Measuring the Big Five with single items using a bipolar response scale

The convergence on the Big Five in personality theory has produced a demand for efficient yet psychometrically sound measures. Therefore, five single-item measures, using bipolar response scales, were constructed to measure the Big Five and evaluated in terms of their convergent and off-diagonal divergent properties, their pattern of criterion correlations and their reliability when compared with four longer Big Five measures. In a combined sample (N?=?791) the Single-Item Measures of Personality (SIMP) demonstrated a mean convergence of r?=?0.61 with the longer scales. The SIMP also demonstrated acceptable reliability, self–other accuracy, and divergent correlations, and a closely similar pattern of criterion correlations when compared with the longer scales. It is concluded that the SIMP offer a reasonable alternative to longer scales, balancing the demands of brevity versus reliability and validity.

Developments in assessment and teaching methodologies in modern languages in England and France in response to educational reform (1975-1985)

This comparative study considers the main causative factors for change in recent years in the teaching of modern languages in England and France and seeks to contribute, in a general sense, to the understanding of change in comparable institutions. In England by 1975 the teaching of modern languages in the comprehensive schools was seen to be inappropriate to the needs of children of the whole ability-range. A combination of the external factor of the Council of Europe initiative in devising a needs-based learning approach for adult learners, and the internal factor of teacher-based initiatives in developing a graded-objectives learning approach for the less-able, has reversed this situation to some extent. The study examines and evaluates this reversal, and, in addition, assesses teachers' attitudes towards, and understanding of, the changes involved. In France the imposition of `la reforme Haby' in 1977 and the creation of `le college unique' were the main external factors for change. The subsequent failure of the reform and the socialist government's support of decentralisation policies returning the initiative for renewal to schools are examined and evaluated, as are the internal factors for changes in language-teaching - `groupes de niveau' and the creation of `equipes pedagogiques'. In both countries changes in the function of examinations at 15/16 plus are examined. The final chapter compared the changes in both education systems.

Seminars and examinations:students' perceptions of the seminar in their examination revision strategy

Students’ performance in examinations is often weaker than in other forms of assessment. Yet it should not be assumed that examination technique is innate or skill based. Successful examination performance calls on students to synthesize information and to demonstrate academic competence. Successful academic performance is primarily concerned with articulatory principles of subject formation and appropriation. However, research into seminars, lectures and examination performances mostly seek to establish a relationship between ‘performance’ and ‘potential’, with much attention focused discretely upon either organizational considerations or the reluctant learner. By emphasizing the social construction of learning situations, this project locates the learning process within a notion of collective social experiences and mutual cooperation. In the broader sense it is interested in questions of meaning and understanding and the process by which concepts are constructed and understood. This process depends on ‘ritualization’, ‘participation frameworks’ and ‘embedding’ (Goffman, 1981). Some students experience difficulties in participating in the ritualized behaviour, which may affect their academic development. By seeking to investigate students’ perception of how they use seminars to develop their academic expertise, this project seeks to contribute to our understanding of the learning process, in particular, the relationship between students’ participation in the examination process and assessment strategies.

Enhancing the humidity response time of polymer optical fiber Bragg grating by using laser micromachining

The humidity sensors constructed from polymer optical fiber Bragg gratings (POFBG) respond to the water content change in the fiber induced by varying environmental condition. The water content change is a diffusion process. Therefore the response time of the POFBG sensor strongly depends on the geometry and size of the fiber. In this work we investigate the use of laser micromachining of D-shaped and slotted structures to improve the response time of polymer fiber grating based humidity sensors. A significant improvement in the response time has been achieved in laser micromachined D-shaped POFBG humidity sensors. The slotted geometry allows water rapid access to the core region but this does not of itself improve response time due to the slow expansion of the bulk of the cladding. We show that by straining the slotted sensor, the expansion component can be removed resulting in the response time being determined only by the more rapid, water induced change in core refractive index. In this way the response time is reduced by a factor of 2.5.