924 research outputs found
The PKC, HOG and Ca2+ signalling pathways co-ordinately regulate chitin synthesis in Candida albicans
No full textOpen Access via PMC2649417Peer reviewe
Letter from John Munro
No full textLetter form John Munro ( Minister Responsible for Multiculturalism) to Mr> john Birzgalis (President of the Edmonton Latvian Society) with a notice of an award of grant funding for $4,100.00 for the East Coast Latvian Song Festival.1.0 Imanta, 1.1.1 History of Imanta In Albert
tradition, innovation and the joint endeavour in cross cultural teacher development.
No full textThe rise of globalisation has led to increasing levels of worldwide connectivity in which there is a greater flow of goods, services, people and ideas between nations (see Lauder et al. 2006 and Simmons, 2010). However, in education much of this flow is one-way, typically moving from west to east. Evidence for this can be found in the establishment of international branch campuses of western universities, particularly in the Middle East and south Asia. Similarly, in the field of teacher education, there is a recent phenomenon of cross cultural activities in which western Higher Education Institutions are invited to lead continuous professional development (CPD) activities for in-service teachers with the aim of promoting innovation in teaching practices. Such programmes are often based around the exportation of notions of pedagogic practices influenced by “western templates” (Sheil, 2006:20). In the UK for example, educational policy decisions are determined by ‘what works’, and with notions of good, best and excellent practice (see Coffield and Edward, 2009) used to support the blanket use of evidence based teaching (EBT). These same principles and practices are then applied wholesale in cross cultural teacher development programmes. This trend implies that pedagogic practice is context free and can be transported not only from one institution to another but also across whole continents. The shaping of professional practice is, however, dependent upon a socio-cultural dimension (Beckett and Hagar, 2003) and characterised by an “inquiry of doubt, of tentative suggestion, of experimentation” (Dewey, 1910 p112), therefore the notion of a single approach that is effective in all settings is fundamentally flawed.
This proposal responds to questions about how collaborations and partnerships shape and create a connected world, and how partnerships can construct joint endeavours in which innovation flourishes. It draws upon our experiences of responding to the challenges and opportunities of cross cultural teacher development, using case study methodology to argue that if we impose a framework on people, with no regard for traditions, culture or context, the potential for real change and innovation is limited. We build on existing research contributions and debates from the context of English language teaching (see for example Bax, 2003 & Holliday, 1994) regarding the need for context specific pedagogies.
We seek discussion and debate from policy makers and fellow practitioners which links policy to practice, arguing that for cross cultural teacher development to be meaningful and innovative, greater consideration of the socio-cultural and professional setting of teachers is needed. The success of any curriculum innovation is dependent on the staff who implement it, as it is they who have the ability to adopt, change or reject it (Carless, 2001). As such the development of teachers should be seen as a joint endeavour in which teacher educators, practitioners and policy makers are encouraged to find local solutions to local issues
'Knowledge workers' as the new apprentices: the influence of organisational autonomy, goals and values on the nurturing of expertise
No full textThis paper explores the concept of apprenticeship in the context of the professional formation of knowledge workers. It draws on evidence from research conducted in two knowledge intensive organizations: a research-intensive, elite university; and a ‘cutting edge’ software engineering company. In the former, we investigated the learning environments of contract researchers, whilst in the latter we focused on the learning environments of software engineers. Both organisations have ‘global’ reach in that they operate within international marketplaces and see themselves as international players. The research in the university and the software engineering company was conducted as part of a larger project that investigated work and learning across diverse public and private occupational sectors (Felstead et al 2009). The research evidence about the workplace learning and career formation experiences of these knowledge workers is explored using aspects of the expansive – restrictive framework to compare the environments in terms of three themes: organisational goals and workforce development; expertise and trust; and, opportunities to expand learning. The paper argues that conceiving the professional formation of knowledge workers as apprenticeship provides an approach which can improve the way employers construct and support that formation
Space and Place in Alice Munro’s Fiction: “A Book with Maps in it.
No full textCollection of essays on contemporary Canadian author, Alice Munro, co-edited with Christine Lorr
Design for Manufacturing: An Engineer’s Guide to Machine Tools
No full textYoung orthopedic engineers face a knowledge gap when designing a device that is to be manufactured with traditional machine tools.
Industry and academic leaders have asked BONEZONE to address these design for manufacturing issues, so we asked Deborah Munro, D.Eng., to author a series of articles that could provide basic knowledge of major machining tool operation, as well as strengths and limitations of each technology to help improve engineers’ designs.
Dr. Munro, who has worked at orthopedic device companies and taught engineering at the university level, says that overarching issues stem from a lack of hands-on education required for today’s engineering degrees. Universities arm engineers with the ability to create complex designs, but don’t teach how to machine them. Therefore, engineers often create designs that overcomplicate or even prohibit the fabrication of a part, Munro says.
Here, we’ve taken Dr. Munro’s articles on the drill press, mill [and others not attached]
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