1,765 research outputs found
EntreCompEdu Café - Vlogging as summative assessment with Felicity Healey-Benson
No full textThis video presentation delivered by Dr Felicity Healey-Benson, explains the use of the Professional Context Vlog as a key assessment device to support the development and capture of higher-order thinking development, key to the development of the entrepreneurial mindset. This is part of the EntreComp Cafe series set up to supplement the Erasmus + EntreCompEdu innovative guided learning online course. In this session, opened by Elin McCallum (Bantani Education), teachers and educators from all across the globe join to develop their entrepreneurial education skills
The Wigan Murder: Examination and Confession of John Healey
No full textJohn Healey awaits trial for a murder that he doesn\u27t remember.https://egrove.olemiss.edu/kgbsides_uk/2159/thumbnail.jp
Stasis in music and the formation of musical states and A portrait of an infant (on coming into being)
No full textThe perception of structure in music is frequently based upon a theoretical understanding of the musical elements. This basis tends toward stylized analysis of a specific element of the music, for instance, pitch, form, rhythm, et cetera, with the goal of revealing the tendencies or development of this element throughout the piece. Not frequently discussed is the function and significance of stasis in perceiving the structure of music. A “moment” of stasis, as Stockhausen called it, can alternatively be understood as a “state of existence.” A static section of music can give a sensation of inactivity often comprehended as a slowing of the music!s forward momentum, or temporality, as contrasted with more dynamic states. A musical state is reliant upon a particular treatment of its internal elements, incorporating varying degrees of limitation and change. Analysis of both dynamic and static states is considered in an endeavor to further understand the function of musical stasis in the structure of a composition.Ph. D.Includes bibliographical referencesby Craig Healey Woodwar
Divergence in Dialogue
No full textCopyright: 2014 Healey et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.This work was supported by the Economic and Social Research Council (ESRC; http://www.esrc.ac.uk/) through the DynDial project (Dynamics of Conversational Dialogue, RES-062-23-0962) and the Engineering and Physical Sciences Research Council (EPSRC; http://www.epsrc.ac.uk/) through the RISER
project (Robust Incremental Semantic Resources for Dialogue, EP/J010383/1). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript
Negative frequency‐dependent interactions can underlie phenotypic heterogeneity in a clonal microbial population
No full textGenetically identical cells in microbial populations often exhibit a remarkable degree of phenotypic heterogeneity even in homogenous environments. Such heterogeneity is commonly thought to represent a bet‐hedging strategy against environmental uncertainty. However, evolutionary game theory predicts that phenotypic heterogeneity may also be a response to negative frequency‐dependent interactions that favor rare phenotypes over common ones. Here we provide experimental evidence for this alternative explanation in the context of the well‐studied yeast GAL network. In an environment containing the two sugars glucose and galactose, the yeast GAL network displays stochastic bimodal activation. We show that in this mixed sugar environment, GAL‐ON and GAL‐OFF phenotypes can each invade the opposite phenotype when rare and that there exists a resulting stable mix of phenotypes. Consistent with theoretical predictions, the resulting stable mix of phenotypes is not necessarily optimal for population growth. We find that the wild‐type mixed strategist GAL network can invade populations of both pure strategists while remaining uninvasible by either. Lastly, using laboratory evolution we show that this mixed resource environment can directly drive the de novo evolution of clonal phenotypic heterogeneity from a pure strategist population. Taken together, our results provide experimental evidence that negative frequency‐dependent interactions can underlie the phenotypic heterogeneity found in clonal microbial populations.National Institutes of Health (U.S.) (New Innovator Award)Paul G. Allen Family Foundation. Allen Distinguished Investigator ProgramPew Charitable Trusts (Pew Scholar in the Biomedical Sciences)Alfred P. Sloan Foundation. Fellowshi
CJK_Supplemental_Material – Supplemental material for Canadian Nephrologist Views Regarding Stroke and Systemic Embolism Prevention in Dialysis Patients With Nonvalvular Atrial Fibrillation: A Survey
No full textSupplemental material, CJK_Supplemental_Material for Canadian Nephrologist Views Regarding Stroke and Systemic Embolism Prevention in Dialysis Patients With Nonvalvular Atrial Fibrillation: A Survey by David Collister, Jeff S. Healey, David Conen, K. Scott Brimble, Claudio Rigatto, Ziv Harel, Manish M. Sood and Michael Walsh in Canadian Journal of Kidney Health and Disease</p
Writing Partnerships in Higher Education: A Guide for Academics and HE Professionals
No full textThis is an Accepted Manuscript of a book chapter published by Routledge in [Writing partnerships in higher education: A guide for academics and HE professionals] on [date of publication], available online: http://www.routledge.com/[BOOK ISBN URL]International collaborative writing groups (ICWGs), working with a sponsoring organization, have had a major impact on capacity building and developing learning communities, as well as producing quality outputs (Healey, 2017; ISSOTL, nd). They are about “working creatively, critically and collaboratively to address a scholarship of teaching and learning (SoTL) challenge from a multi-perspective lens” (Abrahamson, 2023). ICWGs usually involve groups of staff and students from different countries working together with a leader in small teams to write articles about pre-selected topics for submission to an international peer-reviewed journal. The process normally lasts around 18 months from announcement to submission, with participants working mostly online. The highlight is when all the teams come together for between 2 and 3 days, before or after an international conference, to work intensively on their articles. Whilst this model has predominantly been used within the context of SoTL, it is easily transferable to other topics and disciplines.
We ran the first full ICWG in SoTL from 2004-06 for geographers, drawing on the experience of running an international seminar in 1999 that piloted many of the features that subsequently came to characterise ICWGs (Healey, 2006; Healey et al., 2000)). Subsequently in 2012 we introduced ICWGs to ISSOTL (Healey et al., 2013). We have experienced each of the three ICWG roles – event facilitator, group leader, and co-author – several times in the last 25 years (Table 1). In this chapter we offer advice based on our reflections on these experiences, and the research evidence on the opportunities and challenges ICWGs have provided for participants. We outline some suggestions for how participants playing the different ICWG roles may make the most of their experiences, and how the model might be used by the wider SoTL community and other academic communities to support local, national, and institutional collaborative writing groups. We begin by exploring the nature and purposes of ICWGs in SoTL
The first EntreCompEdu Pioneer School: Dafen Primary, Wales
No full textThe session will offer an interesting case study on the opportunities offered by EntreCompEdu to schools. Tracey Singleton, Faith Muldoon & Dr Felicity Healey-Bensonshowcase Dafen Community Primary School, the very first EntreCompEdu Pioneer School, as a whole school approach to EntreCompEdu and its value in addressing national curriculum expectations. This is part of the EntreComp Cafe series set up to supplement the Erasmus + EntreCompEdu innovative guided learning online course. In this session, opened by Elin McCallum (Bantani Education), teachers and educators from all across the globe join to develop their entrepreneurial education skills
Introducing EntreCompEdu - A European case study on enterprising the educators: Dafen Primary School, Wales
No full textThis presentation explores the crucial role of universities in supporting educators' entrepreneurial competence and mindset as a means of strengthening the enterprise pipeline. By fostering an entrepreneurial spirit among educators, universities can contribute to the development of a skilled and innovative workforce. This abstract specifically showcases a school in Llanelli, demonstrating how the collaboration between the university and the educational institution has facilitated the cultivation of entrepreneurial competencies through the EntreComp framework. The case study highlights the benefits of such initiatives, including enhanced teaching practices, increased creativity, and the ability to instil entrepreneurial skills in students, whilst contributing to a thriving entrepreneurial ecosystem
Permission for adverse possession? A comment on Healey v Fraine (Case Comment)
No full textComments on Healey v Fraine (CA) on whether an occupant of a property, in possession with the permission of the landowner, could claim to be in adverse possession under the scheme set out in the Land Registration Act 2002 Sch.6
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