The article presents an analysis of practices in teaching with computer-supported collaborative inquiry learning environments. We describe the role of the teacher in computer-supported collaborative inquiry learning by five principles that span the whole instructional process, from the preparation of the lesson up to the assessment of learning achievement. For successful implementation of computer-supported projects, the teacher has to (1) envision the lesson, (2) enable collaboration, (3) encourage students, (4) ensure learning, and (5) evaluate achievement. We analyse classroom scenarios provided by eight teachers or mentors who implemented one of four different approaches developed by multimedia researchers: Web-based Inquiry Science Environment, Modeling Across the Curriculum, Collaborative Laboratories across Europe, or Resources for Collaborative Inquiry Learning. Teachers or mentors responded to a semi-structured questionnaire about their experiences in implementing the inquiry lesson. A comparison of different classroom scenarios according to the mentioned five principles informed our analysis of teacher activities that contribute to the success of student inquiry while using such technology-enhanced approaches. We conclude with a discussion of the often neglected role of the teacher in computer-supported learning.

Observations from the Arctic basin has proven Black Carbon to be present in sufficient concentrations to be detected. This black carbon can only originate from anthropogenic emissions further south. On land at Svalbard both local manmade emissions and weathering of the coal containing sediments can be a source.

This paper explores how technologies can transform the obstacles of geographical and cultural distance into new opportunities for learning and personal growth. In particular, it focuses on the potential benefits of reflection in the context of cross-cultural exchange and how technology can bring those benefits to the classroom. Several instances of research explore the uses of technology for promoting cross-cultural contact as a way to expose students and teachers to fresh models of educational values and practices. A consistent result is that, when people experience a new culture or community or even a new classroom, they report an increase in reflection, both about their identities as new members of the community and about their personal goals and responsibility in relation to the values of the new community. Reflection appears as a deeply social act. Several examples highlight two social functions of reflection in the context of cross-cultural interaction. One important function is to help people decide which aspects of culture to appropriate and how to adapt those aspects to their own interests. Another important function of reflection is to help people become more receptive to the presence of different values and practices. The paper concludes with a set of provisional design principles for encouraging learning through cross-cultural reflection.

Computational three-dimensional space charge (3DSC) and wake field force algorithms were developed and implemented into the ORBIT computer code to simulate the dynamics of present and planned high intensity rings, such as PSR, Fermilab Booster, AGS Booster, Spallation Neutron Source (SNS), and proton driver. To provide affordable simulation times, the 3DSC algorithm developed for ORBIT has been parallelized and implemented as a separate module into the UAL 1.0 library, which supports a parallel environment based on MPI. The details of these algorithms and their parallel implementation are presented, and results demonstrating the scaling with problem size and number of processors are discussed.

Because of a long-range resistive wake, the closed orbit may experience an unstable drift. Unlike the conventional betatron instabilities, this closed orbit instability is not sensitive to the spread of the betatron frequencies. For bunched beams, feedback appears to be the only way to stabilize the closed orbit above threshold. This new instability can be significant for both existing and designed high-intensity rings.