99 research outputs found
Recommended from our members
Captivating D&O Insurance: Rectifying Moral Hazard through Captive Insurance Note
No full text
All Hands on Deck Mentoring Program
No full textAt the beginning of our freshman year, we were assigned the project of addressing a “wicked” problem, or a problem that is unsolvable. Being tasked with this, we decided to address an issue that directly affected us, and thousands of others: stress on college campuses. With this in mind, we set out to cure the stress of an everyday college student. From here, we decided to host events that would be helpful for students in stress relief. Our idea was to hold events to help reduce stress. After conducting more than 100 interviews, we learned that students felt that these events would be more of a distraction from their stress, than a solution. We then decided that we should produce a more permanent solution to stress through mentorship. We decided to create a program in which incoming freshmen could participate to help relieve the stress of the transition. The program would be optional, yet highly encouraged. For the program, an upperclassman would be paired with freshmen based on their major. We planned to work with an Honors 2000 group, who would be our control group, and unfortunately we had very few responses. Left with no participants and what seemed to be a lack of interest, our group decided to pivot once again. We decided to create a Facebook page for Honors students, similar to “Rate my Professor”. Several people joined the Facebook page, however, no one besides our group posted. We were at another dead end, and we had no more ideas to turn to. With no idea how to proceed, we met with Dr. Majewski and learned about her interest in our mentorship idea. The program would be implemented inside of gateway residence hall. All incoming Honors freshmen, and all returning upperclassmen, would be required to participate. Freshmen would be paired with upperclassmen and they would be required to meet a couple times a semester. This program would serve to help freshmen with their stress by providing them with a mentor that can answer any question they may have. This program has been implemented in the Fall of 2019, and will continue to be implemented for other years. Our ultimate goal of “All Hands on Deck” is to provide freshmen with a less stressful first semester, and also provide an opportunity to develop lasting friendships within the Honors College
All Hands on Deck Mentoring Program
No full textAt the beginning of our freshman year, we were assigned the project of addressing a “wicked” problem, or a problem that is unsolvable. Being tasked with this, we decided to address an issue that directly affected us, and thousands of others: stress on college campuses. With this in mind, we set out to cure the stress of an everyday college student. From here, we decided to host events that would be helpful for students in stress relief. Our idea was to hold events to help reduce stress. After conducting more than 100 interviews, we learned that students felt that these events would be more of a distraction from their stress, than a solution. We then decided that we should produce a more permanent solution to stress through mentorship. We decided to create a program in which incoming freshmen could participate to help relieve the stress of the transition. The program would be optional, yet highly encouraged. For the program, an upperclassman would be paired with freshmen based on their major. We planned to work with an Honors 2000 group, who would be our control group, and unfortunately we had very few responses. Left with no participants and what seemed to be a lack of interest, our group decided to pivot once again. We decided to create a Facebook page for Honors students, similar to “Rate my Professor”. Several people joined the Facebook page, however, no one besides our group posted. We were at another dead end, and we had no more ideas to turn to. With no idea how to proceed, we met with Dr. Majewski and learned about her interest in our mentorship idea. The program would be implemented inside of gateway residence hall. All incoming Honors freshmen, and all returning upperclassmen, would be required to participate. Freshmen would be paired with upperclassmen and they would be required to meet a couple times a semester. This program would serve to help freshmen with their stress by providing them with a mentor that can answer any question they may have. This program has been implemented in the Fall of 2019, and will continue to be implemented for other years. Our ultimate goal of “All Hands on Deck” is to provide freshmen with a less stressful first semester, and also provide an opportunity to develop lasting friendships within the Honors College
Recommended from our members
Cops, councils and crime and disorder : a critical review of three community safety partnerships
No full textThis dissertation critically reviews three community safety partnerships. It contributes to
learning by using new data to examine some of the enduring challenges faced by the partnerships as
they respond to the changing socio-political context. These multi-agency bodies primarily involve the
police and local authority, along with the fire service, and primary care trust as statutory partners,
and other criminal justice agencies. Although multi-agency work has a long history, Community
Safety Partnerships originated most notably within the Morgan Report published in 1991. The
principles outlined within the Morgan Report were subsequently embodied in the Crime and
Disorder Act 1998 which itself attempted to formalise and standardise community safety structures
and practice.
The research has involved fifty-eight in-depth interviews with key stakeholders, and
observation of twenty-nine meetings held in Birmingham, Cambridge and Lincoln. These three areas
were chosen to facilitate comparison in terms of the size of the city, local authority structure, level of
urbanisation and concomitant social deprivation, and levels of crime. My research suggests four key
challenges. The first of these concerns the development of structures within the post Crime and
Disorder Act 1998 period. The purpose, structure and processes varied between areas. Birmingham,
for example, struggled to develop an appropriate structure because of its size and the devolution of
local authority services. In all three areas, however, those interviewed noted a lack of decisionmaking
and implementation which raised questions about the purpose of the partnerships beyond
being 'talking shops' .
The second challenge concerns the changing social context for new partnership
developments. For example, the two-tier local authority structure in Cambridge and Lincoln posed
particular problems. Moreover, in all three areas community involvement appeared to be symbolic
rather than 'real'; this inhibited developments and emphasised some of the difficulties inherent in
communitariarusm.
The third challenge relates to funding and performance monitoring arrangements. Here,
practitioners noted the influence of bureaucracy and 'short-termism'. The early 'honeymoon period'
where there was relatively little government interference (Phillips et al., 2002) had ended and the
partnerships had clearly experienced increasing managerialist pressure, but in spite of this pressure,
evidence of longer-term success remained scarce. As outlined in the Audit Commission (2002),
practitioners in the three partnerships acknowledged that with the exception of specific initiatives, the
post 1998 developments had yet to make a significant impact on crime and disorder or that at best,
they remained unclear about the impact. Such uncertainty about impact could be a consequence of
the difficulties of measuring performance, of course, due to difficulties in accessing relevant data and
information about community safety initiatives.
Fourth, there appear to be inherent difficulties in assuming that 'many agencies are better
than one' in addressing community safety (Liddle, 2001). An 'ideology of unity' (Crawford and Jones,
1995), however, may mask underlying tensions. My research revealed tensions at different levels,
including tensions between the local partnerships and national government. This is not to say that
local practitioners lacked autonomy, however, as they were able to resist some of the governmental
constraints. But interagency relationships appeared to be underpinned by power struggles which
served to undermine joined-up community safety practice; in particular, the struggles raised
questions about who was responsible for community safety in each area.
The challenges for the partnerships, as revealed in this dissertation, suggest that the
recommendations within the Morgan Report of 1991 have not been addressed nor has the Crime and
Disorder Act 1998 standardised community safety structures and practice. The notion of
'responsibilisation' (Garland, 2001) through decentralised governance is clearly a complex issue; the
Government appears to wish to both 'steer' and 'row' each of the partnerships and this leaves
practitioners uncertain of their own role. This is one example of the contradiction between the 'reality'
and symbolism of community safety practice which seems to underpin the partnerships
Features of written proofs from New Zealand IMO students
No full textThis research investigated the linguistic features of written mathematical proofs, and partial proofs, from a small group of secondary school mathematics students in New Zealand. The linguistic features included are outlined below. The students were part of a training camp for the purpose of selecting six students to represent New Zealand at the International Mathematical Olympiad. Micro-level and macro-level linguistic features of the students’ writing were analysed through a sociocultural lens. Using this lens, language was viewed as being influenced by cultural, social, and situational factors (Moschkovich, 2007) and the students’ language was observed in a naturally occurring context. Furthermore, during the training and selection camp, the tutors and lecturers were viewed as experienced members of the mathematical community of practice (Wenger, 1998).
The different linguistic features investigated were: personal pronouns, tense, causal connectives, abbreviations, mathematical equations and expressions, and argumentation. Personal pronouns and tense can indicate people’s views about the nature of mathematics (Burton & Morgan, 2000) as well as their perceptions about how people should talk about mathematics. They can also indicate the degree of generality (Rowland, 1999) involved in the author’s reasoning. Causal connectives serve to connect the parts of the reasoning to form a coherent argument. Where different connectives have a similar meaning, the choice of connectives by the author can indicate the language patterns of the community of practice. Abbreviations are also an interesting linguistic feature which can reflect the taken-as-shared sociomathematical norms (Yackel & Cobb, 1996) of a particular community of practice. Abbreviating words or phrases indicates that the author believes the reader will be able to understand and decode the abbreviations through mutually accepted knowledge and practices. The language patterns of the community of practice are further reflected by the density of mathematical equations and argument structures present in a piece of writing.
Students’ written examination answers from the conclusion of the training camp and the six students’ answers at the International Mathematical Olympiad were the main source of data collected. Furthermore, lecture sessions and solution sharing sessions were video-taped and transcribed, and field notes taken in order to understand the situation, teaching methods, and taken-as-shared socio-mathematical norms (Yackel & Cobb, 1996) during the training camp. Quantitative methods were employed to analyse the different linguistic features and link these to the training camp community of practice as well as the conventions of the wider mathematical community. These methods included descriptive statistics, chi square testing and the use of Fisher’s Exact Test. Significant chi square results were followed up with a post hoc Cramér’s V calculation in order to determine the strength of the association between variables. The Benjamini and Hochberg (1995) procedure was used to control the false discovery rate, and any results remaining significant after this procedure were followed up further with odds ratio and confidence interval calculations.
For these students, the training camp community includes the other students attending the camp (who were not selected for the IMO), and the former IMO competitors and university lecturers who mentored them at the camp. The wider mathematical community includes textbooks, journal papers, university lectures and so on. Results indicate associations between some linguistic features and both Topic and Score. Results also indicate that these students have accommodated some of the conventions from the training camp and the wider mathematical community. For example, often these students expressed themselves using the personal pronoun we or no pronoun at all, combined with the present tense, which is typical of textbooks and journal articles (Burton & Morgan, 2000). The examination responses provided rich data with numerous aspects to explore. There are several features yet to be investigated with this data set, and also several ways to extend and enhance this research to other settings.
This research has developed a profile of written proofs in the New Zealand IMO setting as well as investigating the features of written proofs associated with success. It has also investigated the influence of the training camp community of practice as well as the wider mathematical community of practice. This study has addressed the need for more research on the mathematical communication within the secondary school age group, and has also addressed the call from previous mathematics education researchers to investigate the wider context of mathematical communication, rather than just one aspect in isolation
Features of written proofs from New Zealand IMO students
No full textThis research investigated the linguistic features of written mathematical proofs, and partial proofs, from a small group of secondary school mathematics students in New Zealand. The linguistic features included are outlined below. The students were part of a training camp for the purpose of selecting six students to represent New Zealand at the International Mathematical Olympiad. Micro-level and macro-level linguistic features of the students’ writing were analysed through a sociocultural lens. Using this lens, language was viewed as being influenced by cultural, social, and situational factors (Moschkovich, 2007) and the students’ language was observed in a naturally occurring context. Furthermore, during the training and selection camp, the tutors and lecturers were viewed as experienced members of the mathematical community of practice (Wenger, 1998).
The different linguistic features investigated were: personal pronouns, tense, causal connectives, abbreviations, mathematical equations and expressions, and argumentation. Personal pronouns and tense can indicate people’s views about the nature of mathematics (Burton & Morgan, 2000) as well as their perceptions about how people should talk about mathematics. They can also indicate the degree of generality (Rowland, 1999) involved in the author’s reasoning. Causal connectives serve to connect the parts of the reasoning to form a coherent argument. Where different connectives have a similar meaning, the choice of connectives by the author can indicate the language patterns of the community of practice. Abbreviations are also an interesting linguistic feature which can reflect the taken-as-shared sociomathematical norms (Yackel & Cobb, 1996) of a particular community of practice. Abbreviating words or phrases indicates that the author believes the reader will be able to understand and decode the abbreviations through mutually accepted knowledge and practices. The language patterns of the community of practice are further reflected by the density of mathematical equations and argument structures present in a piece of writing.
Students’ written examination answers from the conclusion of the training camp and the six students’ answers at the International Mathematical Olympiad were the main source of data collected. Furthermore, lecture sessions and solution sharing sessions were video-taped and transcribed, and field notes taken in order to understand the situation, teaching methods, and taken-as-shared socio-mathematical norms (Yackel & Cobb, 1996) during the training camp. Quantitative methods were employed to analyse the different linguistic features and link these to the training camp community of practice as well as the conventions of the wider mathematical community. These methods included descriptive statistics, chi square testing and the use of Fisher’s Exact Test. Significant chi square results were followed up with a post hoc Cramér’s V calculation in order to determine the strength of the association between variables. The Benjamini and Hochberg (1995) procedure was used to control the false discovery rate, and any results remaining significant after this procedure were followed up further with odds ratio and confidence interval calculations.
For these students, the training camp community includes the other students attending the camp (who were not selected for the IMO), and the former IMO competitors and university lecturers who mentored them at the camp. The wider mathematical community includes textbooks, journal papers, university lectures and so on. Results indicate associations between some linguistic features and both Topic and Score. Results also indicate that these students have accommodated some of the conventions from the training camp and the wider mathematical community. For example, often these students expressed themselves using the personal pronoun we or no pronoun at all, combined with the present tense, which is typical of textbooks and journal articles (Burton & Morgan, 2000). The examination responses provided rich data with numerous aspects to explore. There are several features yet to be investigated with this data set, and also several ways to extend and enhance this research to other settings.
This research has developed a profile of written proofs in the New Zealand IMO setting as well as investigating the features of written proofs associated with success. It has also investigated the influence of the training camp community of practice as well as the wider mathematical community of practice. This study has addressed the need for more research on the mathematical communication within the secondary school age group, and has also addressed the call from previous mathematics education researchers to investigate the wider context of mathematical communication, rather than just one aspect in isolation
Facing femininities : women in the National Portrait Gallery, 1856-1899.
No full textSIGLEAvailable from British Library Document Supply Centre-DSC:DXN029234 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
Book Reviews
No full textBook Review 1Book Title: Clinical Health Psychology: A Behavioural Medicine PerspectiveBook Author: L. Schlebusch (Ed.)pp. xxii + 366. illustrated. Halfway House: Southern Book Publishers. 1990.Book Review 2Book Title: Human Prenatal DiagnosisBook Authors: K. Filkins & J.F. Russo (Eds.)pp. xvii + 601. Geillustreer. New York: Marcel Dekker. 1990.Book Review 3Book Title: Introduction to Respiratory CareBook Authors: Levitzky, Cairo, Hall (Ed.)Pp. x + 589. Kent: Harcourt, Brace, Jovanovich. 1990.Book Review 4Book Title: Clinical Magnetic Resonance imagingBook Authors: R. R. Edelman, J. R. Hesselink, J. Newhouse & D. J. Sartoris (Eds.)Pp. xx +1192. Illustrated. Kent: Harcourt Brace Jovanovich. 1990Book Review 5Book Title: Basic ToxicologyBook Author: F.C. LuPp. XIV + 361. Illustrated. USA: Hemisphere. 1991Book Review 6Book Title: Controversies in Obstetric Anaesthesia. No. 1Book Author: B. Morgan (Ed.)Pp. vi + 138. Illustrated. Kent: Edward Arnold. 1990.Book Review 7Book Title: Environmental Health Criteria 105: Selected Mycotoxins: Ochratoxins, Trichothecenes, ErgotBook Author: WHOPp. 263. Illustrated. Geneva: WHO. 1990Book Review 8Book Title: Anxiety: Psychobiological and Clinical PerspectivesBook Authors: N. Sartorius, V. Andreoli, G. Cassano, et al. (Eds.)Pp. xv + 292. Illustrated. USA: Hemisphere. 1990Book Review 9Book Title: Current Problems in Epilepsy 7: Focal Epilepsy: Clinical Use of Emission TomographyBook Authors: M. Baldy-Moulinier, N. A. Lassen, J. Engel jun., & S. Askienazy (Eds.)Pp. viii + 216. Illustrated. London: John Libbey & Co. 1990.Book Review 10Book Title: An Otolaryngologist's Guide to AllergyBook Author: H.C. King (Ed.)Pp. xi + 256. Illustrated. Stungan: Georg Thieme Verlag. 1990Book Review 11Book Title: Mainstream Medicine: CardiologyBook Authors: R.G. Charles & A.J. Marshall (Eds.)Pp. ix +449. Illustrated. Durban: Butterworths. 1989.Book Review 12Book Title: Advances if Pineal Research. Vol. 4Book Authors: R.J. Reiter & A Lukaszyk (Eds.)Pp. ix + 278. Illustrated. London: John Libbey & Co. 1990.Book Review 13Book Title: Medico-legal Reportng in Orthopaedic TraumaBook Authors: M.A. Fox & P.S. Fagg (Eds.)Cape Town: Churchill Livinsgtone. 1990.Book Review 14Book Title: Differential Diagnosis in Conventional RadiologyBook Authors: F.A. Burgener & M. Kormano (Eds.)Pp. viii + 866. Illustrated. Stuttgart: Georg Thieme Verlag. 1991.Book Review 15Book Title: Perspectives on Mental Handicap in South AfricaBook Authors: S. Lea & D. Foster (Eds.)Pp. xi + 304. illustrated. Durban: Bunerwonhs. 1990Book Review 16Book Title: Clinical Endocrinology and Metabolism: Water and Salt Homeostasis in Health and DiseaseBook Author: P.H. Bayliss (Ed.)Pp. ix + 578. Illustrated. England: Harcourt Brace Jovanovich. 1989.Book Review 17Book Title: Difficult Medical ManagementBook Author: R.B. Taylor (Ed.)pp. xxvii + 729. illustrated. £47. Kent: Harcourt Brace Jovanovich. 1991Book Review 18Book Title: Introduction to RadiobiologyBook Authors: M. Tubiana, J. Dutreix & A. Wambersie (Eds.) Translated by D.R. Bewley.Pp. 371. Illustrated. London: Taylor & Francis. 1990
- …
