2,058 research outputs found
The impact of peer learning on assessment literacy and feedback orientation
No full textCan attending peer learning workshops help students to develop effective strategies for assessment and feedback? This paper will report on research measuring the impact of peer learning on the development of assessment literacy and feedback orientation. The mixed-methods research (as part of an Office for Students Catalyst B project) is using pre and post intervention psychometric surveys and focus groups to determine the relationship between attending peer learning sessions and developing effective strategies for understanding assignments and utilising feedback. The research is being conducted over two-years and students in peer learning roles as co-investigators
Helpful and good fun: Developing a social induction with students as partners
No full textDuring 2018 we worked in partnership with staff and students to re-design an induction for Southampton Business School students that aimed to improve student engagement, understanding of independent learning and cohort identity. We used group work, peer learning, active inquiry and student generated induction techniques to achieve these aims.
Research questions – the problem…
Feedback from colleagues and students suggested that our traditional induction was failing to develop engaged, independent learning, whilst data collected for an OfS Catalyst B research project indicated that students still had concerns about ‘settling-in’ well into their first semester.
Theoretical or practical background
Whilst we took a practical approach to developing a new induction programme, our work was informed by literature on student engagement (Trowler, 2010), Students as Partners (Healey et al., 2014) and social identity (Bowskill, 2013).
Approach/ methodology used
We took a partnership approach to improving induction (Healey et al, 2014). Initial ‘induction cake’ activities (presented by Graham and Payne at CAN2018) identified staff and student priorities for content for induction week. Delivery was re-imagined to model active and independent learning that included: audience participation, active inquiry, and Q&A using the ‘Student-generated induction’ approach (Bowskill 2014). Current students were employed on a summer internship to co-design activities. Peer Leaders (students from the years above) played a critical role in facilitating activities and supporting students beyond induction week.
We took a longer-term approach to induction (i.e. beyond Freshers week) and some content that had previously been covered during induction week (e.g. referencing and plagiarism) was delivered later in the semester attached to formative or summative assignments. Peer Learning again played a key role in the delivery of this content.
Impact was evaluated using: attendance and engagement data collected during induction, an induction survey delivered in week 4 of the semester, and research project data.
Brief analysis of results or outcomes and conclusions
Attendance and engagement with induction activities was improved and student feedback relating to the aims of induction was highly positive.
Analysis of qualitative induction survey comments suggests that students recognised and valued the opportunities to meet students on their programmes, engage in group activities, and ask questions that they had generated as a group. Data collected as part of a research project during the second week of the semester suggested that students’ main concerns had changed from the previous year – from concerns about ‘understanding university’ to more academic concerns (e.g. academic writing, referencing etc.). In the context of Maslow’s hierarchy of needs this may indicate an improvement in addressing basic and psychological needs. At the time of the conference further data on academic attainment will be available.
Relevance to conference themes
1. Community Building: our induction focussed heavily on building community through socially constructed learning activities from day 1, utilised peer learning and mentoring and used data/ feedback from previous years to inform development.
2. Independent Learning: activities were designed to require students to learn independently in groups during induction.
3. From policy to action: Students as Partners has been a key approach in both design and delivery. Impact has been rigorously evaluated
Georgie was hung with a silken rope,
No full textvoiceCollected by
Mary Celestia Parler;
Transcribed by
Neil Byer
Kendall Sigmund
Butler's Ford, Ark.
September 17, 1955
Reel 230, Item 1
Georgie (fragment)
Georgie was hung with a silken rope,
Such ropes there were not many,
For Georgie was of a noble race
And was loved b y (?) lady.
("Well, I learned it from my mother about thirty-five
years ago.")Funding for digitization provided by the Arkansas Humanities Council and the Happy Hollow Foundation
The dramaturgy of the tragedies of John Webster and John Ford with special reference to their use of stage imagery.
No full textPhDThe imagery of the plays of John Webster and John
Ford is not only verbal: in staging as well as language
these dramas display strongly imagistic, symbolic elements.
The purpose of this thesis is to examine the seven extant
tragedies of Webster and Ford from the point of view of
their total dramatic nature - to examine the staging,
costumes, hand and large properties, movement and gestures
as well as the verbal imagery, and the interplay of these
verbal and visual elements. The original appearance, of
these plays in their contemporary theatre, and the
dramatist's intentions for performance, can only be surmised.
The original stage directions are examined for
hints of the original presentation: these stage directions
may not always be authorial, but, especially in the case of
Ford, they seem to reveal the playwright's hand. The dialogue,
too, frequently implies particular gestures,
grouping or stage placement.
The visual imagery, it is here suggested, is created
by the dramatist for several purposes: a moral or ironical
point may be silently established; a chain of related
visual motifs may bind various actions and characters into
an organic union; a visualization may appeal outward to
other works of art or theatrical or non-dramatic conventions,
enlarging the immediate significance by this shorthand
reference; visual ceremonies may make concrete the more
ephemeral words and feelings of the characters.
Each of the tragedies is studied in a separate chapter,
in the following order: Webster's The White Devil, The
Duchess of Malfi, and Appius and Virginia (the authorship
of which is disputed); John Ford's The Broken Heart,
Love's Sacrifice, 'Tis Pity She's a Whore, and Perkin
Warbeck. A conclusion indicates the differences between
Webster's more overtly theatrical visualizations and Ford's
quiet tableaux.
The thesis is accompanied by illustrations which are
either explanatory or comparative
Interactions formed by individually expressed TAP1 and TAP2 polypeptide subunits
No full textThe transporter associated with antigen processing (TAP) supplies peptides into the lumen of the endoplasmic reticulum (ER) for binding by major histocompatibility complex (MHC) class I molecules. TAP comprises two polypeptides, TAP1 and TAP2, each a 'half-transporter' encoding a transmembrane domain and a nucleotide-binding domain. Immunoprecipitation of rat TAP1 and TAP2 expressed individually in the human TAP-deficient cell line, T2, revealed that both bound the endogenously expressed HLA-A2 and -B51 class I molecules. Using HLA-encoding recombinant vaccinia viruses HLA-A*2501, -B*2704, -B*3501 and -B*4402, alleles also associated with both TAP1 and TAP2. Thus, TAP1 and TAP2 do not appear to differ in their ability to interact with MHC class I alleles. Single TAP polypeptide subunits also formed MHC class I peptide-loading complexes, and their nucleotide-binding domains retained the ability to interact with ATP, and may permit the release of peptide-loaded MHC class I molecules in the absence of a peptide transport cycle. It is also demonstrated by chemical cross-linking that TAP2, but not TAP1, has the ability to form a homodimer complex both in whole cells and in detergent lysates. Together these data indicate that single TAP polypeptide subunits possess many of the features of the TAP heterodimer, demonstrating them to be useful models in the study of ATP-binding cassette (ABC) transporters
What went missing: a case study of faculty and organizational elements necessary to sustain university-based service learning programs
No full textPurpose Service learning, an innovative program that combines community service with academic course content, has achieved a new vibrancy under President Obama. Over 1,100 colleges and universities are now involved in some form of community service, an increase of over 50% in the last 10 years. Despite the reported positive impact of such programs by faculty and students, little research is available on how to create and sustain a service learning program. This qualitative case study sought to understand some of these implementation issues through an examination of a failed service learning program at a regional university in the Northeast. Research Questions 1. How do faculty members describe their participation in the service learning program at Korbet University? 2. How do faculty members describe the organizational context for service learning at Korbet University? iii 3. From the faculty descriptions, what contributed to the failure of the service learning program at Korbet University? Methodology This case study utilized interviews with a purposeful sample of 15 faculty and reviewed documents to build an understanding of why the service learning program failed. To analyze the data record, a number of phases were utilized, including coding and subcoding, looking for evidence and relationships across the codes to develop categories that reflected the literature and research questions, and finally, “selecting data excerpts” (Hatch, 2002, p. 159) to illuminate the final themes. Findings The failure of service learning in this site was attributed to several interrelated factors. These factors were changing leadership, the undermining of organizational structures, and declining resources to support the implementation of service learning. As the organizational context became less supportive of service learning, faculty participation decreased until service learning was a program in name only. The findings corroborate those of organizational change experts that suggest it is the phase of implementing or continuing a new program rather than the innovative stage that typically leads to its demise. Significance Although this study is limited by the case of one service learning program, it is significant, in part, because it is based on issues surrounding programmatic decline and failure rather than success. It is noteworthy because it tried to understand from those involved in the program what went wrong. The study is also significant in that it examined organizational change and how innovations impact participants and organizational context.Ed.D.Includes bibliographical referencesby Ray B. For
Polymer multimode waveguide optical and electronic PCB manufacturing
No full textThe paper describes the research in the £1.3 million IeMRC Integrated Optical and Electronic Interconnect PCB Manufacturing (OPCB) Flagship Project in which 8 companies and 3 universities carry out collaborative research and which was formed and is technically led by the author. The consortium’s research is aimed at investigating a range of fabrication techniques, some established and some novel, for fabricating polymer multimode waveguides from several polymers, some formulations of which are being developed within the project. The challenge is to develop low cost waveguide manufacturing techniques compatible with commercial PCB manufacturing and to reduce their alignment cost. The project aims to take the first steps in making this hybrid optical waveguide and electrical copper track printed circuit board disruptive technology widely available by establishing and incorporating waveguide design rules into commercial PCB layout software and transferring the technology for fabricating such boards to a commercial PCB manufacturer. To focus the research the project is designing an optical waveguide backplane to tight realistic constraints, using commercial layout software with the new optical design rules, for a demonstrator into which 4 daughter cards are plugged, each carrying an aggregate of 80 Gb/s data so that each waveguide carries 10 Gb/s
Time management issues in COTS distributed simulation: A case study
No full textCommercial off-the-shelf (COTS) simulation packages are widely used in industry. Several international groups are currently investigating techniques to integrate distributed simulation facilities in these packages. Through the use of a case study developed with the Ford Motor Company, this paper investigates time management issues in COTS simulation packages. Time management is classified on the basis of the ordering of events that are externally produced to a federate and the ordering of these with events that occur within a COTS simulation package federate. Several approaches to the latter are discussed and one approach is presented as the most effective. Finally the paper presents a bounded buffer problem and proposes the classification of information sharing with respect to the certification of solution
EVOLUTION OF DAIRY GRAZING IN THE 1990'S
No full textA literature review of selected items from 1985 to 2002 shows the evolution of management intensive grazing (MIG) with emphasis primarily on Michigan, and secondarily on the Great Lakes Region. There are sections on 1) Using Pasture, 2) The Technology of MIG, 3) Great Lakes People, 4) Economics of MIG, 5) Private Sector Response, 6) Public Sector Response, 7) Agricultural Experiment Station Response, 8) Conjugated Linoleic Acid, 9) a Disclaimer, and 10) Future Directions for MIG Research. The author also draws on his experience as a farm management extension specialist during those years.Livestock Production/Industries,
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