Good practice guide in learning and teaching

This is the second edition of our Aston Business School (ABS) Good Practice Guide and the enthusiasm of the contributors appears undiminished. I am again reminded that I work with a group of very committed, dedicated and professional colleagues. Once again this publication is produced to celebrate and promote good teaching across the School and to offer encouragement to those imaginative and innovative staff who continue to wish to challenge students to learn to maximum effect. It is hoped that others will pick up some good ideas from the articles contained in this volume. Contributors to this Guide were not chosen because they are the best teachers in the School, although they are undoubtedly all amongst my colleagues who are exponents of enthusiastic and inspiring approaches to learning. The Quality Unit approached these individuals because they declared on their Annual Module Reflection Forms that they were doing something interesting and worthwhile which they thought others might find useful. Amongst those reading the Guide I am sure that there are many other individuals who are trying to operate similar examples of good practice in their teaching, learning and assessment methods. I hope that this publication will provoke these people into providing comments and articles of their own and that these will form the basis of next year’s Guide. It may also provoke some people to try these methods in their own teaching. The themes of the articles this year can be divided into two groups. The first theme is the quest to help students to help themselves to learn via student-run tutorials, surprise tests and mock examinations linked with individual tutorials. The second theme is making learning come to life in exciting practical ways by, for example, hands-on workshops and simulations, story telling, rhetorical questioning and discussion groups. A common theme is one of enthusiasm, reflection and commitment on behalf of the lecturers concerned. None of the approaches discussed in this publication are low effort activities on the part of the facilitator, but this effort is regarded as worthwhile as a means of creating greater student engagement. As Biggs (2003)[1] says, in his similarly inspiring way, students learn more the less passive they are in their learning. (Ref). The articles in this publication bear witness of this and much more. Since last year Aston Business School has launched its Research Centre in Higher Education Learning and Management (HELM) which is another initiative to promote excellent learning and teaching. Even before this institution has become fully operational, at least one of the articles in this publication has seen the light of day in the research arena and at least two others are ripe for dissemination to a wider audience via journal publication. More news of our successes in this activity will appear in next year’s edition. May I thank the contributors for taking time out of their busy schedules to write the articles this summer, and to Julie Green who runs the ABS Quality Unit, for putting our diverse approaches into a coherent and publishable form and for chasing us when we have needed it! I would also like to thank Ann Morton and her colleagues in the Centre for Staff Development who have supported this publication. During the last year the Centre has further stimulated the learning and teaching life of the School (and the wider University) via their Learning and Teaching Week and sponsorship of Teaching Quality Enhancement Fund (TQEF) projects. Pedagogic excellence is in better health at Aston than ever before – long may this be because this is what life in HE should be about.

Textbook on contract law

This ninth edition of the established Textbook on Contract Law by Jill Poole provides a wide-ranging and straightforward exposition of contract law. The text opens with an overview of the main issues surrounding contract law which places the subject in its wider context, then goes on to give a clear explanation of all the major areas of contract law encountered on undergraduate courses. Features of the book includes chapter summaries to draw key themes and issues together; examples and questions to encourage a deeper understanding of the often complex points of law; and extensive further reading lists of both texts and articles to guide students towards the most relevant and up-to-date resources available. Online resource centre Lecturer resources - Testbank of 150 multiple-choice questions Student resources - Guidance on answering questions in contract law - Questions and answers - Student questions - Updates - Web links

Heiner Müller

Heiner Müller (1929-1995) zählt zu den bedeutendsten deutschen Dramatikern im 20. Jahrhundert, der es stets verstand zu provozieren. Der vorliegende Band behandelt alle Werkgruppen Müllers, also neben den Arbeiten für das Theater auch die Lyrik, die Prosa, die Essayistik sowie erstmals die Interviews. Zeittafel, Literaturverzeichnis und Werkregister machen ihn zu einem unverzichtbaren Überblickswerk für Studierende der Literatur- und Theaterwissenschaften wie für Literaturinteressierte. Heiner Müller (1929-1995) is one of the most important German dramatist of the 20th To provoke century, it is always understood. The present volume deals with all work groups miller, so in addition to the work for the theater, the poetry, prose, essays, and the first time the interviews. Chronology, bibliography and work make him a vital registration data work for students of literature and theater studies as interested in literature.

Textbook on contract law

Jill Poole's immensely popular Textbook on Contract Law has been guiding students through contract law for many years. The accessible writing style and focus on key principles and developments in contract law make this text a favourite with students and lecturers alike. The author places the law of contract clearly within its wider context before proceeding to provide detailed yet accessible treatment of all the key areas encountered when studying contract law. Key features: · Key points, illustrative examples and questions encourage a deeper understanding of the central facts and issues · Each chapter begins with a summary of key issues, providing an overview of key themes and points of law, and concludes with suggestions for further reading, guiding you towards the most relevant texts and articles · An attractive page design highlights headings, case summaries, case extracts and a variety of learning features, making navigation through the text easy Fully supported by an Online Resource Centre, which provides: Student Resources Regular updates on new legislation, cases, and other important developments Guidance on answering questions in contract law Self-test questions and answers linked with Casebook on Contract Law Lecturer Resources A test bank of 300 multiple choice questions with answers and feedback

Textbook on contract law

This tenth edition of the established Textbook on Contract Law by Jill Poole provides a wide-ranging and straightforward exposition of contract law. The text opens with an overview of the main issues surrounding contract law, which places the subject in its wider context, then goes on to give a clear explanation of all the major areas of contract law encountered on undergraduate courses. Features of the book include chapter summaries to draw key themes and issues together; examples and questions to encourage a deeper understanding of the often complex points of law; and extensive further reading lists of both texts and articles to guide students towards the most relevant and up-to-date resources available. Online resource centre Lecturer resources - Testbank of multiple choice questions Student resources - Guidance on answering problem-style questions in contract law - Self test questions and answers - Student questions - Updates - 'Ask the Author' section

Textbook on contract law

Now in its 12th edition, Jill Poole's immensely popular Textbook on Contract Law has been guiding students through contract law for many years. The accessible writing style and focus on key principles and developments in contract law make this text a favourite with students and lecturers alike. The author places the law of contract clearly within its wider context before proceeding to provide a detailed yet accessible treatment of all the key areas encountered when studying contract law. Key features: -Each chapter begins with a summary of key issues, providing an overview of key themes and points of law, and concludes with suggestions for further reading, guiding you towards the most relevant texts and articles -Key points, illustrative examples and questions encourage a deeper understanding of the central facts and issues -Headings, case summaries and case extract boxes allow for easy navigation through the text

It's the way you check-in:identifying users in location-based social networks

In recent years, the rapid spread of smartphones has led to the increasing popularity of Location-Based Social Networks (LBSNs). Although a number of research studies and articles in the press have shown the dangers of exposing personal location data, the inherent nature of LBSNs encourages users to publish information about their current location (i.e., their check-ins). The same is true for the majority of the most popular social networking websites, which offer the possibility of associating the current location of users to their posts and photos. Moreover, some LBSNs, such as Foursquare, let users tag their friends in their check-ins, thus potentially releasing location information of individuals that have no control over the published data. This raises additional privacy concerns for the management of location information in LBSNs. In this paper we propose and evaluate a series of techniques for the identification of users from their check-in data. More specifically, we first present two strategies according to which users are characterized by the spatio-temporal trajectory emerging from their check-ins over time and the frequency of visit to specific locations, respectively. In addition to these approaches, we also propose a hybrid strategy that is able to exploit both types of information. It is worth noting that these techniques can be applied to a more general class of problems where locations and social links of individuals are available in a given dataset. We evaluate our techniques by means of three real-world LBSNs datasets, demonstrating that a very limited amount of data points is sufficient to identify a user with a high degree of accuracy. For instance, we show that in some datasets we are able to classify more than 80% of the users correctly.