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Based on the rapid development of Internet new generation information technology, campus culture has become an important force to promote educational innovation. However, the uneven quality of campus culture teaching is also increasingly exposed. Therefore, we propose a set of campus culture intelligent quality assessment feedback system driven by data and knowledge. Based on real multi-modal campus culture data, the evaluation system covers different online teaching forms, and can comprehensively consider and measure the core elements of quality evaluation from the perspective of teachers and students, so as to achieve accurate evaluation and feedback of campus culture. This paper proposes to combine emotion computing with big data analysis, construct a theoretical framework of multi-modal emotion analysis from the perspective of multi-spatial fusion, and explore the students' learning emotion recognition and intelligent assessment based on multi-modal data fusion. By studying the key issues, logical path and implementation path of multimodal learning emotion analysis in campus culture, this paper reveals the mechanism of student emotion development from the perspective of campus culture, expands the intervention practice of student group emotion, and provides technical support and action guidance for after-school teaching and research on campus culture. [ABSTRACT FROM AUTHOR]

The paper presents a study of the interest and opinions of students regarding online learning using a machine learning approach, as well as the evolution of different e-learning platforms based on education following the pandemic period. The study uses student data from a questionnaire-based survey of college students to improve the learning environment from the perspective of the students. The survey and questionnaire were designed with students' needs, requirements, and preferred level of quality for online learning. Survey data was subjected to data analysis and classification to gain a deeper understanding of the learner in a virtual learning environment. Through data preparation, analysis, visualization, and machine learning algorithm accuracy, machine learning classification algorithms and analysis are used to examine the collected data. The research study will illustrate the expectations and enhancement of online learning education patterns according to the requirements of students. With a 93% accuracy evaluation, the Random Forest algorithm has the best accuracy among the several classification algorithms. [ABSTRACT FROM AUTHOR]

This paper presents the embedded systems along with the first in-orbit results of FloripaSat-I, a complete CubeSat mission developed at the Federal University of Santa Catarina, Brazil. The satellite's service module has three main subsystems, each with an embedded processor and its peripherals. This paper presents an overview of the nanosatellite architecture designed for the mission, including the embedded systems, functionalities, and components. Launched in December 2019 atop a Chinese Long March 4B rocket, FloripaSat-I has been since then transmitting mission data, which is a metric used to validate its open-source service platform through flight heritage. The results collected in orbit are presented and discussed, as well as the student's perception about the challenges in the project. With the analysis of the results, it is possible to identify technical points to be improved by external groups with interest to reuse the open-source service platform for the next missions, and the impact that this teaching–learning methodology has in the students. • We present the FloripaSat-I embedded systems. • Flight results regarding the first three months are presented. • We validate the FloripaSat-I service platform with flight inheritance. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused by the SARS-CoV-2 virus challenged our everyday life and habits developed in our work and living environment. The highly contagious disease has led the whole world to unprecedented business, humanitarian and human challenges. But, as always, any risk can be recognized as a new opportunity. Thus, people around the world have redefined their understanding of health and well-being. However, it is important to recognize that people across the world and in different industries will continue to take advantage of this large-scale experiment caused by the pandemic and may choose to rethink established concepts, habits, and policies. This paper aims to explore students' Covid-19 digital health literacy (HL) at the Faculty of Mathematics and Informatics, Sofia University "St. Kliment Ohridski". A standardized questionnaire and scale were used, which aims in providing the ability to compare the results with other students from other countries, and specialties. The results so far show students reported high levels of digital HL, and an ability to use various sources of information. Our students have strong skills in searching for information; use reasonable criteria to perceive the information, but face some issues when sharing information on social media. The collected results can be used as an instrument to evaluate the current state and propose steps for the future improvement of lifelong learning priorities, both for students and the general public. [ABSTRACT FROM AUTHOR]

In India, around 1.5 million engineers graduate every year from various colleges and universities but 80 percent of them do not have the skills required to get employed. If they do, only 3% of them have the skills. Some of the reasons for this are student's attitude towards learning and teacher's attitude towards teaching. This leads to problems such as lack of student's attendance, lack of student's attention in the classroom, high failure rates, marks conflict between teacher and students, students unable to excel in the placement interviews, etc. However, it is the responsibility of the colleges/institutions to provide necessary tools/trainings to the teacher and the students so that the above problems could be solved without compromising the quality of the education. Therefore, the main objective of this paper is to develop a teaching-learning framework which addresses the above problems. In the teaching-learning framework, several teaching pedagogies are introduced. In this paper, 16 different teaching pedagogies are used in various classrooms of undergraduate and graduate programs. The teacher should use different teaching-learning methodology (not same methodology) in a classroom to enable the maximum learning. Based on the past seven years (2011-2018) of handling undergraduate (2135 students) and graduate (340 students) in a total of 60 courses data, five teaching-learning methodologies are proposed. Some of the outcomes of this study are: (a) improved the classroom attendance by 14%; (b) reduced the course failure rate to 2.02%; (c) improved the industry-academia relationship by getting more student projects (90%); (d) twelve journal papers published along with students, etc. [ABSTRACT FROM AUTHOR]

Considering the growing number of students accessing the Internet through mobile devices, universities have been increasingly interested in accepting new communication technologies in the teaching context, enhancing the digital transformation of these institutions. Thus, it becomes relevant to have instruments that allow the characterization of the use of these technologies in the context of higher education. This paper is the result of a more comprehensive research project and aims to analyze the students' perspective on the use of those technologies to communicate with their teachers, to investigate with what goals and functions students use the technologies, and to understand what their expectations are. To support the study, an analysis model was conceptualized and deployed in a case study conducted at a Portuguese university. Data collection was carried out through the administration of an online questionnaire to students in 2018. The results show that applications that allow interpersonal communication as well as publishing and sharing technologies are preferred by students to communicate with their teachers. In addition to the use, we analyzed the answers regarding the ease of use, expectation, attitude toward using, satisfaction, frequency of use, among other variables considered in the analysis model and presented in this paper. [ABSTRACT FROM AUTHOR]

Highlights • This paper studies the ability to foster parent skills and resolve information problems as a means to improving student achievement. • We conducted a three-arm randomized control trial providing information to families about their child's academic progress via text messages in one arm and supplementing this with home visits on skills-based information in a separate arm. • There are large effects on retention for both groups during the year. • Learning gains tend to accrue for students with average-and-above baseline performance and students at the lower-end of the distribution appear marginally retained. • Math and English test scores improved for the treatment arm with home visits. Abstract This paper studies the ability to foster parent skills and resolve information problems as a means to improving student achievement. We conducted a three-arm randomized control trial in which community-based organizations provided regular information to families about their child's academic progress in one arm and supplemented this with home visits on skills-based information in a separate arm. Math and reading test scores improved for the treatment arm with home visits. There are large effects on retention for both groups during the year, though learning gains tend to accrue for students with average-and-above baseline performance and students at the lower end of the distribution appear marginally retained. [ABSTRACT FROM AUTHOR]

Urban noise is becoming more serious and increasingly concerning environmental problems. This has led to numerous study on traffic noise. However, not much studies has been done on the noise from a human perspective as they go about their daily life. In this paper we report on the study of noise level in a campus environment, in open common areas which are frequented by students. Using crowd sourcing noise data by volunteers, we are able to map out the noise across the campus from the perspective of the students. The noise level increase through the day as the student gather around popular open spaces. Our study shows that the sound level on campus are due mainly to human and mechanical noise. By mashing the noise data with Wi-Fi log data, we were able to show the good correlation between sound level and human density in an area. [ABSTRACT FROM AUTHOR]

The paper focuses on the students´ perception of the implementation of ICT in higher education, namely in their university education in the Czech Republic. The recent trends in higher education to implement various kinds of eLearning, hybrid learning, blended learning, etc., into university curricula has recently been speeded up by the global pandemic situation forcing us as educators and students as the receivers of education to spend basically all teaching and learning time, respectively, in from of the screens. The research was conducted in this context and focused on the perception of the eLearning by the users of it, i.e. the students. The methodology chosen, i.e. semi structured interviews and focus groups, enabled us to qualitatively analyze in-depth perspectives of their relationship with ICT in the educational context as well as their experience with using ICT in their learning and teaching practices. This research will help ICT professionals who are responsible for designing the on-line courses and eLearning platforms because the voice of the users is indispensable and must not be neglected. Despite the limited research sample, the results are relevant and provide us with a clear insight into the needs of the users of various educational on-line platforms. [ABSTRACT FROM AUTHOR]

The field of Space has become very important in the wake of opportunities and strategic advantages accrued from it. It has become increasingly evident that space science education is beginning to gain grounds in the 21st century and it is perceived to bring about Science, Technology, Engineering, Mathematics (STEM) awareness providing a context for teaching and learning of the subject. The competitive nature of Space means developing nations will need to invest in the skills that the industry needs by way of sustained pathways, incentivised research and development, and assured a favourable prevailing business environment by way of creating capacities and capabilities in space sciences. Through an explanatory study, we draw on students' responses (N = 504, interviews = 20) to investigate the educational need of a space science program. Findings revealed implications for the quality and function of a space science program which provide a platform for engagement in space related research and development. Data also demonstrated key facts with the potential of increasing the future of space science instruction which will necessitate a paradigm shift towards the value of space education in the phase of integrating a space science program in the curriculum. The paper concludes with recommendations for practitioners responsible for integration of new curriculum in science education in higher education sectors. • Positive student perceptions towards a space science program. • Space science education influences learners' decision in STEM studies. • Overwhelming student interest for space science curriculum integration. • Space science provides an interdisciplinary avenue for engagement and participation. • Positive mindset breeds right mentality to teaching and learning of the space science. [ABSTRACT FROM AUTHOR]

Abstract This paper examines the impact of introducing a Research Evaluation Exercise (REE) on Italian undergraduate students' enrolment choices. We investigate whether subject groups in higher education institutions (HEIs) that performed better in the REE also benefited from more student enrolments and the enrolment of students with better entry qualifications. To this aim, we use a before-after estimator that exploits differential treatment intensities across HEIs and subject groups. Our analysis demonstrates that the REE had a positive effect on student enrolment, but only in the top-performing HEIs. The effect was larger for high-quality students, namely those with better high school final marks or coming from the academic track. Further exploratory analysis suggests that there was a reversal in the effect with the second REE, with only medium- or bottom-performing HEIs gaining more enrolments as a result of improving their performance. [ABSTRACT FROM AUTHOR]

Effective Education for Sustainable Development (ESD) requires appropriate pedagogies that engage learners in transformative learning. These pedagogies include reflective and active learning, involving experiential, collaborative and learner-centred activities. This paper discusses student experiences and perceptions of an interdisciplinary social science ESD course at a UK university that incorporated reflective and active learning by using a 'flipped classroom' (FC) design and innovative assessments. FC creates time in class for reflective and active learning by moving content acquisition to pre-class study. Adoption of the flipped classroom in social sciences is rare and literature on use of FC for ESD is very scarce; hence this paper offers valuable insights into the design of a flipped social science ESD course, and participants' responses. Results of two surveys demonstrate very positive student perceptions of the course, and illustrate several benefits of the FC design. Over 90% of respondents agreed that in-class active learning exercises made the classes more engaging and the material more memorable than usual, offering useful opportunities to put information/learning into practice, with most students expressing strong agreement. In-class mini-lectures were nevertheless also appreciated, as were reflective practices. A large majority of the students considered the workload reasonable. Findings also reveal the importance of incentivising pre-class preparation using graded assessments such as quizzes, which additionally helped students understand/remember content, and gave confidence about contributing in class. It is clear that the active and reflective learning that FC facilitates engages students in ESD. The paper concludes by offering recommendations for successfully implementing this approach. • Discusses an interdisciplinary ESD course that uses a 'flipped classroom' design. • >90% of students said in-class active learning exercises made classes more engaging. • Reflective practices and in-class mini-lectures were also appreciated. • Incentivising pre-class preparation using graded assessments is important. • Flipped class facilitates active and reflective learning that engages students in ESD. [ABSTRACT FROM AUTHOR]

There is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, these have been mostly offline CAL programs that are difficult and costly to implement. An online CAL (OCAL) may be able to bypass many of offline CAL's implementation problems and enhance the remedial tutoring experience. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL's impact. According to the findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.48 standard deviations. This impact is large when compared with offline CAL programs previously evaluated in rural China. We found that OCAL also led to a positive change in the attitudes of students towards English learning and student aspirations for their future education level. We found three possible explanations for OCAL's impact. We believe that online features that enhance the interest-oriented stimulation of the software is the main source of improvement among students. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, which is suitable for policymakers as it indicates high potential for OCAL program expansion. [ABSTRACT FROM AUTHOR]

A modern and successful tackle on education is represented by new teaching techniques which imply online courses, collaborative assignments, dynamic grading systems, real-time feedback and motivational inserts into the process of learning. Elearning together with massive open online courses (MOOCs) have seen a recent rise in popularity and integrate many of the aspects that enable distant students to take part in higher levels of education. While the perspective of migrating towards a pure online environment is in line with the trend of the younger generations, most professional and intellectual skills can only be effectively learned through physical attendance and practical guided work. Yet, the main concern highlighted in this paper is the weak point of most classic educational systems: the constant decreasing motivation it gives students - individuals who have grown and are embedded in many virtual realities form where they draw the needed intrinsic motivation and energy. To overcome this limitation, we introduce an educational platform named Gamified, which simplifies the educational and grading systems in modern schools and universities. It relies on the fundamental aspects of the theory of Gamification, namely bringing motivational elements from (video) games into non-game contexts. It does this through the abandonment of grades (seen by us as negative feedback, a demotivator), and integration of heroes, accumulated experience, levels, level-ups, achievements, quests, guilds, and other representative elements taken from role-playing games (positive feedback at different levels of motivation). Not only do these elements sound familiar to a vast majority of todays students, but they also trigger interest in the new approach to learning. We validate this technique over a period of 3 years on different generations of college students, compare the results with control groups, a present what we believe is remarkable feedback - both in terms of grades and participation, as well as in student attitude towards learning. [ABSTRACT FROM AUTHOR]

Education is the backbone for the success of every economy and industry. It is of vital importance to understand it through lens of academic and real world data for our students and job candidates. Such analytics and knowledge can help to improve the system towards making right academic and career choices for fresh individuals. Traditionally, very little data is used by individual to make decision and most of the time; he or she is at mercy of trend, family inclination, finance and inner motivation. However, chances of success or failures are absolute unknown to them at that time. In this paper, we discuss the potential of using personality data from social networking such as Facebook, Twitter, and LinkedIn and correlating it with academic and career data to improve prediction and classify good fit and bad students accordingly. We present framework to utilize huge data with relevant features of personality of individual to reveal the useful analytics and insights. This work is in conjunction with our main research using Stochastic Probability Distribution, Bayesian Networks and Excel data tools. We provide relevant study and conclude with future work with recommendation to produce more Good fit students in our school and colleges. [ABSTRACT FROM AUTHOR]

In Vocational Education and Training (VET) institutions, teachers face important difficulties in the teaching process due to a wide variety of student's special educational needs as well as student's lack of: the adequate level of basic competence, motivation, concentration, attention, confidence and background knowledge, among other aspects. Regarding the attention to these aspects, many studies have reported positive impact of Augmented Reality (AR) applications in primary, secondary and higher education in terms of student's motivation, learning gains, collaboration, interaction, learning attitudes and enjoyment, among others. However, very little has been done in terms of AR applications in VET as well as their impact on wide variety of student's special educational needs such as learning difficulties. This paper introduces a marker-based mobile AR application named Paint-cAR for supporting the learning process of repairing paint on a car in the context of a vocational education programme of car's maintenance. The application was developed using a methodology for developing mobile AR applications for educational purposes from a collaborative creation process (Co-Creation) and based on the Universal Design for Learning (UDL). A cross-sectional evaluation study was conducted to validate the Paint-cAR application in a real scenario. [ABSTRACT FROM AUTHOR]

The recent popularity of social technologies has motivated some university lecturers to use them for Online Social Networking (OSN) educational activities. These technologies have enormous potential to enhance the teaching and learning experience. However, there have been limited studies assessing how to effectively use social technologies and what the impacts are on students' learning experience, particularly with regard to their value in enhancing interactions. This paper focuses on students' experiences with using OSN for student–student and student–lecturer interactions. A total of nine focus group discussions with 46 students were held in Malaysian and Australian universities. A thematic analysis revealed that students identified a number of positive outcomes from using OSN to interact with each other and with their lecturers. The findings contribute to current understanding about how students leverage social technologies to enhance interaction among themselves, with their lecturers, and with the content of the course. [ABSTRACT FROM AUTHOR]

Low student engagement is still a problem in online collaborative writing. We integrated two types of awareness information (i.e., intergroup and intragroup information) into a collaborative writing platform to enhance student engagement. A quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information. The experimental class of 81 students were presented with intergroup information while the control class of 80 students were presented with intragroup information, and these students were required to perform collaborative writing and peer evaluation activities. The Wilcoxon–Mann–Whitney U test revealed that the experimental class had significantly higher behavioral engagement in writing and better academic performance than the control class. Also, the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion than the students with intragroup awareness information in online discussion and peer evaluation. Additionally, this study investigated students' perceptions of the group awareness tool using the Technology Acceptance Model (TAM). This paper concludes with future research directions for supporting collaborative learning. • Group awareness tools were designed to foster student engagement in College English writing learning activity. • Compared effects of two different types of group awareness information in online collaborative writing. • Used qualitative and quantitative analysis methods to explore student engagement in online collaborative learning. • Intergroup awareness tool improved student engagement through triggering group competition and comparison mechanism. • Future awareness tool design should attach importance to intergroup information and its presentation. [ABSTRACT FROM AUTHOR]

Abstract: The author has reported most recently at IS2012 about initiatives in the Norwegian University of Science and Technology to help students learn about SE by doing SE. She address the question, “lacking a degree program in the university dedicated to SE, what is the best way to give students a taste of SE that makes them want more?” Success of the efforts to date has been indicated by a 100% employment in Norway of all students who demonstrate an awareness of and willingness to learn more about SE. The paper describes three initiatives: results from a PhD level course that has run for 12 years, including publications; lab exercises for a master level course on Industrial Design-SE that has run for 3 years; and a master thesis project that has experienced recent success attributed to the introduction of a systems engineer role on the project team since 2011. The conclusion is that letting students ‘try out’ systems engineering practices in a laboratory/project environment offers them learning experiences that clearly demonstrate the value of systems engineering practices and theory. [Copyright &y& Elsevier]

Abstract: This paper proposes a two-fold study: (1) to find the factors affecting attitude of Thai students for choosing Information Technology (IT) program and (2) to investigate the existence of gender gap in behavioral intention. The study is based on the Theory of Reasoned Action (TRA) as a theoretical framework. The factors that may affect students’ behavioral intention to choose IT program are categorized into two dimensions: attitudes toward choosing IT program and subjective norm. The web-based questionnaire is employed to collect data from a sample of 67 local Thai Grade 12 students of both genders who have intention to study in IT undergraduate program at School of Information Technology (SIT), King Mongkut''s University of Technology Thonburi (KMUTT). The result of statistical analysis shows that TRA is effective for explaining the behavioral intention. Male and female students hold the same set of attitudinal attributes when deciding to enter IT program, hence, an IT school shall implement common strategies to grasp intention from both genders. The most effective strategy to gain students intention is to build up the reputation of IT program. [Copyright &y& Elsevier]

Abstract: In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical literacy and curriculum-based knowledge. The findings indicate that central exit exams improve curriculum-based knowledge but do not affect mathematical literacy. Students, although showing a better performance, are less intrinsically motivated in school. [Copyright &y& Elsevier]

Abstract: This paper provides detailed evidence regarding the nature of selection into a school voucher system. We use micro-data on scholarship applications matched with state student-level records on test scores, schools attended, and demographic background characteristics to describe the attributes of students who choose to participate in Florida''s Corporate Tax Credit Scholarship Program, a means-tested scholarship program that is the largest of its type in the United States. We find evidence that those who choose to participate in the program tend to be lower-performing students from poorly performing schools, and that students of different backgrounds tend to choose different types of private schools. Students participating in the program tend to select schools that have more white students and fewer minority students, regardless of student race. [Copyright &y& Elsevier]

• Immersive storytelling can attract students to the electrical construction industry. • VR-Electricians uses 360-degree immersive sites with virtual electricians. • VR-Electricians was assessed using a pretest-posttest design. • VR-Electricians significantly enhanced several aspects of students' attitude. • VR-Electricians was rated positively for system usability and social presence. Although it is projected to have significant employment growth in the electrical construction industry, there are not enough young people to join the workforce. It is indispensable for the future of work in construction to explore emerging technologies and effectively attract the younger generation to the construction industry. This paper explores the innovative use of 360-degree immersive environments powered by virtual electricians to tell success stories of the electrical construction trades on the field (VR-Electricians) and understand how such an immersive storytelling approach can attract young people to join the industry. A pretest-posttest design was used for the VR-Electricians assessment. VR-Electricians was found to significantly enhance several aspects of students' attitude towards the electrical construction industry. VR-Electricians was also rated as a highly usable and easy-to-use system. The outcomes of this study provide construction researchers and practitioners an understanding of how immersive storytelling can be used as a powerful technology-mediated method for attracting students to their field. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper. • Why college students procrastinate in online courses is examined. • Procrastination is indirectly related to perceived course structures. • Procrastination is directly related to conscientiousness and motivational beliefs. • Tailoring course content to students' needs through needs analysis is recommended. • All technology components in a course need to be user-friendly and accessible. [ABSTRACT FROM AUTHOR]

This study was aimed at connecting undergraduate students to nature and later involving them in scientific argumentation as an effort to improve environmental education. The objective was to investigate the effect of this involvement in addressing students' environmental knowledge (EK) and environmental attitude (EA). Two pre-existing sections of Bio-sciences students were taken as study sample, with one section randomly assigned to an experimental (N = 42) and the other to a control group (N = 32). The qualitative part included observation of environmental problems and delivering of presentation using scientific argumentation in the experimental group. The quantitative approach covered the measurement of environmental knowledge and environmental attitude through two tests in both the groups. The findings revealed significant positive correlation between environmental knowledge and environmental attitude (r = 0.785, p <.01) in the experimental group. This group also performed better on environmental knowledge and attitude tests than the control group. It can be concluded that connecting students with nature and then involvement in scientific argumentation helped in improving students' environmental knowledge and attitude. • Connecting students with nature impact the environmental attitude. • Engaging students in scientific argumentation improves environmental knowledge. • A positive correlation exists between environmental knowledge and attitude. • Improvement in Environmental knowledge and environmental attitude improves ecological behavior. • Author contribution in the Research Paper. [ABSTRACT FROM AUTHOR]

A recent review article ("The hyperpycnite problem") by Shanmugam (Journal of Palaeogeography 7(3):197–238, 2018) in this journal has some shortcomings, comes to scientifically incorrect conclusions, and calls for student education in a way that would significantly diminish the students' changes for a geological career. Having studied--and still studying--hyperpycnites in the field, it seems only appropriate to inform the readers of this journal about our concerns regarding the review article mentioned above. Actually, the article by Shanmugam (Journal of Palaeogeography 7(3):197–238, 2018) is not a review paper but rather a comment, criticizing all researchers who have come to the conclusion, on the basis of both field research and theory, that hyperpycnal flows result in sediments (hyperpycnites) with characteristics that make it possible to distinguish them from deposits formed in another way. This is also the essence of Shanmugam's comment: as he states himself, he is "an ardent critic of all genetic facies models". [ABSTRACT FROM AUTHOR]