwelling indicators, and higher content is correlated with the isotopic upwelling indicators and higher content appears in the interglacial stages. The calculated rate of sedimentation based on oxygen isotope stratigraphy in glacial stages is significantly high, two to four times that of interglacial stages, and the absolute flux of fluvial sediments with variability of lithofacies increased in the glacial stage. The present glacial-interglacial cycle with the fluctuation of upwelling relating to the southwest monsoon can be traced back to Stage 8, 250 ka. From Stage 8 to 12, 250-450 ka, the upwelling indicator of oxygen isotope difference did not show such distinct cyclicity. For Stages 12-15, 450-600 ka, the upwelling can be estimated as strong as in interglacial stage of the present cycles, with slightly weak upwelling in the glacial stage. This upwelling and climate can be traced back to the late Pliocene. The strongest upwelling can be estimated in the Pliocene-Pleistocene time by the isotopic indicators and the high organic carbon content.

Physics 117 and 118; laboratory instructions and supplementary notes.

Mode of access: Internet.

Automated Feedback for 'Fill in the Gap' Programming Exercises

Timely feedback is a vital component in the learning process. It is especially important for beginner students in Information Technology since many have not yet formed an effective internal model of a computer that they can use to construct viable knowledge. Research has shown that learning efficiency is increased if immediate feedback is provided for students. Automatic analysis of student programs has the potential to provide immediate feedback for students and to assist teaching staff in the marking process. This paper describes a “fill in the gap” programming analysis framework which tests students’ solutions and gives feedback on their correctness, detects logic errors and provides hints on how to fix these errors. Currently, the framework is being used with the Environment for Learning to Programming (ELP) system at Queensland University of Technology (QUT); however, the framework can be integrated into any existing online learning environment or programming Integrated Development Environment (IDE)

A comparative analysis of major ERP lifecycle implementation, management and support issues in Queensland Government

This paper reports on a study of ERP lifecycle major issues from the perspectives of individuals with substantial and diverse involvement with SAP Financials in Queensland Government. A survey was conducted of 117 ERP system project participants in five closely related state government agencies. A modified Delphi technique identified, rationalized and weighed perceived major issues in ongoing ERP life cycle implementation, management and support. The five agencies each implemented SAP Financials simultaneously using a common implementation partner. The three survey rounds of the Delphi technique, together with coding and synthesizing procedures, resulted in a set of 10 major issue categories with 38 sub-issues. Relative scores of issue importance are compared across government agencies, roles (client vs implementation partner) and organizational levels (strategic, technical and operational). Study findings confirm the importance of this finer partitioning of the data, and distinctions identified reflect the circumstances of ERP lifecycle implementation, management and support among the stakeholder groups. The study findings should also be of interest to stakeholders who seek to better understand the issues surrounding ERP systems and to better realise the benefits of ERP.

The Second Life of urban planning? Using neogeography tools for community engagement

The majority of the world’s citizens now live in cities. Although urban planning can thus be thought of as a field with significant ramifications on the human condition, many practitioners feel that it has reached the crossroads in thought leadership between traditional practice and a new, more participatory and open approach. Conventional ways to engage people in participatory planning exercises are limited in reach and scope. At the same time, socio-cultural trends and technology innovation offer opportunities to re-think the status quo in urban planning. Neogeography introduces tools and services that allow non-geographers to use advanced geographical information systems. Similarly, is there potential for the emergence of a neo-planning paradigm in which urban planning is carried out through active civic engagement aided by Web 2.0 and new media technologies thus redefining the role of practicing planners? This paper traces a number of evolving links between urban planning, neogeography and information and communication technology. Two significant trends – participation and visualisation – with direct implications for urban planning are discussed. Combining advanced participation and visualisation features, the popular virtual reality environment Second Life is then introduced as a test bed to explore a planning workshop and an integrated software event framework to assist narrative generation. We discuss an approach to harness and analyse narratives using virtual reality logging to make transparent how users understand and interpret proposed urban designs.

Multiple-choice versus short-response items: Differences in omit behavior

The overall rate of omission of items for 28,331 17 year old Australian students on a high stakes test of achievement in the common elements or cognitive skills of the senior school curriculum is reported for a subtest in multiple choice format and a subtest in short response format. For the former, the omit rates were minuscule and there was no significant difference by gender or by type of school attended. For the latter, where an item can be 'worth' up to five times that of a single multiple choice item, the omit rates were between 10 and 20 times that for multiple choice and the difference between male and female omit rate was significant as was the difference between students from government and non-government schools. For both formats, females from single sex schools omitted significantly fewer items than did females from co-educational schools. Some possible explanations of omit behaviour are alluded to.