An investigation into the use of CAL and the dialogue strategy in a tutorial context

Abstract

This article describes the use of CAL and the dialogue strategy as a basis for tutorial work. The sample (11 = 164) consists of staff, teachers and students in a College of Education. It is an attitudinal study and serves to emphasize the importance in certain subject areas of an open-ended approach based on an analysis of the knowledge structure inherent in the discipline itself. It emphasizes the need for models using different levels of teaching, as well as different approaches according to individual learning needs. Such models should be pursued regardless of the constraints imposed by the limitations of computer languages currently available. Reference is made to logic programming (PROLOG) and its relevance for this area of work, as well as the authoring language PLOT for tutorial programs.

3,4‐Dichloroisocoumarin, a serine protease inhibitor, inactivates glycogen phosphorylase b

“…2). When simple exponential decay curves were fitted by non-linear regression [6], the sign and magnitude of the residuals correlated with progress through the reaction, implying that the inactivation might be considered as a sum of several exponential events, consistent with multiple reaction sites. 3,4-DCIinactivated phosphorylase b was analysed by sodium dodecyl sulphate polyacryl~de gel electrophoresis under which conditions it ran as a single protein band (ME = 97.4 kDa) even after complete loss of activity (results not shown).…”