<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kateryna Synytsya</style></author><author><style face="normal" font="default" size="100%">Greta Keremidchieva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Language Assistance to Multinational Partners in Coalition Operations</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">CALL</style></keyword><keyword><style  face="normal" font="default" size="100%">computer-assisted language learning</style></keyword><keyword><style  face="normal" font="default" size="100%">M-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">medical terminology</style></keyword><keyword><style  face="normal" font="default" size="100%">vocabulary learning strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2011</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">27</style></volume><pages><style face="normal" font="default" size="100%">111-120</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Knowledge of medical-related terminology and communication skills are essential for multinational partners participating in a wide variety of missions – combat, stabilization, humanitarian support and natural disaster relief. In case of injures and sickness they need to know basic medical terminology in English to evaluate the situation, arrange for MEDEVAC or coordinate health services. Although the First aid and MEDEVAC topics are included into many language training programs, participants are unable to use health-related vocabulary in challenging situations due to the lack of language practice and limited training time.
The purpose of this study was to identify specific needs of the multinational partners in medical terminology, explore a range of technology-enhanced language learning strategies for vocabulary extension and refreshing, and suggest a framework for medical terminology assistance based on mobile learning. The study started with needs analysis to reveal specific language gaps and challenges in use of common medical terminology that may be addressed by individual mobile learning. It was intended to identify typical communication situations and vocabulary that should be addressed. Native and non-native English speakers from 14 NATO and partner countries (officers and civilians) who had participated in stability operations and other missions around the world were interviewed and answered a questionnaire. Additionally, five instructors who teach medical and health-related English to future mission participants were interviewed. As a result, three main areas of vocabulary were identified: parts of body, injuries and other health issues (feelings, symptoms), and medical assets/devices used for first aid and healthcare prescriptions. Most typical communication situations were related to car accidents, MEDEVAC calls, taking a person to the hospital, and writing a report about the accident.
To identify the best way of exploiting mobile learning for language assistance to the multinational partners we focused on clarifying the differences between e-learning and m-learning and identifying specific features of m-learning that may be beneficial and even unique in supporting terminology acquisition for the multinational audience. Early research in m-learning emphasized limitations of the mobile devices, such as size of the display, reduced input, small memory, abridged or specific OS version, and lack of standards, which positioned m-learning as a specific case of e-learning. However, rapid evolution of mobile technologies, their recent features, including efficient and reliable tactile display, automated adjustment of the resolution and the like, put m-learning on an equal footing with e-learning. Moreover, as distribution of mobile devices significantly exceeds the number of personal computers, and “digital native” generation uses these devices extensively not only for communication but also for accessing information on the web, mobile access to e-learning content may increase several times in the near future.
M-learning is perceived to be more flexible, more personalized, more interactive, and more engaging. Due to smaller portions of content and shorter learning session times, m-learning becomes a natural activity during transfer or waiting periods. Moreover, continuous use of the personal mobile device appeals to personalization of learning content through contextual and learning history relevancy. Integrating learning, communication, information exchange and assistance, mobile device became a natural enhancer/extender of the individuals’ capabilities. 
Extensive study of the literature on vocabulary learning strategies and their computer-based implementation suggested a range of learning activities useful for vocabulary acquisition. However, not all of them promise to be efficient in this specific case, as they do not address individual difficulties and initial vocabulary, short intervals of time that may be devoted to learning, limited attention to language learning due to other priorities, lack of translation to mother language. Moreover, most of the widely used vocabulary extension activities are reading-based, whereas video and audio samples are not properly tagged for share and reuse in vocabulary refreshing. Game-based and context-driven vocabulary acquisition strategies raise learning motivation but their efficiency compared to memorization-based approach has not been measured. In the final part of the study, requirements to the mobile learning environment for medical terminology support are formulated and examples of language learning activities for mobile devices are described.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matthew Fawkner</style></author><author><style face="normal" font="default" size="100%">Greta Keremidchieva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Plagiarism, Cheating and Academic Dishonesty – Have You Been There?</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic dishonesty</style></keyword><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">copyright</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">plagiarism</style></keyword><keyword><style  face="normal" font="default" size="100%">web sources</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">113-137</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It has never been easier for a student, or indeed any other writer, to plagiarise, steal, or cheat from another’s work. The Internet itself is almost a limitless source of information to support this practice. The wholesale copying of data and material has become a simple exercise. Libraries abound with books and publications all of which provide particular ideas, concepts and theories which can be copied, reproduced, or substituted as one’s own. There is little doubt that plagiarism and cheating is ‘academic dishonesty’ which itself is considered by all reputable learning institutions as a serious transgression of academic integrity.
In this essay the subject of plagiarism and cheating are discussed within the broader term ‘academic dishonesty.’ Both breaches of academic policy include the deliberate fabrication, falsification, or passing-off and using of someone else’s data, material, concepts, or intellectual property to represent one’s own. To understand what is plagiarism (and hence cheating) there needs to be an accurate definition of the term. This is not so easy to arrive at as plagiarism can range from a writer’s failure to use correct referencing to outright cheating and fraud.
So, what controls need to be instituted to thwart plagiarism and cheating? What policies need to be established within an academic institution to outlaw such practices? Are positive rules and procedures required, or is an advisory policy better to encourage students to maintain ethical standards and personal academic discipline? Research has established that plagiarists (and cheats) are aware that their academic dishonesty is counter to institutional norms and practices. Yet what causes an individual to plagiarism, or cheat? Is the academic institution at fault? Should a policy of better academic guidance and ethical motivation be encouraged and advocated to avoid, or minimise plagiarism and cheating and promote original thinking by students? Has the Internet helped to make cheats and plagiarists prosper?
This essay is not intended to be provocative. It examines both cheating and plagiarism and the sources of academic dishonesty. Various examples will be considered to alert educators to the need to promote quality research and cognition in an attempt to reduce the likelihood of academic dishonesty by students under their control. The matters that apply in this essay apply equally to the learning environment created through the Partnership for Peace (PfP) Advanced Distributed Learning (ADL) network, as they do in any equivalent ‘Learning Management System’ (LMS).
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Greta Keremidchieva</style></author><author><style face="normal" font="default" size="100%">Plamen Yankov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Challenges and Advantages of Distance Learning Systems</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">client/server.</style></keyword><keyword><style  face="normal" font="default" size="100%">distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">intelligent software agent</style></keyword><keyword><style  face="normal" font="default" size="100%">learning management system (LMS)</style></keyword><keyword><style  face="normal" font="default" size="100%">manager/agent paradigm</style></keyword><keyword><style  face="normal" font="default" size="100%">Network Management System</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2001</style></year></dates><volume><style face="normal" font="default" size="100%">6</style></volume><pages><style face="normal" font="default" size="100%">115-121</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">: The authors analyze the role of distance learning in the training process. Particular emphasis is placed on some problems and challenges connected to new methodology and technologies. Most ideas expressed in the article are the result of the authors' practical experience in constructing and implementing distance learning systems. Connected to the problems in the realization of projects for distance education, the article brings up the issue how important it is for their software designers to apply some of the proven in action current approaches for constructing network management software for distributed systems and application software, designed to support the process of distance education and existing strategies for controlling dynamical data exchange in the world wide computer networks.</style></abstract></record></records></xml>