7,873 research outputs found
Etruscan Sacred Architecture: Orientation and Natural Illumination of the Temples
No full textLecture about Etruscan temples, their architecture and their orientation for the Ancient Architecture Discussion Group of the School of Archaeology of the University of Oxford. After a brief presentation about previous studies on the topic and the methodolgy followed during his research, the author presented tha data collected in a series of field campaigns and some conclusions about the general orientation and the natural illumination of Etruscan temples
Participants and research method design: the development of narrative discussion group method
No full textThis chapter outlines the development of a method of data collection that the author called narrative discussion group method. The method was developed and employed in a doctoral research project in which the researcher (an English-speaking Australian) was exploring the experiences of Saudi students at an Australian university. In an attempt to de-emphasize the Western influence of the researcher over the study, this method was developed in consultation with potential participants, and scholarly sources relating to Saudi culture. The resulting method represented the way some Saudi participants indicated they would prefer data to be collected. It opened spaces for Saudi participants to discuss topics that might not otherwise have been discussed. In this way, the role of the participants was reimagined to include contributing to the methodological design. The chapter outlines the rationale for and the process of developing this method, the differences between this method and other narrative methods of data collection, and some of the outcomes of employing this method. The chapter demonstrates one way in which the role of participants can be reimagined
Matrix analysis of the structure of small group discussion
No full textThis paper describes a new method of analysis for small group Disscussion called "Matrix Analysis". The author then shows how it was applied to the comparison of differences between 26 small group discussions of 9-13 year old students.
Comparisons are made between three groups of students:
(A) groups trained in thinking skills and group discussion,
(B) groups with practice in group discussion,
(C) untrained groups.
Restricting the analysis in this paper to one feature of the discussions (the extent to which different groups develop ideas according to a "spiral" pattern) the author shows that differences were significantly affected by practice in discussion and training in thinking skills
A practitioner’s View of Driver Training for automated driving From Driving Examiners: A Focus group Discussion
No full textAs automated vehicles become increasingly common on the road, the call for an appropriate preparation for its drivers is becoming more urgent. Expert opinions and insights have been acquired via a focus group discussion with eleven Dutch driving examiners to assist in inventorying what types of preparations are needed. The concept of meaningful human control (MHC) as an integral part of the discussion lead to consensual findings regarding ADAS functionality and the drivers’ tasks, as well as discussion topics on driver training and levels of automation. It was concluded to have more research into human factors to safeguard proper control over automated vehicles.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Transport and PlanningEthics & Philosophy of Technolog
Poland and Greece - two contrasting EU enlargement experiences. ZEI Discussion Paper C213, 2012
No full textThe aim of this contribution is a comparative analysis of the challenges Poland and Greece (and more broadly – CEE-10 and GIPS countries) had to face in the past as latecomers to the European Union and are facing now, in the aftermath of the world financial and economic crisis of 2008-09.
The main underlying message conveyed in this text is two-fold. Firstly, the author is going to argue that the breadth and complexity of the challenges Poland and other CEE-10 countries had to face while entering the road of
systemic transformation was by far greater compared to past and in particular – current problems of Greece (and the remaining GIPS countries) in the aftermath of the global financial and economic crisis of 2008-09. Secondly, a resilience of Poland and other CEE-10 economies, relative to
Greece and other GIPS, to the recent crisis was due to a comparatively higher level of institutional development of the former group at the time of their EU accession and at present. The ensuing discussion is organized as follows. Section 2 below provides comparative background information on the two reference groups. In Section 3 we discuss the most salient features of the design of the command economy and its legacy, as a key determinant of the initial
conditions of systemic transformation. Next, in Section 4 we overview the basic indicators of growth performance and institutional reforms in CEE-10 countries between 1990 and 2011. Section 5 offers a picture of economic
growth and real economic convergence in Greece and the remaining GIPS
countries. In Section 6 we embark on comparative analysis of the
institutional quality of Greece and Poland against a broader background of
GIPS, CEE-10 and the remaining EU member countries. Section 7
concludes with a summary of major findings
Dorian Group Newsletter, June 1982
No full textArticles in this newsletter feature; the author Armistead Maupin's upcoming visit to Seattle, a discussion about the refocusing of the The Dorian Group's goals and redesign of its structure by the Board of Trustees, and a discussion from Assemblyman David Clarenbach from Wisconsin about the anti-discrimination bill he introduced in 1974 in a Tacoma visit.The Dorian Group started as an informal meeting of gay businessman who gathered for lunch in Seattle's Pioneer Square. The group incorporated in 1975 and revived the name of the earlier organization, The Dorian Society. The Dorian Group continued to work for gay rights through the early 1980s. Its emphasis on reform rather than revolution represented a new kind of gay activism that emerged across the country in the mid-1970s.
In June 1974, Seattle celebrated its first Gay Pride Week; in 1992, Seattle's Gay Pride Week was expanded to explicitly include bisexual and transgender communities. Seattle Pride week continues annually, and is comprised of numerous events and gatherings which celebrate LGBTQ+ communities.
Homosaurus subject terms and some Contextual Notes were added to this item during the LGBTQ+ Materials Redescription Project in 2023
Innovate and prosper: ensuring Australia's future competitiveness through university-industry collaboration
No full textExecutive summary
The continuation of Australia’s economic growth is under threat. In order to sustain the levels of prosperity we have previously experienced, we have to build on our competitive edge in key industries to remain globally competitive. Alongside these developments, Australia’s higher education system is under increased pressure to become more productive and develop courses that address employability. Innovation represents the most reliable and sustainable solution to transition into a high value, high wage economy. Yet Australia ranks 29th out of 30 in the Organisation for Economic Co-operation and Development (OECD) in terms of the proportion of large businesses and small to medium enterprises (SMEs) collaborating with higher education and public research institutions on innovation.
This report acts as the next level of detail to publications such as the Department of Industry’s Boosting the Commercial Returns from Research report and the Business Council of Australia’s Building Australia’s Comparative Advantages, which have highlighted Australia’s poor performance in collaborative innovation.
We present five recommendations that are a call to action to universities, industry and Government to take the necessary steps to build an innovation economy. They are not a call for additional funding from Government, rather a more effective way of using our existing resources. PricewaterhouseCoopers (PwC) have engaged with leading figures from industry, including the Australian Industry Group (Ai Group), and partnered with the ATN to develop this five point action plan for Government, the university sector and industry 5 that will provide incentives and impetus for collaboration.
Our recommendations include:
Rebalance the national research agenda to underpin Australia\u27s economy and future prosperity
Create incentives for university-industry collaboration
Train researchers for diverse careers
Enhance career mobility between industry, academia and government
Provide incentives for co-investment in research infrastructure between universities, industry and state and federal government
Each recommendation contains a number of practical strategies for consideration by Government, universities and industry. The hope is that the report will encourage dialogue between the three groups and prompt bold policy changes in the coming 12 months and beyond.
 
Group interaction as the crucible of social identity formation : a glimpse at the foundations of social identities for collective action
No full textThis research was supported by the Australian Research Council (DE120101029 to the first author and DP0770731 to the second author).Many of the world’s biggest problems are being tackled through the formation of new groups yet very little research has directly observed the processes by which new groups form to respond to social problems. The current paper draws on seminal research by Lewin (1947) to advance a perspective as to how such identities form through processes of small group interaction. Multi-level structural equation modelling involving 58 small group discussions (with N = 234) demonstrates that focused group discussion can boost the commitment to take collective action, beliefs in the efficacy of that action and members’ social identification with other supporters of the cause. The results are consistent with the new commitment to action flowing from emergent social identities.Peer reviewe
Preservice Teachers' Development of Effective Approaches to Text-based Discussion
No full textText-based discussion is a dialogic instructional practice to promote reading comprehension among students. To enact this practice, a teacher engages students in authentic conversation about text as students read it, to assist them in building understanding of text ideas as they are encountered. Text-based discussion has the potential to promote the development of both low-level and high-level comprehension skills among students, yet teachers need support in learning to enact it. Research has indicated that text-based discussion is not well-represented in classrooms today, likely because not many teachers have access to this support.
Recently, some teacher educators have focused on teaching preservice teachers (PSTs) to enact text-based discussions during teacher preparation programs, in an attempt to increase the presence of the practice in classrooms. Practice-based methods courses have been developed which attempt to provide preservice teachers with the knowledge and skill needed to enact text-based discussions successfully. This study investigated the ways in which six preservice teachers’ enactments of text-based discussion developed over the course of their one-year student teaching placements, after completing one such methods course in which they learned to enact the practice.
Data were collected at three time points during student teaching, and included transcripts of enactments of text-based discussion, lesson plans, interview transcripts, and assessments of lesson quality using the Instructional Quality Instrument (Junker et al., 2004). Analysis of the data suggested that the PSTs entered student teaching with the ability to enact text-based discussions with a moderate level of success, and that the quality of the discussions continued to improve over the course of the school year. The methods course seemed to support PSTs in learning to link student comments and press students for accuracy and reasoning. PSTs were more successful in eliciting student linking and recall of explicit text information than in eliciting elaborated responses from students; the participation structure enforced by the PST seemed to influence the extent to which students provided elaborated responses. This study supports the use of practice-based methods courses to teach PSTs to enact text-based discussions, and uncovers several areas that are in need of additional focus during these courses
Group Discussion in Online Statistics Courses
No full textCreated by Michelle Everson of the University of Minnesota, this case study discusses methods to successfully adapt graduate-level statistics courses for the online environment. Using small-group discussion assignments is not only a great way to create an interactive learning community; it also provides instructors with valuable information about students' reasoning. In addition to the article itself, the author also offers an "about me" section and additional references for further research on the topic
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