152,783 research outputs found
Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.
No full textCopyright statement: Copyright 2008 Julie Hughes. The author assigns to ascilite and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for Proceedings ascilite Melbourne 2008. Any other use is prohibited without the express permission of the author.E-learning research, as an emergent field in the UK, is highly political in nature (Conole & Oliver, 2007, p.6) occupying a complex landscape which houses policy-makers, researchers and practitioners. Increasingly and more interestingly, the landscape is being shaped by the narratives and experiences of the learners themselves (Creanor et al., 2006, Conole et al., 2006) and the use of Web 2.0 technologies. However, as Laurillard (2007, p.xv) reminds us we still, ‘tend to use technology to support traditional modes of teaching’ and ‘we scarcely have the infrastructure, the training, the habits or the access to the new technology, to be optimising its use just yet’ (p.48). Web 2.0 spaces, literacies and practices offer the possibility for new models of education (Mayes & de Freitas, 2007, p.13) which support iterative and integrative learning but as educators and higher educational establishments are we prepared and ready to re-think our pedagogies and re-do (Beetham & Sharpe 2007, p.3) our practices? This concise paper will reflect upon how the use of new learning landscapes such as eportfolios might offer us the opportunity to reflect upon the implications of letting in the e-learning eportfolio Trojan mouse (Sharpe & Oliver, 2007, p.49)
Mentoring A-Z. Julie Todaro
No full textReview of Mentoring A-Z by Julie Todaro: Staff training and development programs are aimed at all library employees. These processes communicate job expectations, orient the worker to the organization and its resources, and provide information about the library’s mission and goals. Mentorship programs, on the other hand, are more often developed for employees at the professional or faculty level, and, ideally, they deal with issues such as long-term professional career development, promotion and succession planning, and retention (or tenure in tenure-track faculty situations)
Widening participation through a Foundation degree: using ethical capability concepts to understand the meaning of social justice within caring relationships
No full textA wealth of research into ethics education is available, albeit from well-established professions. Foundation degrees, recognised as widening access to HE from hard-to-reach under-represented groups, are not yet well researched. Nonetheless they are the preferred qualification for new, unregistered and semi-autonomous ‘Associate Practitioners’. The responsibility to equip this group for ethical practice is arguably every bit as great as it is to those in more traditional roles. However literature suggests that the abstract nature of ethics can militate against deep understanding in ‘practical-minded’ students, and even creates avoidance and alienation (Jaeger, 2001:131; Leget, 2004). Informal, practice-based acculturation is a valuable way of imparting ‘professional’ values (Aveyard et al, 2005), but Foundation degree students do not belong to a profession. The unique life and work experiences, values and beliefs brought by a diverse student body (like Foundation degree cohorts) is seen by Handelsman et al (2005) as a challenge to ‘one-size-fits-all’ curricula. So how might educators overcome these hurdles, without compromising students’ preparation for ethical practice?
This paper will offer a strategy, developed from case study research with graduates in which highly person-centred approaches to caring emerge as a dominant influence. Respecting this emotional perspective (to avoid defensiveness and subsequent alienation / disengagement), while introducing alternative, rational means of engaging with underpinning issues, presents both challenges and opportunities. Rooted in the concept of social justice, Nussbaum’s (1999) capabilities approach provides one such opportunity. By exploring layers of responsibility and influence in real relationships, complex and contradictory ideas can be experimented with and returned to over time. Students necessarily revisit values and aspirations, and importantly their spheres of influence. In doing so, they begin the real work of change from ethical practitioners to ethical people
10-03 "The Relational Economy: A Buddhist and Feminist Analysis"
No full textWritings on the topic of Buddhism and economics seem to be characterized by two very different attitudes towards economic life. The first, drawing from historical Buddhist teachings in primarily pre-industrial contexts, takes a largely positive view of commerce. The second, in which a modern influence is considerably more apparent, is suspicious of economics at a "systemic" level, and takes an antagonistic stance towards contemporary corporations and markets. This essay argues that the latter view is based on an unhelpful assimilation of a modern Western belief - the belief that economic systems are non-relational - and proposes a richer understanding.
Cretaceous sea level rise : down memory lane and the road ahead /
No full textCretaceous Sea Level Rise delves into the question of whether the observed short-term sea-level changes are regional (tectonic) or global (eustatic) and determines their possible relation to climate cycles; to assess the role of feedback mechanisms, i.e. thermal expansion/contraction of seawater, subsidence due to loading by water, changing vegetation of the Earth System and to investigate the relation of sea-level highs and lows to ocean anoxia and oxidation events, represented by black shales and oceanic red beds, and to evaluate the evidence for ephemeral glacial episodes or other climate events. Though research has been, and is being, conducted in these fields since the introduction of sea level cycles and sequence development concepts in the 1970"s, the available information is scattered. Cretaceous Sea Level Rise presents the current understanding and future directions of the research on Cretaceous sea level cycles in a single source, forming a reference work for beginners, graduates and postgraduates who are interested in this subject.Includes bibliographical references.Online resource; title from PDF title page (EBSCO, viewed November 24, 2015).Cretaceous Sea Level Rise delves into the question of whether the observed short-term sea-level changes are regional (tectonic) or global (eustatic) and determines their possible relation to climate cycles; to assess the role of feedback mechanisms, i.e. thermal expansion/contraction of seawater, subsidence due to loading by water, changing vegetation of the Earth System and to investigate the relation of sea-level highs and lows to ocean anoxia and oxidation events, represented by black shales and oceanic red beds, and to evaluate the evidence for ephemeral glacial episodes or other climate events. Though research has been, and is being, conducted in these fields since the introduction of sea level cycles and sequence development concepts in the 1970"s, the available information is scattered. Cretaceous Sea Level Rise presents the current understanding and future directions of the research on Cretaceous sea level cycles in a single source, forming a reference work for beginners, graduates and postgraduates who are interested in this subject.Front Cover; Cretaceous Sea Level Rise; Copyright Page; Contents; Preface; Acknowledgments; 1 Introduction; 2 Trends, Timings, and Magnitudes; 3 Causes and Mechanisms; 3.1 Endogenic Processes and Causes; 3.2 Eustasy and Related Causes; 3.2.1 Eustasy Under Greenhouse Conditions?; 3.2.2 Limno-eustasy; 3.2.3 Eustasy Due to Thermal Expansion-Contraction of Sea Water; 4 Methods, Tools and Techniques; 4.1 Sedimentary Proxies; 4.2 Physical Proxies; 4.3 Biological Proxies; 4.4 Geochemical Proxies; 4.5 Integrated Analyses for Documenting Sea Level Fluctuations; 5 Where It Stands and Where Is It Headed.Elsevie
Primary trainees' reflection-in-action
No full textThis paper explores some of the reflective writing undertaken by trainees on a Primary PGCE course following small-scale classroom-based research as part of their work towards Masters level credits. Types of reflection evident are categorised
and the frequency of these categories related to the overall grade achieved for the research undertaken. Questions are raised about the nature of these reflections in relation to what is described by Schön as ‘reflection-in-action’ by professionals.
Some of the writing is examined in the context of the use of the language about reflection on both personal and professional development which is promoted throughout the PGCE course
Julie Ring
No full textJulie RingTo order a reproduction, inquire about permissions, or for information about prices see:
http://www.lib.washington.edu/specialcollections/services/reproduction/reproduction
Please cite the Order NumberScanned at 600ppi with an Epson 20000 flatbed scanner. Image then rotated, cropped, level-adjusted, and sharpened using Photoshop CS3. Converted to a JPEG2000 image upon ingest into CONTENTdm
Julie, London, film actress
No full textJulie, London, film actress. From the back: "Julie London, featured in 'Tap Roots,' a George Marshall production in Technicolor, starring Susan Hayward and Van Heflin. Presented by Walter Wanger and realeased by Universal-International."To order a reproduction, inquire about permissions, or for information about prices see:
http://www.lib.washington.edu/specialcollections/services/reproduction/reproduction
Please cite the Order NumberScanned at 600ppi with an Epson 20000 flatbed scanner. Image then rotated, cropped, level-adjusted, and sharpened using Photoshop CS3. Converted to a JPEG2000 image upon ingest into CONTENTdm
Who Lives in the C-Suite? Organizational Structure and the Division of Labor in Top Management
No full textThis paper shows that top management structures in large US firms radically changed since the mid-1980s. While the number of managers reporting directly to the CEO doubled, the growth was driven primarily by functional managers rather than general managers. Using panel data on senior management positions, we explore the relationship between changes in executive team composition, firm diversification, and IT investments—which arguably alter returns to exploiting synergies through corporate-wide coordination by functional managers in headquarters. We find that the number of functional managers closer to the product (“product” functions i.e., marketing, R&D) increase as firms focus their businesses, while the number of functional managers farther from the product (“administrative” functions i.e., finance, law, HR) increase with IT investments. Finally, we show that general manager pay decreases as functional managers join the executive team suggesting a shift in activities from general to functional managers—a phenomenon we term “functional centralization.”
Beginning teachers’ mathematical knowledge: What is needed?
No full textOver the past decade there has been growing interest in describing and measuring the kinds of mathematical knowledge needed by teachers. Such efforts are in parallel with the development of national standards for teachers, indicating levels of expectation across the years of teachers’ careers. This presentation provides an opportunity for teacher educators and teachers to consider the nature of mathematical knowledge needed by beginning teachers at all levels of schooling. Discussion will be informed by data from an ALTC funded national project that aims to improve the quality of pre-service teachers’ outcomes in mathematics and by the AAMT Standards framework
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