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Brown R.M.,University of Kansas | Linkem C.W.,University of Kansas | Siler C.D.,University of Kansas | Sukumaran J.,University of Kansas | And 9 more authors.
Molecular Phylogenetics and Evolution | Year: 2010

Southeast Asia's widespread species offer unique opportunities to explore the effects of geographical barriers to dispersal on patterns of vertebrate lineage diversification. We analyzed mitochondrial gene sequences (16S rDNA) from a geographically widespread sample of 266 Southeast Asian tree frogs, including 244 individuals of Polypedates leucomystax and its close relatives. Our expectation was that lineages on island archipelagos would exhibit more substantial geographic structure, corresponding to the geological history of terrestrial connectivity in this region, compared to the Asian mainland. Contrary to predictions, we found evidence of numerous highly divergent lineages from a limited area on the Asian mainland, but fewer lineages with shallower divergences throughout oceanic islands of the Philippines and Indonesia. Surprisingly and in numerous instances, lineages in the archipelagos span distinct biogeographical provinces. Phylogeographic analyses identified four major haplotype clades; summary statistics, mismatch distributions, and Bayesian coalescent inference of demography provide support for recent range expansion, population growth, and/or admixture in the Philippine and some Sulawesi populations. We speculate that the current range of P. leucomystax in Southeast Asia is much larger now than in the recent past. Conversion of forested areas to monoculture agriculture and transportation of agricultural products between islands may have facilitated unprecedented population and range expansion in P. leucomystax throughout thousands of islands in the Philippine and Indonesian archipelagos. © 2010 Elsevier Inc.


The study of the space between the state and the market (referred as “the study of the in-between space” throughout the article) has suffered from somewhat of an identity crisis since its inception. The crisis is reflected by the lack of a unified terminology, the lack of consensus on the principal characteristic of organizations in the space, and the debates on blurring sectoral boundaries. This article first provides a critical review of the intellectual trajectories of the search for publicness and the search for nonprofitness through the lens of organizational theory. By contrasting and analyzing the underlying reasons of both intellectual trajectories, this review concludes ownership (nonprofitness or publicness) is not the definitive characteristic of the subject organizations, and an open and multidimensional approach is more suitable. Second, this article then introduces articles included in this special issue and analyzing their common theme-context matters. © 2014, International Society for Third-Sector Research and The Johns Hopkins University.


Liu M.,University of Sydney | Calvo R.A.,University of Sydney | Aditomo A.,University of Sydney | Pizzato L.A.,Room 328
IEEE Transactions on Learning Technologies | Year: 2012

In this paper, we present a novel approach for semiautomatic question generation to support academic writing. Our system first extracts key phrases from students' literature review papers. Each key phrase is matched with a Wikipedia article and classified into one of five abstract concept categories: Research Field, Technology, System, Term, and Other. Using the content of the matched Wikipedia article, the system then constructs a conceptual graph structure representation for each key phrase and the questions are then generated based the structure. To evaluate the quality of the computer generated questions, we conducted a version of the Bystander Turing test, which involved 20 research students who had written literature reviews for an IT methods course. The pedagogical values of generated questions were evaluated using a semiautomated process. The results indicate that the students had difficulty distinguishing between computer-generated and supervisor-generated questions. Computer-generated questions were also rated as being as pedagogically useful as supervisor-generated questions, and more useful than generic questions. The findings also suggest that the computer-generated questions were more useful for the first-year students than for second or third-year students. © 2008-2011 IEEE.


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