176 research outputs found
Technical education and the London county council 1918-1939. A study in course innovation and development
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Our thesis is concerned with the process of course innovation and Development in technical education within the area of the London County Council During the period 1918-39. Although essential, an historical study, the Thesis is intended to be of value in a consideration of future development in Technical education, and in particular in the study of the relationship between Curriculum management and manpower planning. The first part of our thesis describes the institutional structure of the principal sectors of technical education in London and outlines the Type of courses that were available and their general progress during the Interwar years. The second part of our thesis seeks to analyse the background to course innovation and to assess why certain courses were successful and why others were comparative failures. Since the topic is potentially so vast, our thesis has been limited to an identification of major factors, rather than a detailed consideration of each one. Our analysis shows the process of course innovation and development in technical education to have been a highly complex interaction of forces in which the other aspects of the educational structure, including administrative as well as teach1ng institutions, played a vital role. Emphasis has been given to the influence of senior administrative officers within the local I education authority framework. Special mention has been made of the work of the Board of Education and of the limitations of the Board in tailing to establish definite guidelines for course development in technical education. Important factors outside the educational structure have also been considered, including the attitudes of parents and business management to formal technical training
Blueprint Of Services For Lung Cancer
Get PDFPrimary lung cancer is the commonest malignant disease in the developed world, and is the
most prevalent form of cancer among men over 65 years. It continues to rise in those aged
over 75 years. Mortality from lung cancer is increasing in women. The condition still has a
short clinical course and a poor prognosis. The literature is in agreement about the effectiveness
of preventing lung cancer incidence by targeting smoking behaviour, particularly in preventing
young people taking up smoking. There is further consensus about the lack of a population
screening method which can be recommended, and the desirability of detecting non-small cell
lung cancer early enough for surgical intervention. The effectiveness of treatment for advanced
disease is less marked, and it is of concern that many people who present with lung cancer are
unsuitable for surgical intervention. The role of palliative care is critical in this condition and
this care should be introduced early in the interaction between the patient and the services
Brisbane College of Advanced Education: Annual Report 1988
Get PDFMajor Activities and Developments
Commonwealth Government Policy Initiatives
Dominant features of College activity during
1988 were extensive discussion and initial
implementation of the Commonwealth
Government's plans for reorganisation of higher
education in Australia. The Government's Green
(discussion) Paper of December 1987 was
followed in July 1988 by its White Paper
defining policy and implementation strategies for
this reorganisation.
Normal triennial funding practice covering
1988-90 was suspended by the Government and
funding determinations made only in respect of
1988 in order that funding strategies for the
delayed triennium 1989-91 could relate to revised
policies and structures.
A major thrust of the restructuring plan
for higher education was the replacement of the
'binary system' of separate university and college
sectors by a Unified National System in which
funding would be based on negotiated
Government-approved 'institutional profiles'.
Profile submissions prepared by the College were
the subject of negotiations with officers of the
Department of Employment, Education and
Training (DEET) in late August.
In October the College applied successfully
for acceptance as a fully-qualified member of
the Unified National System.
Future Status of the Institution
In June the State Government issued Guidelines
for the Establishment of New Universities in
Queensland and the College submitted an application shortly thereafter for redesignation
as a University. A review committee appointed
by the Minister visited the College in September
and submitted its report to the Minister in
October. At year's end no formal
announcements arising from the report had been
made.
Meanwhile, partly in response to
Commonwealth pressures for 'fewer, larger
institutions', the State Government announced in
November that it would seek to form a new
multicampus University of South-East
Queensland incorporating some or all of the
Brisbane CAE, Griffith University, the Gold
Coast CAE and the Queensland Conservatorium
of Music. An Interim Council was formed. [This
proposal was abandoned in February 1989 and
on 8 March 1989 the Government announced
that the College would itself be accorded full
University status from 1 January 1993.]
The Directorship
The resignation of the inaugural Director of the
College, Dr Peter Botsman AM became effective
29 December 1987. The previous Deputy
Director, Dr Neville Parsons, was appointed in
his place.
Honorary Fellowship
At the mid-year graduation ceremony the former
Director Dr Peter Botsman AM was made an
Honorary Fellow of Brisbane College of
Advanced Education for his close and notable
association with the College and contribution
made to it over many years.
Opening of the Resource Centre/Expressive Arts
Building
The first major building constructed on any of
the four campuses for many years, the Resource
Centre/Expressive Arts Building at the
Carseldine Campus, was officially opened by the
Premier, the Hon. M.J. Ahern on 4 May 1988.
Nurse Education
Following agreement between the State and
Commonwealth Governments on the transfer of
nurse education from hospitals to higher
education institutions, the College commenced
detailed planning of courses and facilities in
readiness for the first intake of 150 students in
1990.
Council agreed to create a new School of
Nursing to be located at the Carseldine Campus
and appointed John Simpson Associates Pty Ltd
as project architect for the necessary Nursing
Studies Building.
The position of Head of the School of
Nursing was advertised widely in December.
Other Academic Developments
Important issues addressed by the Academic
Board during the year included the following:
• Introduction of a systemic Master of
Education course;
• Development of a generic award in Teacher
Education
• Review of student assessment and appeal
policies;
• Parameters for awards for excellence in
teaching;
• Guidelines for the award of College medals;
• Staff exchange procedures;
• Development of research guidelines;
• Policy on offering courses to full-fee paying
students;
• Examination of the implications of a third
academic term.
Approvals were obtained during the year
for the College to offer five new courses in
1989, namely:
• Associate Diploma of Applied Science
(Textiles)
• Diploma of Teaching (Child Care)
• Graduate Diploma of Business (Information
Systems)
• Graduate Diploma of Teaching (Special
Needs).
In addition to these new courses, the
Bachelor of Arts (Drama) will incorporate a new
Acting strand; the Graduate Diploma of Health
Science (Health Education) will be offered
externally; and the Graduate Diploma of
Business (Administration) will incorporate an
Arts Administration strand.
Sunshine Coast Teaching Facility
The College opened a Sunshine Coast facility in
rented premises at Nambour in November and
committed itself to offer the first year of the
Bachelor of Business and Diploma of Teaching
(Primary) courses at the centre in 1989.
Equal Opportunity Matters
The Equal Opportunity Advisory Committee
addressed a wide variety of equity issues during
the year, including sexual harassment, selection
procedures, child care, and the higher education
policy statement.
The Sexual Harassment Policy and
Procedures statement was gazetted, and sexual
harassment advisers appointed. Advisers
undertook a three-day training program which
dealt with legal and social issues, interpersonal
skills and the role of the sexual harassment
adviser. During the year, the Sexual Harassment
Policy and Procedures statement was reviewed
and revised.
Two other major training programs were
offered during the year. The programs Equal
Opportunity Principles in Selection Procedures
and Equal Opportunity Responsibilities for
Heads of Schools, Departments and Sections
were offered to staff. Both programs were
available on each campus.
The Clerical Officers Survey, in which
most of the College's clerical staff participated
in 1987, was analysed during the year, and a
draft report was produced. This survey relates to
the conditions of service, training opportunities
and career satisfaction of clerical staff.
Negotiations for the commencement of a
child care centre on the Kelvin Grove Campus
were successful. The centre is planned to open
for business in the first quarter of 1989.
Higher Education Contribution Scheme
The Report of the Committee on Higher
Education Funding (Wran Committee) was
released in May. The major recommendation of
the Report was that the Government establish a
Higher Education Contribution Scheme (HECS)
to raise contributions towards the cost of
providing higher education from the individuals
who use and benefit from the system. It
recommended that the contribution involve a.
taxation debit for students equal to the amount
of the contribution they incur or payment of the
charge 'up front' or 'ahead of time'. It was
proposed that the scheme be administered by
DEET in conjunction with the Australian
Taxation Office and higher education
institutions. These recommendations were
subsequently implemented and the College
employed extra staff to cope with the
administrative preparations for implementation
of the scheme from 1 January 1989.
Ethics
Council adopted a policy on Ethical Criteria
and Standards for College Research to be
incorporated into College policy statements,
manuals and other appropriate publications. It
also approved a three-tiered approval process for
internal ethical clearance through a Research
Ethical Review Committee of Academic Board.
Visit by Chinese Delegation
Following initial discussions undertaken in
China in 1987 by the Director of the College
and Dr Phil Meade, the College hosted in June
a visit by senior officers of Guangxi Teachers
University, Guilin. The delegation was led by
President Chin Guang-xhi and included
Professor Guo Dao-ming, Chairman oi-the
Education Department and the Direcror of the
University's Foreign Affairs Office., Liao Mingbin.
Mrs Wang-Yi from the university but
currently studying in Australia, acted as
interpreter. The visit culminated in the signing
of a staff exchange agreement which has an
initial currency of three years.
International Students
The College continued its extremely successful
international student recruitment program in
1988 which resulted in the enrolment of 102
students from countries such as Brunei, Japan,
Hong Kong, Singapore, Saudi Arabia, Taiwan,
Thailand, South Korea, China, Indonesia, UK
and USA. The majority of students sought
admission to courses offered by the School of
Business with postgraduate courses proving the
most popular. Fifteen overseas students
completed Graduate Diploma courses during the
year.
Two initiatives were introduced in 1988 and
proved most successful. A mid-year intake was
introduced to cater for the needs of overseas
students whose academic year ends in AprilMay.
In November, 20 students enrolled in the
first intake of the Business Foundation Year
Program designed for students who wish to
upgrade their qualifications for entry into the
Bachelor of Business course.
Vale - Dr Clem Young
BCAE sustained a grievous loss with the death
during the year of Dr Clem Young, Campus
Principal and Head of School of Teacher
Education, Carseldine.
Dr Young was one of the longest-serving
members of the senior academic staff in the
College having been appointed to the staff of
the then Kedron Park Teachers College in
January 1967. He was transferred to Kelvin
Grove Teachers College after only a couple of
months, and for the ensuing 19 years, played a
leading role in the academic and administrative
life of that institution.
As well as making an outstanding
contribution to innovative teaching and course
development in the College, Dr Young achieved
international recognition as a scholar. His
Doctoral thesis Teacher-Initiated Pupil
Responses to Literature won the prestigious
George Cadbury Award at the University of
Birmingham in 1982. He was co-author of a
number of texts on the teaching of English and
was a driving force in the establishment of the
English Teachers Association of Queensland
What does the ‘Fourth Wave’ mean for teaching feminism in 21st century social work?
Get PDFThere is no straightforward definition of feminism today. In spite of this, scholars and researchers who describe themselves as ‘feminist’ continue to produce work that both interrogates the specific and general conditions of women’s lives and explores the more ubiquitous construct of ‘gender’, and in social work, feminist understandings remain central to practice, theory and research. This may, in large part, be reflective of the continuing over-representation of women as providers and users of social work services. It may also echo social work’s broader emancipatory, ‘social justice’ aspirations. Whichever is the case, we are currently witnessing a resurgence of interest in feminism across the world, with a claim that we are experiencing a ‘fourth wave’ in the global North that has its birthplace primarily on the Internet (Baumgardner, 2011; Leupold, 2010; Solomon, 2009). Given that this is so, this paper asks: what (if any) is the impact or possible influence of fourth wave feminism on teaching social work today
The development of the British army during the wars with France, 1793-1815
Get PDFThe British Army that fought the engagement at Waterloo in 1815, was outwardly little changed from that which was engaged in the initial campaigns of the Wars, twenty-two years previously. Line upon line of red-coated, musket-armed infantry, manoeuvred as chess pieces across open fields, deciding the issue by volley and bayonet, having spent a hungry night exposed to rain and cold. The cavalry were still beautifully and often impractically clad, and were always seeking the decisive charge, on their unfed and often sickly mounts. The Army's commander still viewed his troops as 'the scum of the earth', who were rarely paid, and predominantly enlisted for life. It would therefore appear that little had altered from 1793 to 1815, and that this will be a study of continuity rather than change. However, this thesis will show that despite outward appearances, the Army that took the field at Waterloo was intrinsically different from the one that entered the conflict in 1793, being modernised in line with other institutions of state, and other European armies. This thesis is first and foremost intended to be a contribution to the history of the British Army from the outbreak of war with Revolutionary France in 1793, to the reduction of the forces after the battle of Waterloo in 1815. It proceeds from an assumption that the understanding of not only that history, but the history of the developing British state, will be significantly advanced through a study of the operation of, and the changes which took place within, the Army during the Wars with France
14th Armd Div at Hatten-Rittershoffen. A research report prepared at The Armored School, Fort Knox, Kentucky, 1949-1950.
No full text"The Battle of Hatten-Rittershoffen" Is a student research study of an armored division In the defense, prepared as a phase of instruction at The Armored School. The period of operations considered has been limited to nine days. Although elements of the 14th Armored Division played an important part in VI Corps operations prior to 11 January 1945 and during the withdrawal to the Moder River, no attempt is made to discuss these operations in detail. The 79th Infantry Division and other VI Corps units played a decisive part in the battle, but the committee confined their study generally to the activities of the armored units.
TOC: Introduction; Preliminary Considerations; The Attack of 12 January; The Attack of 13 January; Operations, 14-20 January; Logistics; Conclusion; Appendices
The development of social legislation for blind or deaf persons in England 1834-1939
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.As indicated by the title the purpose of the thesis is to trace the development of social legislation for blind or deaf persons in England between 1834 and 1939. No attempt is made to deal with assistance whether from statutory or voluntary sources for war blinded or deafened persons. In the first chapter a survey is made of the position of the blind or deaf under the Poor Law Amendment Act of 1834 and succeeding Poor Law legislation up to 1919. Chapter two deals with the enquiry into the condition of the blind carried out in 1874-75 by the Charity Organisation Society and the much more comprehensive survey of the state of the blind or deaf made between 1884 and 1888 by the Royal Commission on the Blind, Deaf and Dumb which reported in 1889. The latter enquiry resulted in the passing of the Education (Blind and Deaf Children) Act of 1893 and also provided the essential data on which state action for the two disabilities could be based. The third chapter gives an account of the campaign to secure legislation for the blind which culminated in the Blind Persons Act of 1920. How the Blind Persons Act was implemented at the local level and the effect on blind welfare of the work of the Advisory Committee on the Welfare of the Blind and the passing of the Local Government Act of 1929, is the concern of chapter four.
Chapter five describes the events leading up to the enactment of legislation relating to the issue of free dog licences in respect of guide dogs for the blind, concessionary postal rates, reduced fees in respect of wireless receiving licences, and the Blind Voters Act of 1933.
In Chapter six the story of the campaign for legislation for the blind is continued up to the passing of the Blind Persons Act of 1938. The penultimate chapter relates the attempts made to secure legislation provision for the deaf in the form of a Deaf Persons Act broadly similar in scope to the Acts on behalf of the blind. The thesis concludes with a consideration of certain conclusions drawn from the subject matter presented in the preceding chapters
Big Data, Big Libraries, Big Problems?: the 2014 LibTech Anti-talk?
Get PDFThe desire to create automatons is a familiar theme in human history, and during the age of the Enlightenment mechanical automatons became not only an “emblem of the cosmos”, but a symbol of man’s confidence that he would unlock nature’s greatest mysteries and fully harness her power. And yet only a century later, automatons had begun to represent human repression and servitude, a theme later picked up by writers of science fiction. Man’s confidence undeterred, the endgame of the modern scientific and technological mindset, or MSTM, seems to be increasingly coming into view with the rise of “information technology” in general and “Big data” in particular. Along with those who wield them, these can be seen as functioning together as a “mechanical muse” of sorts – surprisingly alluring – and, like a physical automaton can serve as a symbol – a microcosm – of what the MSTM sees (at the very least in practice) as the cosmic machine, our “final frontier”. And yet, individuals who unreflectively participate in these things – giving themselves over to them and seeking the powers afforded by the technology apart from technology’s rightful purposes – in fact yield to the same pragmatism and reductionism those wielding them are captive to. Thus, they ultimately nullify themselves philosophically, politically, and economically – their value increasingly being only the data concerning their persons, and its perceived usefulness. Likewise libraries, the time-honored place of, and symbol for, the intellectual flowering of the individual, will, insofar as they spurn the classical liberal arts (with the idea that things are intrinsically good, and in the case of humans, special as well) in favor of the alluring embrace of MSTM-driven “information technology” and Big data - unwittingly contribute to their irrelevance and demise as they find themselves increasingly less needed, valued, wanted. Likewise for the liberal arts as a whole, and in fact history itself, if the acid of a “science” untethered from what is, in fact, good (intrinsically), continues to gain strengt
Enacting Reasoning-and-Proving in Secondary Mathematics Classrooms through Tasks
Get PDFProof is the mathematical way of convincing oneself and others of the truth of a claim for all cases in the domain under consideration. As such, reasoning-and-proving is a crucial, formative practice for all students in kindergarten through twelfth grade, which is reflected in the Common Core State Standards in Mathematics. However, students and teachers exhibit many difficulties employing, writing, and understanding reasoning-and-proving. In particular, teachers are challenged by their knowledge base, insufficient resources, and unsupportive pedagogy.
The Cases of Reasoning and Proving (CORP) materials were designed to offer teachers opportunities to engage in reasoning-and-proving tasks, discuss samples of authentic practice, examine research-based frameworks, and develop criteria for evaluating reasoning-and-proving products based on the core elements of proof. A six-week graduate level course was taught with the CORP materials with the goal of developing teachers’ understanding of what constitutes reasoning-and-proving, how secondary students benefit from reasoning-and-proving, and how they can support the development of students’ capacities to reason-and-prove. Research was conducted on four participants of the course during either their first or second year of teaching. The purpose of the research was to study the extent to which the participants selected, implemented, and evaluated students’ work on reasoning-and-proving tasks. The participants’ abilities were examined through an analysis of answers to interview questions, tasks used in class, and samples of student work, and scoring criteria. The results suggest that: 1.) participants were able to overcome some of the limitations of their insufficient resource by modifying and creating some reasoning-and-proving exercises; 2.) participants were able to maintain the level of cognitive demand of proof tasks during implementation; and 3) participants included some if not all of the core elements of proof in their definition of proof and in their evaluation criteria for student products of reasoning-and-proving products
The Sunflower, v.46, no.26 (March 20, 1941)
No full textImages in this collection were made from commercially produced and digitized microfilm, may be of poor quality, and will be gradually replaced by copies digitized by Special Collections from original paper copies. Source material held by University Libraries Special Collections and University Archives; processed by the University Libraries Technical Services. Please contact Special Collections at [email protected] directly for help with low quality images.Article(s): Newsman is advocate of English aid -- Art director in Washington -- Army asks changes to aviation program -- Wilner will select cast for next play -- Debate meeting takes Shockers to K.U. campus -- 'Bowler Hat' is winning drama -- Fear records lost in Manhattan fire -- R.O.T.C. band to play at next convo -- Music students are guests here -- Students to see coalition fights -- Campaign to aid China in education of students -- Braly announces cap-gown plans -- Spring weather speeds activity of R.O.T.C. unit -- Webb, Crum selected in 'Y' selection -- Picture contest deadline nears -- Nine will attend club conference -- Dennett to attend convention at K.C. -- Original music by students is basis for Varsity Show -- I.S.A. will send ten to national meet at Austin -- Barrett to test music students -- DeMolay will honor five university men -- Marine Corps asks for more officers -- Health service to study diets -- Big audiences hear British aid concert -- Facing the issue -- University bulletin -- Oliver's travels -- Typed on a Wednesday / Fred Higginson -- Blue Key leading drive to uncover track talent -- Hollowell is chairman -- Grad gossip: Dinner for Agar sponsored by alumni -- Phi Lambda Psi actives honored at pledge party -- Cabinet being made -- I.S.A. men arrange for dinner party -- Phi Sig members entertain dates at supper affair -- Students discuss task of churches -- Gamma mothers have bridge party -- Roundabout the campus / Josie College -- Estes delegates to be selected by committee -- Y.W.C.A. cabinet attends meeting -- Seniors to visit campus -- University Dames feature talk on flower gardens -- First track meet will be held Monday -- Gammas win over Holyoke to take 1941 cage title -- Smoking ruled out -- Trackmen await intramural meet set for Friday -- Seven champions win in wrestling -- Charley horse chatter / Bill Mandle -- W.U. rifle team wins at Kemper -- Sunflower all-intramural teams -- Golf and tennis men meet -- Calhoun is new ping pong champPhotograph(s): Agar to speak: Herbert Agar, author and newspaper man, will address the Student Forum in the university auditorium on March 26 on the topic, "Foreign Trade vs. Economic Nationalism." p. 1 -- Barrett directs Varsity Show cast: Last minute rehearsals for the 1941 Varsity Show which opens in the university auditorium tomorrow night are directed here by James H. Barrett, producer of the show which stars the men's glee club. p. 1 -- Hippodrome heads practice roles: Bob Hollowell and petite Alma Louise Gray practice their parts as the giant genie and the thief Abdul for their forthcoming performance as the master and mistress of ceremonies in the Hippodrome carnival to be held in the university auditorium, March 28. The theme of the show will feature a take-off on the picture, "The Thief of Bagdad." p. 1 -- Elliott. p. 2 -- Higginson. p. 2 -- Simpson in army: H. Burns Simpson, a 1940 graduate, has received his wings as a graduate from the air corps of Kelley Field, Tex. The graduation ceremony of the largest class to receive wings in the history of Kelly and Brooks Fied was held at Kelly Field Post Theater on March 14. Mr. Simpson was a graduate of the College of Liberal Arts, and a member of Alpha Gamma Gamma fraternity. Before graduation the officers who had been trained at Randolph Field received advanced training which included 70 hours of formation, instrument flying and navigation flying day and night. This completed a training course of 200 or more hours of flying. p. 2 -- New Y.W. head: Norma Webb, junior, is the newly-elected president of the Y.W.C.A. The election was held Wednesday morning. p. 3 -- Milady greets the spring: March winds bring April showers and also the oh, so necessary accoutrements of a spring wardrobe, namely a new hat. The local lassies are Mary Barclay, Faye Elledge, Harriet Porter, and Dot Gray. p. 3 -- Backs drive: Coach Al Gebert, director of athletics, has given his approval to the Blue Key drive to increase the turnout of track candidates. p. 4 -- Mandle. p. 4"W.S.S.F. says - Friends are scarce today Contribute now and give friendly China a break
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