119,206 research outputs found
14.1 Ways of seeing impact
No full textDecisions about what should be evaluated in education, how and by whom, have far-reaching consequences for systems of education and the societies which shape them and are, in turn, shaped by them. This reading raises concerns about the reliability, validity and impact of summative, ‘technical–rational’ approaches to the development, imple- mentation and evaluation of educational policy. Gregson and Nixon argue that such ‘technical–rational’ approaches can all too easily overlook the processes of impact and ‘softer’ or more subtle indicators of impact, although difficult to measure or quantify, are often equally – if not more – important in educational contexts than their ‘harder’ counterparts.
Edited from: Gregson, M. and Nixon, L. (2009) ‘Assessing effectiveness: ways of seeing impact’, International Journal of Interdisciplinary Social Sciences, 21(3)
Ixodes hearlei Gregson 1941
No full text96. Ixodes hearlei Gregson, 1941. A Nearctic species, all of whose parasitic stages are usually found on Rodentia: Sciuridae; adults and nymphs have been recovered from Carnivora: Mephitidae; and unknown tick stages have been collected from Carnivora: Procyonidae (Guglielmone et al. 2014, López-Pérez et al. 2019). There are no records of Ixodes hearlei causing human parasitism. M: Gregson (1941) F: Gregson (1941) N: Gregson (1941) L: Gregson (1941) Redescriptions M: Cooley and Kohls (1945), Gregson (1956), Keirans and Clifford (1978), Furman and Loomis (1984), Lindquist et al. (2016) F: Cooley and Kohls (1945), Gregson (1956), Keirans and Clifford (1978), Furman and Loomis (1984), Lindquist et al. (2016) N: Cooley and Kohls (1945), Gregson (1956), Furman and Loomis (1984), Durden and Keirans (1996), Lindquist et al. (2016) L: Kleinjan and Lane (2008), Lindquist et al. (2016) Note: Gregson (1941) states that prior to his description of Ixodes hearlei this tick was confused with Ixodes marxi by Hearle (1938). Keirans and Clifford (1978), Furman and Loomis (1984), Camicas et al. (1998) and Guglielmone et al. (2014) state that the larva of Ixodes hearlei is undescribed, but it was described in Gregson (1941, page 223, Plate XV, figure 12), and no writer has disputed Gregson’s description. Surprisingly, Lindquist et al. (2016) stated that Gregson (1941) described the male, female and nymph but not the larva of Ixodes hearlei, while using Gregson’s (1941) figures to redescribe the larva.Published as part of Guglielmone, Alberto A., Petney, Trevor N. & Robbins, Richard G., 2020, Ixodidae (Acari: Ixodoidea): descriptions and redescriptions of all known species from 1758 to December 31, 2019, pp. 1-322 in Zootaxa 4871 (1) on page 33, DOI: 10.11646/zootaxa.4871.1.1, http://zenodo.org/record/442334
16.1 Helping good ideas to become good practice: Enhancing your professional practice through Joint Practice Development (JPD)
No full textThis reading draws upon five years of empirical research at the University of Sunderland’s Centre for Excellence in Teacher Training (SUNCETT). This work engages practitioners from across the Further Adult Vocational Education (FAVE) sector in HE-supported practitioner research which aims to improve practice. It offers insights into the practicalities of using a collaborative approach to improving teaching, learning and assessment, described as Joint Practice Development (JPD). Focusing upon a six-stage cycle, it illustrates different stages in using JPD as an approach to the improvement of teaching and learning. It also points to the importance of measuring the impact of JPD through both hard and soft indicators of change and improvement.
How might you use the joint practice development approach to improving teaching and learning as part of your CPD?
Edited from: Gregson, M., Spedding, T. and Nixon, L. (forthcoming 2015) Helping Good Ideas Become Good Practice: Enhancing Professionalism through Joint Practice Development (JPD). London: Bloomsbury
12.2 Unlocking the potential for improvement in Skills for Life teaching and learning at the local level
No full textThis reading draws on a range literature to explore how the instruments for the imple- mentation and evaluation of SfL policy have operated in the past to shape English/literacy and Maths/numeracy (Skills for Life – SfL) practice in ways that produce unintended, negative consequences. For example, recent ways of using the ‘Individual Learning Plans’ have been shown to limit the choices of tutors to ‘a limited range of procedural decisions’ that marginalize so much that should be included in an education that prepares learners for the work of life. It is argued that in order to unlock the potential of this classroom practice, alternative ‘democratic discursive spaces’ need to be established where policy- makers and practitioners can share their knowledge and expertise to improve both policy and practice.
When reflecting on this reading, consider the following question: how could ‘front- line’ teachers of SfL be included in the evaluation and revision of implementation processes of English/literacy, Maths/numeracy and ESOL provision?
Edited from: Gregson, M., and Nixon, L. (2011) ‘Unlocking the potential of Skills for Life (SfL) tutors and learners: a critical evaluation of the implementation of SfL policy in England’. Teaching in Lifelong Learning, 3 (1), 52–66. Huddersfield: University of Huddersfield Press
Gregson Show opening at the University of Arizona Muesum of Art
No full textOpening of the Gregson Show at the University of Arizona Museum of Art, January 19, 1969. Dean Robert L. Hull, Fine Arts stands with Mr. George Gregson
15.3 Tackling Prejudice Together: What are trainee teachers' experiences of prejudice in educational contexts?
No full textThis reading derives from a research and development project based around the ways
in which teachers experience and deal with prejudiced behaviour. The research was
conducted by the University of Sunderland’s Centre for Excellence in Teacher Training
(SUNCETT) in 2011 with student teachers on a PGCE programme in Post Compulsory
Education and Training (PCET). Highlighted in this research, which is based upon an
analysis of 76 case study accounts, is the concern that a significant number (43%) of
experienced teachers ignored or made light of incidents of prejudice and that only a few
(11%) had any pedagogical responses in place for dealing with incidents of prejudiced
behaviour.
The key point to make is that teachers need practical strategies and support in order
to improve their confidence to plan and develop teaching, learning and assessment activities
in their own classrooms which enables them to ‘tackle prejudice head-on’.
Gregson, M., Nixon L. and Spedding P. (2011) Tackling Prejudice Together. Presentation
at University of Sunderland, Faculty of Education and Society Conference, 5 Septembe
Microstructure and precipitation in Al-Li-Cu-Mg-(Mn, Zr) alloys
No full textHot rolled Al-6Li-1Cu-1Mg-0.2Mn (at.%) (Al-1.6Li-2.2Cu-0.9Mg-0.4Mn, wt.%) and Al-6Li-1Cu-1Mg-0.03Zr (at.%) (Al-1.6Li-2.3Cu-1Mg-0.1Zr, wt.%) alloys developed for age forming were studied by tensile testing, electron backscatter diffraction (EBSD), three-dimensional atom probe (3DAP), transmission electron microscopy (TEM) and differential scanning calorimetry (DSC). For both alloys, DSC analysis shows that ageing at 150°C leads initially to formation of zones/clusters, which are later gradually replaced by S phase. On ageing at 190°C, S phase formation is completed within 12 h. The precipitates identified by 3D atom probe and TEM can be classified into (a) Li-rich clusters containing Cu and Mg, (b) a plate-shaped metastable precipitate (similar to GPB2 zones/S''), (c) S phase and (d) delta' spherical particles rich in Li. The Zr containing alloy also contains beta' (Al3Zr) precipitates and composite beta'/delta' particles. The beta' precipitates reduces recrystallisation and grain growth leading to fine grains and subgrains
Relationships between butterflyfish (Chaetodontidae) feeding rates and coral consumption on the Great Barrier Reef
No full textM. A. Gregson, M. S. Pratchett, M. L. Berumen and B. A. Goodma
Gynnidomorpha luridana Gregson 1870
No full text<i>Gynnidomorpha luridana</i> (Gregson, 1870) <p>(Figs. 6, 15)</p> <p> <i>Argyrolepia luridana</i> Gregson, 1870: 80. Type locality: England (Witherslack, Westmoreland). <i>Phalonia luridana</i>: Razowski, 1970: 222.</p> <p> <i>Piercea luridana</i>: Razowski, 1991: 107.</p> <p> <i>Gynnidomorpha luridana</i>: Razowski, 2002: 49.</p> <p> <b>Material examined. CHINA: Liaoning Province:</b> 1 3, Laotudingzi, Huanren Manzu Autonomous County (41°15ʹN, 125°21ʹE), 8−9.viii.2009, leg. Weichun Li and Jiayu Liu. <b>Jilin Province:</b> Erdaobaihe (42°26ʹN, 128°08ʹE): 1 3, 760 m, 1.viii.2004, 1 3, 730 m, 2.viii.2004, leg. Aihuan Zhang. <b>Henan Province:</b> 2 3, Mt. Baiyun, Song County (34°27ʹN, 113°02ʹE), 1580 m, 19.vii.2002, leg. Xinpu Wang; 1 3, Huangshian Village, Xixia County (33°18ʹN, 111°29ʹE), 890 m, 18.vii.1998, leg. Houhun Li. (Genitalia slide Nos.: ZX06147 3, ZX06185 3, SYH11062 3, SYH11473 3, SYH11611 3, SYH11683 3).</p> <p> <b>Diagnosis.</b> Adult (Fig. 6). Wingspan 9.0−11.0 mm. This species is similar to <i>G. a l i s m a n a</i> (Ragonot, 1883) superficially, but <i>G. luridana</i> can be distinguished by the socius with a rounded apex and the cornutus about 1/4 the length of the phallus in the male genitalia (Fig. 15). In <i>G. alismana</i>, the socius is pointed at the apex and the cornutus is about 2/5 the length of the phallus.</p> <p> <b>Distribution.</b> China (Heilongjiang, Henan, Jilin, Liaoning), Korea, Japan, Turkey, Russia, Europe.</p>Published as part of <i>Sun, Yinghui & Li, Houhun, 2013, Review of the Chinese species of Gynnidomorpha Turner, 1916 (Lepidoptera: Tortricidae: Cochylini), pp. 545-560 in Zootaxa 3646 (5)</i> on pages 552-556, DOI: 10.11646/zootaxa.3646.5.4, <a href="http://zenodo.org/record/215756">http://zenodo.org/record/215756</a>
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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