Asynchronous patterns of reproduction for the sympatric scallops Chlamys bifrons and Chlamys asperrima (Bivalvia : Pectinidae) in South Australia

Patterns of spawning activity were assessed by monitoring gonad states over 2.5 years for Chlamys asperrima and Chlamys bifrons at two sites in Gulf St Vincent, South Australia. Chlamys asperrima appeared to have a minor spawning in June, followed by a major spawning starting in late August. In contrast, the gonads of C. bifrons were regressed only during winter and it appeared that C. bifrons spawned for a long period, from late spring (September) until early autumn (March). At one site where sampling was frequent, there was evidence of three series of C. bifrons spawning events during the summer of 1994/95 and at least two series of events during 1995/96. Build-up and decrease in gonad weight was quick, but there was strong evidence of serial spawning for both species. Subsequently, we once observed C. asperrima spawning in situ at Edithburgh Jetty, at a time when gonad weights had been decreasing in previous years, but also long after the time when peak gonad weights had usually occurred. Only patches within the population were seen spawning, with scallops not spawning observed less than 100 m away from those that were. Indirect sampling of gonad condition also suggested that spawning in C. bifrons at Largs Bay was not always synchronous among patches of scallops within a population, nor always between sexes within patches.

Supporting awareness in asynchronous collaborative environments

One of the major challenges in asynchronous collaborative environment is to provide a sense of awareness of other users actions. The amount of awareness needed varies due to specific roles users undertaking during collaboration. While emphasizing the importance of roles, this paper discusses awareness-role relationship and proposes a role-based approach to specifying the awareness characteristics in asynchronous collaborative environment. An example of implementation of role-based awareness supporting system LiveNet4 is also illustrated at the end of this paper.

Student's perceptions of compulsory asynchronous online discussion

Online discussion boards are increasingly being used by tertiary educators as tools for encouraging student interaction and for developing learning networks. In particular, educators who have adopted a socio-constructivist approach to teaching are keen to facilitate collaborative learning in which students share their experiences and perspectives, and construct knowledge together through shared meanings. In this paper, the findings from an electronic survey of 72 distance education students’ perceptions of an online discussion assessment item (ODAI) are presented. The study revealed that the majority of the respondents enjoyed the ODAI, and agreed that the online discussions had allowed them to achieve a range of cognitive and social learning outcomes, and to develop some important graduate skills.

Structured development of an asynchronous forth processor using trace theory

This thesis examines the use of a structured design methodology in the design of asynchronous circuits so that high level constructs can be specified purely in terms of signal exchanges and without the intrusion of lower level concepts. Trace theory is used to specify a multi-processor Forth machine at a high level then part of the design is further elaborated using trace theory operations to (insure that the behaviours of the lower level constructs will combine to give the high level specified behaviour without locking or other hazards. A novel form of threaded language to take advantage of the machine architecture is developed. At suitable points the design is tested by simulation. The stack element which is designed is reduced to an electric circuit which is itself tested by simulation to verify the design.

On-campus students' learning in asynchronous environments

Asynchronous online discussions have the potential to improve learning in universities. This thesis reports an investigation into the ways in which undergraduates learned in online discussions when they were included within their face-to-face courses. Taking a student perspective, four case studies describe and explain the approaches to learning that were used by business undergraduates in online discussions, and examine the influence of the computer-mediated conferencing (CMC) medium and curriculum design on student learning. The investigation took a qualitative approach where case studies were developed from multiple data sources. In each of the cases, a description of the setting of the online discussions introduced the learning environment. Further details of student learning behaviours in the online discussions were provided by an analysis of the systems data and a content analysis of the online discussion transcripts. In depth interpretation of interview data added student perspectives on the impact of CMC characteristics, the curriculum or learning design and the relationship between the online discussions and face-to-face classes. A comparative cross case analysis of the findings of the four cases identified and discussed general themes and broad principles arising from the cases. The campus-based students acknowledged that online discussions helped them to learn and their message postings evidenced deep approaches to learning. The students recognised the value for learning of the text based nature of the CMC environment but peer interaction was more difficult to achieve. Asynchronicity created time flexibility and time for reflection but it also presented time management problems for many undergraduates. Assessment was the most influential aspect of the curriculum design. The cases also identified the importance of a dialogical activity and the absence of the teacher from the online discussions was not problematic. The research identified new perspectives on the relationship between online discussions and face-to-face classes. Students regarded these two media as complementary rather than oppositional and affirmed the importance of pedagogic connections between them. A teaching and learning framework for online discussions was developed from these perspectives. The significance of this study lies in improved knowledge of student learning processes in online discussions in blended learning environments. The cases indicated the potential value of the CMC environment for constructivist philosophies and affirm the significant role of curriculum design with new technologies. Findings relating to the complementary nature of online and face to face discussions provided a platform for building a teaching and learning framework for blended environments which can be used to inform and improve pedagogical design, teacher expertise and student learning outcomes in asynchronous online discussions.

Engaging and effective asynchronous online discussion forums

Discussion is usually considered a powerful tool for the development of pedagogical skills such as critical thinking, collaboration and reflection. In the last few years, an online asynchronous discussion forum has become an integral part of teaching and learning in tertiary education. However, there are considerable challenges involved in designing discussion forum for learning and teaching arrangements that can support desired learning outcomes. The study analysed the factors that affect the level of the student participation in the online discussion forums with emphases on some of the critical issues that should be taken into account when designing online discussions forums that can support desired learning outcomes. We show that the course instructor roles and level of participations in the discussion forum particularly determines the overall level of discussion among the learning communities.

Online learning environment : taxonomy of asynchronous online discussion forums

Due to its perceived benefits, asynchronous discussion forums have become progressively popular in higher education. The ultimate goal of developing an asynchronous discussion forum is to create an online learning environment that will achieve high levels of learning. This paper reviews the exiting literature and develops taxonomy of the asynchronous discussion forums with the aims of increasing the understanding and awareness of various types of asynchronous discussion forums. The taxonomy will help increase the online course designers' ability to design more effective learning experiences for student success and satisfaction. It will also help researchers to understand the features of the various asynchronous discussion forums.

Analysis of asynchronous online discussion forums for collaborative learning

Online discussion forums are well suited for collaborative learning systems. Much of the currently available research indicates that effectively designed collaborative learning systems motivate and enhance learning experiences of the participants which in turn lead to enhanced learning outcomes. This paper develops taxonomy of the asynchronous online discussion forums with the aims of increasing the understanding and awareness of various types of asynchronous discussion forums. The taxonomy is framed by constructivist pedagogical principles of asynchronous online discussion forum. The key attributes of online discussions and the factors influencing the discussion forum’s design are identified. The taxonomy will help increase the online course designers’ ability to design more effective learning experiences for student success and satisfaction. It will also help researchers to understand the various features of the asynchronous discussion forums. The article concludes with implications for pedagogy and suggestions for the direction of future theoretical and empirical research.

Asynchronous emergence by loggerhead turtle (Caretta caretta) hatchlings

For many decades it has been accepted that marine turtle hatchlings from the same nest generally emerge from the sand together. However, for loggerhead turtles (Caretta caretta) nesting on the Greek Island of Kefalonia, a more asynchronous pattern of emergence has been documented. By placing temperature loggers at the top and bottom of nests laid on Kefalonia during 1998, we examined whether this asynchronous emergence was related to the thermal conditions within nests. Pronounced thermal variation existed not only between, but also within, individual nests. These within-nest temperature differences were related to the patterns of hatchling emergence, with hatchlings from nests displaying large thermal ranges emerging over a longer time-scale than those characterised by more uniform temperatures.

Neonatal Gonocyte Differentiation in Mongolian Gerbil Meriones unguiculatus Involves Asynchronous Maturation of Seminiferous Cords and Rapid Formation of Transitional Cell Stage

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Castes and asynchronous colony cycle in Polybia bistriata (Fabricius) (Hymenoptera: Vespidae)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)