153 research outputs found
Motivating students attending a teacher education programme in Hong Kong using quality learning teams
No full textPurpose. In 1995, the Government of Hong Kong amalgamated six independent, Government sponsored Colleges of Education, which offered Certificate in Education courses, into the Hong Kong Institute of Education. The remit of the newly-formed, autonomous Institute was to attain university status and to upgrade courses to degree and post-degree level. Many of the existing staff remained with the newly-formed institute while a recruitment drive resulted in an increase in international lecturing staff. This study results from action research, undertaken by the author, to develop pedagogy suitable for both the international lecturing staff and the Chinese student teachers. The research set out to take advantage of the diverse backgrounds of the lecturing staff. Of the various pedagogic strategies employed by lecturing staff, the Total Quality Management (TQM) approach emerged as the most effective, promoting as it does a way for the students to plumb co-operatively the often difficult depths of what they are studying, as well as motivating them in their chosen career. The stringent examination system in Hong Kong, the lack of university places and the economic situation all play their part in determining the student population in the Institute of Education where students whose first choice is to enter the teaching profession could well be outnumbered by those who consider themselves without more attractive alternatives. In addition, the lecturing staff from overseas became aware of the Chinese culture of 'Shame’ among their students - the students who had failed were castigated and further marginalized by their family and friends. It was hoped that the employment of a TQM approach through the use of Quality Learning Teams would help to combat this 'shame' and, hopefully, increase the self-confidence of these 'shamed' students. The project's aim was to introduce and role-model a different pedagogic practice and to utilise constructivist-based pedagogy so that two major outcomes could be measured: (1) that student teachers would become active and confident learners who would themselves challenge their own pupils and (2) that colleagues outside the project could observe the usefulness of this alternative pedagogy and make use of the innovation in their own lecture rooms. This involved investigation of diverse aspects of teaching and learning. Research on individual areas has been quite extensive, but little research has been done in this particular area with regard to student teachers in Hong Kong and it is, therefore, the purpose of this study to add to existing knowledge, with specific emphasis on Quality Learning Teams. The rationale for the study was, on the one hand, the Hong Kong Special Administration (HKSAR) Government Educational Reforms, but also - and more importantly for the lecturers concerned - the search for a means to inculcate a culture of co-operative learning within the student-teacher body, as well as a means for international lecturing staff to create an effective pedagogy, utilizing both mother tongue and English as languages of instruction. Major Findings. The findings of the study indicated that student learning was enhanced by using Quality Learning Teams. This was demonstrated by the overall module results which showed higher module grades for the groups who were subjected to the innovative pedagogy than for those groups who were subjected to the normal 'traditional' pedagogy. Student self-esteem, self-confidence, trust in peers, and a work ethos of self-sufficiency developed amongst the majority of student teachers. Language skills were enhanced and strategies for learning were improved. It is hoped that the results of this study will assist in the future planning of courses in the education of student-teachers and in creating a more 'risk-taking' culture within the lecturing staff at the Institute
Truth, purification and power: Foucault's genealogy of purity and impurity in and after The Will to Know lectures
No full textFoucault’s 1970–71 lectures at the Collège de France, The Will to Know, highlight the significance of themes of purity and impurity in Western thought. Reflecting on these themes coincided with the emergence of Foucault’s theory of power. This article presents the first analysis of Foucault’s investigation of purity and impurity in The Will to Know lectures, identifying the distinctive theory Foucault offers of purity as a discursive apparatus addressing correspondence between the subject and the truth through the image of relative integrity or mixture. It then traces Foucault’s subsequent reflections on these themes in his later writings on disciplinary power. The implications of Foucault’s position are considered; the article will close by putting Foucault’s ideas in dialogue with those of Kristeva, and in considering the role that purity and impurity may play in resistance
Linking behavior and diet between and within populations of an invasive crayfish faxonius rusticus
No full textThis Thesis was approved for publication on 2019-07-01 at 16:29.DSpace SAF Submission Ingestion Package generated from Vireo submission #14108 on 2019-11-26 at 14:00:39Made available in DSpace on 2019-11-26T20:58:34Z (GMT). No. of bitstreams: 2
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Previous issue date: 2019-07-01Embargo set by: Seth Robbins for item 113031
Lift date: 2021-11-26T20:58:44Z
Reason: Author requested closed access (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 113031
Lift date: 2021-11-26T20:59:54Z
Reason: Author requested closed access (OA after 2yrs) in Vireo ETD systemOpen Restriction set for Item 113031 on 2021-01-20T23:00:12Z with date null by [email protected] Restriction set for Item 113031 on 2021-01-20T23:00:18Z with date null by [email protected] and mesocosm studies are often employed to study basic and applied ecology due to the complexities and lack of external controls in field environments. However, studies conducted on the same questions at different scales do not always have the same results. In my thesis, I used stable isotopes to relate laboratory behavior to field function within and between populations. In my first study, I explored whether stable isotopes of carbon and nitrogen could be used to relate laboratory dominance of Rusty Crayfish Faxonius rusticus to their field diet. I assessed whether methodological decisions around tissue analyzed for stable isotopes, laboratory acclimation time, and timing of primary consumer collection affects this relationship. I hypothesized that more dominant crayfish would have higher trophic positions, and tissues with faster turnover rates may exhibit a stronger association between laboratory behavior and recent field function. I failed to find a relationship regardless of these different methodological choices However, I still find this method promising, as other laboratory behaviors may be more related to diet or competition for food, such as exploration or feeding flexibility. In my second study, I expanded this method of relating behavior to diet through stable isotope analysis for questions between, rather than within, populations of F. rusticus. Here, I aimed to determine the relationship between individual specialization and relative population abundances or intraspecific competition. Theoretical studies propose a direct, positive relationship between abundance and individual specialization; however, empirical studies have not always supported these predictions. I assessed behavioral and dietary specialization across a gradient of relative population abundances of F. rusticus. I found a unimodal relationship between relative abundance and dietary specialization, likely due to limited food resources in high abundance lakes. Alternatively, I found a positive linear relationship between relative abundance and behavioral specialization, because this metric of individual specialization is not resource limited (i.e. density dependent). These results indicate that discrepancies between theoretical and empirical studies of the relationship between individual specialization and intraspecific competition might be a consequence of the metric of specialization used. My thesis shows that linking organismal diet and behavior with stable isotopes may be a useful approach in ecology and evolution, but may be best applied to questions between rather than within populations.Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-08-01The student, Amaryllis Adey, accepted the attached license on 2019-06-28 at 13:53.The student, Amaryllis Adey, submitted this Thesis for approval on 2019-06-29 at 16:07
Sixteen discourses on several practical and important subjects. By William Adey, Curate of Lanchester. Durham [electronic resource].
No full textWith a final leaf of errata.A different work from that with the same title published in Newcastle upon Tyne in 1760.With a list of subscribers.Electronic reproduction.English Short Title Catalog,Reproduction of original from British Library
Comprehensive, precision genomics
No full textThesis (Ph.D.)--University of Washington, 2014The past decade has observed a significant drop in the cost-per-base of DNA sequencing. Driven by a new era of `next-generation' sequencing (NGS), there has been an explosion of new technologies that utilize DNA sequencing, not just for primary sequence but a wide variety of biological assays. Despite the versatility of NGS, there are a number of drawbacks, including high sample input requirements and short read lengths. Because of the latter, the majority of genome studies cannot resolve haplotype or structural variation which requires long-range information and can play an important role in studying evolution, disease, and is crucial in the de novo assembly of genomes. In this dissertation I describe and apply methods to overcome these obstacles. First, I describe a method for the construction of DNA sequencing libraries that utilized a hyperactive transposase to fragment DNA and append universal sequencing primers in a single enzymatic step. This approach reduced the turnaround time from sample to sequencing-ready libraries, and significantly reduced the sample input requirements due to fewer enzymatic steps. I then describe a modified version of the method that allowed for a greater than 100 fold decrease in input requirements for the construction of libraries for the detection of DNA methylation. Next, I discuss a method that utilized the inherent properties of Tn5 transposase to provide long-range sequence information that served as the input for a novel de novo genome assembly algorithm. I applied this method to human, mouse, and fly assemblies to produce output scaffolds with contiguity improvements of up to 75 fold with high accuracy. Last, I describe the application of long-range sequence information to haplotype-resolve the genome and epigenome of the aneuploid HeLa cancer cell line. I investigated the global effects of copy number and haplotype on transcript abundance and epigenetic landscape and identified a number of outliers, including haplotype-specific expression of the proto-oncogene MYC. I reveal the mechanism responsible for this activation as the complex integration of the HPV-18 viral genome that includes an epithelial-specific enhancer at high copy number 500 kilobasepairs upstream of MYC locus
Surveillance at the airport: surveilling mobility/mobilising surveillance
No full textIn this paper the author is concerned with the relationship between mobility and practices of surveillance, examining their interconnections within the modern airport. Recent deliberations about airports define these spaces as free, empty of power and social relationships -- open to mobility. The author questions these assumptions and explores the surveillance practices that work to control and differentiate movement, bodies, and identities within the airport. Four examples are discussed, ranging from techniques that ignore mobile passengers towards those that simulate them. The airport is argued to offer perhaps a blueprint for public space, intensifying the surveillance of movement through mobilised and combined forms of monitoring. The author concludes the paper by reflecting upon the implications for the mobility and identity of the passenger as spaces such as airports become increasingly reflexive.
C. S. Lewis writer, dreamer, and mentor
No full textThe author "shows how the two sides of Lewis's personality, the "Dreamer" and the "Mentor," affected his writing" and then "discusses the formative biographical events in Lewis's life and offers an estimate of Lewis's achievement and legacy as a writer."--Cover
Violated assumptions? Exploring the challenges of a cognitive acceleration programme.
No full textThis small-scale qualitative study focusses on a four-year funded science intervention programme, Let’s Think Secondary Science (LTSS). LTSS is based on the Cognitive Acceleration through Science Education (CASE) approach which was adopted in the published programme Thinking Science (Adey, Shayer & Yates, 1995). Improvements in pupil attainment were attributed to the CASE approach (Adey & Shayer, 1990) and also more recently (Oliver & Venville, 2016). Shayer (1999) posits some assumptions for effective intervention using this approach, two of which are: 1. That the teachers are skilled in the CASE pedagogy and have experience of teaching formal reasoning in science and 2. The pupils have the opportunity to witness formal reasoning by their peers (Shayer, 1999). A report by Shayer, Ginsburg and Coe (2007) suggested that UK pupils’ reasoning ability declined between 1975 and 2003 and this may have implications for the LTSS programme. Indications at the outset of LTSS revealed that the science teachers were reporting difficulties with the lessons from both their own and their pupils’ perspectives. In order to explore the situation in more depth, this research involved the collection of interview data from the PD tutors (n=5) and project teachers (n=10). Preliminary analysis is suggesting that issues with staffing and the school environment, a lack of teacher skills in implementing the intervention in some areas of formal reasoning and limited pupil engagement affected the extent to which the CASE approach could be implemented. As a result, some of the assumptions put forward by Shayer (1999) for effective implementation of the CASE approach might not have been realised. This suggests that there is scope for further support for formal reasoning in science before pupils move into the secondary phase and a need for more focused professional development for teachers, particularly in the area of mathematical and statistical reasoning.</p
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