DC-2002--Florence Proceedings

Papers and Posters for DC-2002 in Florence, Italy, 13-17 October 2002
ISBN: 88-8453-043-1

Table of Contents

 
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Full Papers

Antonella Farsetti, Valdo Pasqui
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pp. 7-17
Theo van Veen, Robina Clayphan
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pp. 19-26
K. Maly, M. Zubair, M. Nelson, X. Liu, H. Anan, J. Gao, J. Tang, Y. Zhao
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pp. 27-34
Maria Luisa Calanag, Koichi Tabata, Shigeo Sugimoto
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pp. 35-43
Jane Greenberg, W. Davenport Robertson
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pp. 45-52
Jill Evans, Paul Shabajee
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pp. 53-60
Norm Friesen, Jon Mason, Nigel Ward
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pp. 63-69
Ann Apps, Ross MacIntyre, Leigh Morris
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pp. 71-80
Changtao Qu, Wolfgang Nejdl, Holger Schinzel
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pp. 81-89
Michael Magee, D’Arcy Norman, Julian Wood, Rob Purdy, Graeme Irwin
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pp. 91-96
Piera Palma, Luca Petraglia, Gennaro Petraglia
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pp. 97-103
D. Grant Campbell
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pp. 105-110
Boris Lauser, Tanja Wildemann, Allison Poulos, Frehiwot Fisseha, Johannes Keizer, Stephen Katz
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pp. 113-123
Rachel Heery, Pete Johnston, Dave Beckett, Damian Steer
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pp. 125-132
Alastair G. Smith
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pp. 133-138
Sandra Fricker Hostetter
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pp. 139-146
Andrea Zisman, John Chelsom, Niki Dinsey, Stephen Katz, Fernando Servan
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pp. 147-156
Marco Pirri, Maria Chiara Pettenati, Dino Giuli
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pp. 157-162
John Roberts
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pp. 165-169
Sara Barham
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pp. 171-176
Michael Currie, Meigan Geileskey, Liddy Nevile, Richard Woodman
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pp. 177-183
Julie Robinson
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pp. 185-192

Posters

Ray S. Atarashi, Shigeru Miyake, Fred Baker
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pp. 195-196
Mida Boghetich, Paolo Ciuccarelli, Perla Innocenti, Federico Vidari
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pp. 197-198
Roberto Caldelli, Franco Bartolini, Vito Cappellini
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p. 199
Learning how to Learn: Using the Dublin Core Metadata Element Set to Support Teachers as Researchers
Patrick Carmichael
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pp. 201-203
Diana Dale, Ron Rog
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pp. 205-206
Prue Deacon
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pp. 207-211
Corey A. Harper, Jane Greenberg, W. Davenport Robertson, Ellen M. Leadem
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pp. 213-215
I. T. Hawryszkiewycz
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pp. 217-223
Masatoshi Kawarasaki, Junichi Kishigami
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pp. 225-227
Christoph Kunz, Veit Botsch
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pp. 229-234
Shubhada Nagarkar, Harsha Parekh
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pp. 235-236
Liddy Nevile
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pp. 237-241
Ewa Nieszkowska
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pp. 243-244
Simon Pockley
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pp.245-250
Karen Rollitt, Adrienne Kebbell, Douglas Campbell
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pp. 251-255
Jens Vindvad, Erlend Øverby
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pp. 257-259