The Essen Learning Model is a generic development model supporting development processes on three levels: development of curricula, learning sequences, and learning units. We focus on finding an adequate combination of didactical methods and educational technologies. Secondly, we focus on interoperability, reusability, and ease of use, using standards on the modeling level (ARIS), architecture level (LTSA, IMS), and implementation level (XML). The approach will enable educators, project managers, and authors to efficiently develop and implement Computer Supported Learning Environments.

this paper. The results of the PATT-USA study indicated that: (a) students are interested in technology; (b) boys are more interested in technology than girls; (c) students in the U. S. think that technology is a field for both girls and boys; (d) girls are more convinced that technology is a field for both genders; (e) there is a positive influence of a parents' technological profession on the students' attitude, (f) U. S. students' concept of technology became more accurate with increasing age, (g) U. S. students are strongly aware of the importance of technology, (h) the U. S. has a rather low score on items measuring the concepts of technology compared to other industrialized countries, (i) students who had taken industrial arts/technology education classes had more positive attitudes on all sub-scales, and (j) the existence of technical toys in the home had a significantly positive impact on all attitude scales. Although research on student attitudes in technology education has been used to assess student attitudes prior to curriculum development, a standardized attitude measure such as the PATT-USA has not been used to assess changes in attitude as the result of a treatment such as participation in a technology education program. It is logical that students who have a positive experience in a technology education program will develop a positive attitude toward technology and the pursuit of technological careers, and would therefore be more interested in studying about technology. As a result, students should become more technologically literate. This premise is grounded in research from the affective domain that indicates that students who exhibit a positive attitude -7toward a subject are more likely to actively engage in learning during and after instruction (Po...

This paper broadens the conceptualization of MNC knowledge transfer to include the importance of active involvement in a liaison role by host country nationals (HCNs), particularly those HCN first-line managers and other administrative professionals reporting directly to expatriates. This proposed HCN local liaison role between expatriates and the local host country work environment (including local employees) is examined within theoretical constructs of network theory and absorptive capacity. Then, based on an qualitative methodology that combined a literature review with exploratory field interviews involving 15 expatriates and HCNs in China, 13 important and distinct behavioral functions of this liaison role are presented and discussed within five broad dimensions: cultural interpreter, communication manager, information resource broker, talent developer, and change agent. Finally, benefits and limitations of this HCN local liaison role are considered, and recommendations are made for future field research to validate, elucidate, and utilize this proposed model of the HCN local liaison role. 2

Training (SAT) Manual, which encourages commands to provide suggestions for improving the publication; the following unclassified recommendation is submitted:

data types and algorithms. McMillan Education Ltd., 1988.

Options for change in health care Inter-professional learning and clinical education: an overview of the literature A project for ACT Health conducted by Braithwaite and Associates, an Australian consulting practice providing

The paper discusses major philosophical stances on the nature of mathematics as held by foundationalists and quasi-empiricalism supporters. It is argued that the contrasting philosophical views between the two groups parallels in many respects the pedagogical debate between behaviourism and socio-constructivism. It is also argued that behaviourism has been influenced by foundationalist conceptions of mathematics while socio-constructivism has been influenced by quasi-empirical philosophies.

Design for learning