There are several approaches to software development and the one chosen for a particular project will depend on several factors: the size and number of people involved; whether the project is experimental or highly structured; the... more
There are several approaches to software development and the one chosen for a particular project will depend on several factors: the size and number of people involved; whether the project is experimental or highly structured; the existing methods adopted by a particular organisation. In general, though, most software development goes through the following cycle: (1) Analyse the requirements of the project, (2) Design the software, (3) Implement the system, (4) Test the system.
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ABSTRACT Chinese scientific socialism (CSS) is analyzed as a state of purpose rather than one of ambiguity. Distinct historical contexts and associated semantic shifts are integrated to contemporarily situate CSS, particularly regarding... more
ABSTRACT Chinese scientific socialism (CSS) is analyzed as a state of purpose rather than one of ambiguity. Distinct historical contexts and associated semantic shifts are integrated to contemporarily situate CSS, particularly regarding foreign policy and practice in Latin America. Findings indicate Western media and specialists generally analyze Chinese economic dynamics along a continuum of capitalism, failing to capture relevant forms of geopolitical socialist-communist expression and their local-to-global impacts. CSS rhetoric and practice reflect principles of unity and reciprocity, are long term, and enjoy trust in Latin America. Thus, the Chinese development model derives and generates benefits comparatively greater than the traditional capitalist model and impacts US hegemony. © 2012 Wiley Periodicals, Inc.
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First-year research conducted by the authors of a 3-year, cross-cultural, professional development project involving English-as-a-Foreign Language (EFL) teachers at a private pre-K-12 school in central México. Findings indicate that key... more
First-year research conducted by the authors of a 3-year, cross-cultural, professional development project involving English-as-a-Foreign Language (EFL) teachers at a private pre-K-12 school in central México. Findings indicate that key elements of the integrative-systematic approach—developed to respond to the combined need for equity and quality schooling within the highly diversified and differentially performing student populations in U.S. public schools—had positive effects on EFL teachers and students within the school.
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Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer... more
Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application
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During the past twenty years, the paradigm of professional development in U.S. education has shifted from an analyitco-incremental model to an integrative-systematic model. The integrative-systematic model focuses on the whole-scale... more
During the past twenty years, the paradigm of professional development in U.S. education has shifted from an analyitco-incremental model to an integrative-systematic model. The integrative-systematic model focuses on the whole-scale improvement of general student performance through the articulation, implementation, and assessment of standards that apply to teachers and teacher preparation institutions as well as to students. This article addresses the basis for this paradigm shift in the U.S. and the global expansion of the professional development mandate. The authors describe the first phase of a three-year, cross-cultural professional development program involving English-as-a-Foreign Language (EFL) teachers at a private school in Mexico.