Hypermedia

New forms of shared or social annotation practices are changing the way scientific research is conducted and transforming the machinery of knowledge creation itself. Yet, our knowledge of how best to use social annotation systems and related technologies to help facilitate learning and improve the quality of instruction across the curriculum is largely uncharted territory. This paper proposes that to realize the full potential of social annotation for learning, we need to know much more about how various factors affect requirements for social annotation systems across the curriculum. In what follows, we discuss a variety of factors that affect social annotation practices and influence the design of annotation systems to support learning environments. We further describe an adaptable annotation and hypermedia authoring system which is now in use and available for research into this promising area.

This paper is an analysis of hypertext narrative, or in other words, of those novels and short stories that can be read only using a computer. Special emphasis is placed upon the specific features of the random access memory, which enables the writer/reader to interact with the hypertext, and produces a new definition of "writing space". A parallel is then drawn between the hypertext concept and the idea of the labyrinth, in order to see to what extent hypertexts can be classified using labyrinth classification. Recent approaches in semiotics which can be related to these themes are also briefly examined.

The flower extract of Cassia auriculata, herb has been used traditionally in India for medicinal purposes. The plant has been reported to treat hyperglycemia and associated hyperlipidemia. Hyperlipidemia and oxidative stress are known to accelerate coronary artery disease and progression of atherosclerotic lesions. The present work was undertaken to investigate the possible antihyperlipidemic and antiox-idative effect of C. auriculata flower on hyperlipidemic rats. Hyperlipidemia was induced in rats by a single intravenous (iv) injection of Triton WR 1339 (300 mg/kg b.w.) and it showed sustained elevated levels of serum cholesterol and triglyceride. Ethanolic extract of C. auriculata flowers (Et-CAF) (150, 300, 450 mg/kg b.w./day) was administered to normal and hyperlipidemic rats for 14 days. Serum and liver tissue were analysed at three different time intervals for lipid profile, lipid peroxidation products , antioxidants enzymes and the activity were compared to the cholesterol-lowering drug, lovastatin (10 mg/kg/b.w.). Parameters were altered during hyperlipidemia and reverted back to near normal values after Et-CAF treatment or standard drug lovastatin. Lipid peroxidation decreased whereas the activities of superoxide dismutase, glutathione peroxidase and catalase increased in Et-CAF treated rats. Pronounced changes were observed at 450 mg/kg b.w. of Et-CAF for 2 weeks and it was comparable to the standard drug lovastatin. The current study provides a strong evidence that Et-CAF has a beneficial effect in treating hyperlipidemia and ROS without any side effects at the dosage and duration studied.

This article examines the role performed by the autobiographical body in Lola Arias' documentary play Minefield (2016). Through a ‘hypermedial’ representation of the cultural memory archive, Arias challenges dominant perspectives towards the Malvinas/Falklands conflict by repeatedly using screens, recording devices and documentary footage to highlight the mediation and subjectivity inherent in both individual and collective memories of the past. By engaging with recent work on documentary theatre and live performance, this article reflects on how Minefield's narrative repetition and formal reflexivity demand, though ultimately confound, an empathetic connection between performer and audience.

Für die berufliche Tätigkeit von LehrerInnen dürfte die Ausprägung eines je persönlichen Lehrstils und die Ausbildung je persönlicher Vorstellungen von „gutem Unterricht“ eine große Rolle spielen. Aus dem Internet entnommenes normiertes Material oder Material, das eine fremde „Handschrift“ trägt, könnte demnach nur marginal zur Unterstützung der eigenen Unterrichtstätigkeit eingesetzt werden. Daraus resultiert das bekannte Phänomen, daß vorkonfektionierte Lehr-und Lernsoftware, zumindest in nicht-standardisierbaren Lern- und Wissensbereichen, auf wenig Resonanz bei LehrerInnen stößt. Dies könnte anders werden, wenn die Möglichkeiten der Hyperdokument-Struktur genutzt würden, dem Material durch die eigene Adaption einen persönlichen Stempel aufzudrücken.
Entsprechendes gilt für die Lernenden. Versteht man Lernen im Sinne moderner didaktischer Ansätze ebenfalls als produktiven und schöpferischen Prozess, erhalten die Lernenden durch ihre je spezifische Adaption des Lehrmaterials das Ergebnis ihrer Aneignungstätigkeit auch tatsächlich in einem Produkt zurückgespiegelt. Indem das Aneignungsergebnis nicht privat bleibt, sondern in den Lehrprozeß zurückgegeben wird, verändert sich das Lehr-Lern-Verhältnis gravierend: Die Lernarbeit wird zurückgespeist in den Lehrprozess; Lernen wird produktiv für die Weiterentwicklung der Lehre; die Lehre profitiert vom Lernen.
Die qualitative Veränderung des Lehr-Lern-Prozesses, die durch einen solchen Ansatz initiiert werden kann, lässt sich durch die Metapher einer Lernlandschaft veranschaulichen.

Describing the relationship between the two concepts: intertext and hypertext, and respectively intertextology and hypertextology. Main objectives of the thesis: the theoretical fundamentation of existence of a (dis)continuity relationship between the components of the triad text – intertext – hypertext; substantiating the need to establish new
disciplines for the specialty „62. Philology. 621. Language sciences”, such as the linguistics of Internet or (inter)net-linguistics; hypertext theory; hypertext-linguistics; hypertext as a fundamental web unit; hypertext as a subject of information and communication sciences. The
objectives of the work include: describing the evolution of hypertext concept as a metaphor and a term; highlighting the particularities of Internet language as a virtual language; characterising the fundamental units of hypertext: hypertextem, texton and hyperlink; hypertextometric analysis of the online Bible; comparative analysis of Wikipedia articles; identifying and describing elements of the semiotic web.