33,348 research outputs found
A case study of a policy decision: anonymous marking with special reference to the university of Durham in 1994
Get PDFBroken down into four separate Chapters, this thesis presents a study of anonymous marking, with special reference to the experience of the University of Durham which introduced a policy of anonymous marking in 1994. It is a study of a single university, and of a very recent change. The thesis adopts a range of different approaches. Chapter One identifies the principles underlying anonymous marking and examines them in the context of the mission, aims and objectives of a university. Chapter Two reviews the literature which has sought various explanations for women achieving a lower proportion of first and third class degrees compared to men, suggesting that more attention should be paid to investigating the differential performance of men and women in individual subjects rather than for degrees as a whole; the pattern of results in the one not being the same as the pattern of results in the other. The hypothesis that sex bias in marking lies behind this pattern is shown to be inconclusive. As a result, the positions of a number of high profile individuals and educational organisations, which advocate the widespread introduction of anonymous marking based on the fact that sex bias in marking has been proven to exist, are shown to be misplaced and possibly premature. In Chapter Three, the practical operation of a newly implemented system of anonymous marking, and the processes involved in the run up to, and after, the policy decision to introduce the system at the University of Durham, are viewed in a case study. The university is analysed as a political system in which the policy process is understood by identifying the different interests involved. The practical implications - in terms of costs, time, administration, anonymity and morale - for all members of the university are considered against the criteria for anonymous marking, and the aims and objectives of the university. In the concluding Chapter it is recommended that higher education institutions contemplating introducing anonymous marking take a close look at the practicability and desirability of such a system, particularly in the light of other developments in higher education, and the feelings of some of the academic staff and of the student community who did not like to feel anonymous. If a system of anonymous assessment is to be introduced it should be done carefully, with wide consultation and with a clear view as to what the system is being designed to achieve, heeding the lessons and the practical recommendations of this study. Otherwise good objectives will be poorly served by poor policy changes
Quadrans - Sydenham 243b - Crawford 112/6a
No full textROMAHead of Hercules to right; before, staff; behind, value mark (●●●) arranged verticallyProw to right; above, ROMA; below, value mark (●●●
When the non-sharing of therapeutic goals becomes the problem: The story of a consumer and his addiction to methadone
Get PDFMental health services typically follow standardized intervention protocols and systematic operating practices. This article explores what happens when a service relies exclusively on fixed practices rather than on the negotiation of objectives and the differentiation of procedures according to the needs of the user. The analysis of the narratives produced in first person by Oliver, a former substance user, emphasizes the need of constructing a therapeutic plan in close cooperation, promoting an user active role and strengthening his affiliation in the change process. In this specific case, the involvement of the user meant the identification of the peculiar meanings he attributed to the ‘substance of use’, which paradoxically coincided with the ‘therapeutic substance’ (methadone). Oliver’s story is an effective mirror for rethinking staff conduct when it assumes that the drug is therapeutic in itself, regardless of the way the person experiences and means it, it also offers a description of the interactive ways in which the relationship between a young person and service staff proved to be effectively therapeutic
Anonymous Mental Health Screening Offered for Various Issues
No full textIncludes descriptive metadata provided by producer in MP3 audio file: "VU Faculty and Staff Health & Wellness - Anonymous Mental Health Screening Offered for Various Issues." By Glen Harness
Experiencing the armed struggle : the Soweto generation and after
No full textIncludes bibliographical references (p. 354-369).This study explores the experiences of the rank-and-file soldiers of Umkhonto we Sizwe and the Azanian People's Liberation Anny. Extensive interviews by the author and other researchers reveal the voices of the soldiers themselves. The African National Congress and Pan African Congress archives at the University of the Western Cape and the University of Fort Hare supplement and verify these oral testimonies, as do some published sources. Most previously published materials about the armed struggle against apartheid have already focused on diplomacy, strategy and tactics, operations, leadership, and human rights abuses to the neglect of the soldiers' actual experiences. This study complements these with significant new oral history materials from the Soweto generation of soldiers and their successors. When dealing with MK, many authors have documented issues of the camp structure in Angola, and operations inside South Africa, so much of this detail is only addressed briefly, leaving space to explore the soldiers' experiences. In the case of APLA, very little has been written on its history, and more detail is provided on these subjects. This study therefore deals with the soldiers' politicisation and motivation for joining the armed struggle, their experiences in leaving South Africa and training in exile, the crises in exile which limited their effectiveness for a time, their return to fight in South Africa, and their difficulties in the "new" South Africa. These materials reveal that vast problems remain facing these veterans of the struggle against apartheid, and that they have the potential, if properly supported and employed, to contribute substantially to the development of present day South Africa. Conversely, if their neglect continues, they also have the potential to bring vast harm to the country. Further use of the investigative tools of oral history, especially if extended to the former soldiers' vernacular languages, is necessary to augment the history of South Africa, and these soldiers' contributions
Anonymous 2014A and 2014B Oral History
No full textOral histories created by University of Kansas students, staff and faculty as part of the Religion in Kansas Project are archived at http://hdl.handle.net/1808/12524 in KU ScholarWorks, the digital repository of the University of Kansas.Oral history interview with two anonymous subjects conducted by Chhaya Kolavalli in Overland Park, Kansas, on June 15, 2014. In this interview, two anonymous members (in the transcript of the interview, they are given the pseudonyms of "Rebecca" and "Mark") of a L’Arche intentional community in Overland Park, Kansas, describe life within community. They talk about the mission statement of L’Arche—which includes sharing life with adults with disabilities—and briefly outline the founding of the movement. This transcript includes a description of a typical day within this community, and a brief discussion of the difficulties they faced when trying to integrate into the broader Overland Park community. This interview was conducted for the Religion in Kansas Project as part of a summer fieldwork internship funded by the Friends of the Department of Religious Studies.Friends of the Department of Religious Studie
3rd Floor: Staff Try Out Red Seats
No full textLibrary staff checking out the renovations during the University Author Receptionhttps://digitalcommons.pittstate.edu/unihistoryphotos/1118/thumbnail.jp
A performance analysis of graduate school staff at University of Wisconsin-Stout
Get PDFPlan BThe University of Wisconsin-Stout (UW-Stout) Graduate School serves the campus community with a coordinator position and three permanent support staff positions. After a consultant from Noel-Levitz visited campus and a University wide analysis (ESURC), several recommendations were forwarded to UW-Stout Academic and Student Affairs administrators. One specific recommendation was to evaluate all permanent positions in the Graduate School and match tasks with people to better meet the needs of the graduate community. A performance analysis of these positions was conducted and the results are reported in this study. To accomplish this performance analysis, Graduate School staff, were asked to describe their position tasks and duties in detail. This analysis was documented and recommendations for possible changes to better serve the campus community were forwarded to the UW-Stout Provost and Associate Vice Chancellor for review
The cultivation of (difficult) surfaces or “I know that’s a tree”
No full textTo coincide with the exhibition Real Painting at the Castlefield Gallery in Manchester Craig Staff, author of After Modernist Painting: The History of a Contemporary Practice (2013), offered his response to the exhibition, considering it in relation to painting’s histories, theories and philosophies. From connections with the Renaissance and modernism, he will venture towards the means by which we might begin to think about, if not understand the works that make up Real Painting
Where are they now? In their own words: the impact of taught PGCerts accredited by Advance HE on staff learning & teaching practice and progression
Get PDFResearch from the last twenty-five years demonstrates an established international precedent for assessing the impact of training courses. These are generally Postgraduate Certificates, such as the University Certificate in Academic Practice (UCAP) and Postgraduate Certificate in Academic Practice (PGCAP) offered at Canterbury Christ Church University (CCCU), on the pedagogic practices of teachers in Higher Education. Numerous studies, including large-scale cross-institutional reviews have shown that the approach taken by higher education teachers affects their students’ approach to learning, with a student-centred facilitative approach more likely to engender deep learning and lifelong learning skills (Trigwell et al, 1999). Mulholland et al (2022) highlight the significance of PGCAP courses in enhancing reflective practice and challenging imposter syndrome as well as building communities of practice.
Separately, we also wanted to identify if the UKPSF had had an impact on staff performance, development given the findings of the Higher Education Academy (2013) which found that the impact was significant for staff in terms of aspiration, underpinning of promotion and probation policy and new ways to promote and discuss learning and teaching practice. By contrast Van der Sluis (2021) argues that HEA Fellowships are perceived by academic staff as serving managerial rather than academic priorities. So how did our staff feel given the opportunity to voice their thoughts in an anonymous setting
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