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Sub-disciplines in management sciences: criteria of sub-division in theory and research practice
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Who do you think you are? A theological reflection on identity and mission in the Anglican diocese of Mauritius
No full textThis theological reflection uses O’Neill and Shercliff’s four sources approach to reflect on a visit to the Diocese of Mauritius in the Anglican Province of the Indian Ocean. The inciting incident for the reflection was a comment made by a member of the clergy during a diocesan retreat which the author was leading. In the reflection, aspects of the author’s Mauritian heritage are held together alongside Anglican tradition, the history of Anglican work on the island, and postcolonial theology. Through engagement with Willie James Jennings’ work on languages and the historical missionary work of the diocese, the author makes suggestions to further the ministry and mission of the Anglican Church in Mauritius derived from mixed-race and postcolonial identity. This may be through further engagement with the lingua franca on the island, Mauritian Creole, alongside an in-depth knowledge of the culture and customs of this multi-ethnic society in order to create a posture of mission and ministry that is derived from the culture rather than imposed upon it through colonial legacy.<br/
On the Dynamics of Multiagent Nonlinear Filtering and Learning
No full textMultiagent systems aim to accomplish highly complex learning tasks through decentralised consensus seeking dynamics. In the past decade, use of the multiagent framework either in the form of federated learning or distributed estimation has garnered a great deal of attention in the signal processing and computational intelligence societies. This article examines behaviour of multiagent networked systems that use nonlinear filtering/learning frameworks. This article considers the most general learning framework that is reliant on multiple input streams. Operations of this centralised framework is decomposed into operations corresponding to the federated and distributed frameworks. This decomposition process is used to formulate the changes in learning dynamics as the framework shifts from centralised to distributed. Importantly, the formulated dynamics indicate convergence conditions of distributed learning techniques are much more relaxed than formerly considered
Assessing Impact Amongst Chaplains in a University Setting: Phase One of an Action Research Project
No full textHow to adopt adaptive teaching
No full textAn article by Miles Berry, Professor of Computing Education at the University of Roehampton, considers the potential of adaptive, or agile, teaching that accounts for varying levels of prior knowledge based on detailed assessment data. This data, says Berry, is more informative for teaching than ‘flight paths’ or target grades, with target grades perhaps being harmful as a low target could lead to a low expectation of what a pupil can achieve, and thus a lack of challenge.He suggests questions in class offer a powerful way to adapt teaching, as well as inform teachers about what pupils already know and can do. With the right atmosphere in class, where critical thinking and curiosity are valued, and where pupils share the responsibility for learning, questions can be a powerful tool for learning
On return to school: disorder symptoms, stress at home and evaluations of school COVID-19 measures
No full textBackground: Social restrictions during the COVID-19 pandemic had a major impact on the mental health of children. Yet, analyses on the mental health of younger children in the later course of the pandemic are scarce. The present study assessed 8- to 11-year-olds’ internalising disorder symptoms during the last three weeks, from the third week of February through to the first week of March, of the 2021 national lockdown.Method: One hundred and forty-five pupils, including a subset of keyworkers’ children who had face-toface schooling, completed the validated Revised Child Anxiety and Depression scales, items on COVID-related stress at home, and evaluations of home-learning and school’s measures for reopening.Results: Symptoms increased with age in months and/or number of siblings. Girls reported more symptoms and home stress than boys did. Pupils who had face-to-face schooling were more satisfied with school measures and less satisfied with home learning compared with those who only had home learning. Hierarchical regression analyses corroborated the contributions of sociodemographic characteristics and found that home stress and school measures evaluations were associated most with major depression, generalised anxiety, and social phobia.Conclusion: Findings can contribute to mental health practice by promoting school communications and family and educator awareness of stressors, vulnerabilities and symptoms to boost pupils’ readiness for school returns
