Student achievement in Illinois : an analysis of student progress.

"February 1984."

Status report to the General Assembly on student volunteer programs.

"October 1990."

Student health mandate report and preliminary recommendations /

On cover: Student health mandates, a report and preliminary recommendations.

Student enrollment data and trends in the public community colleges of Illinois.

Mode of access: Internet.

Student achievement in Illinois : an analysis of student progress in language arts, 1985.

"June, 1986."

Student activities in Illinois high schools

Cover title.

Student enrollments in the public community colleges of Illinois.

Title varies slightly.

Student financial aid in Illinois : report of the Illinois Financial Aid Study Committee.

"February 22, 1988."

Status report on minority, female, and handicapped student plans and goals implemented by Illinois community colleges.

Cover title.

Student transportation mandate report and preliminary recommendations /

On cover: Student transportation mandate, a report and preliminary recommendations.

The gifted student: a manual for program improvement; a report of the Southern Regional Project for Education of the Gifted,

Bibliography: p. 89-91.

Elements of a variable-grant formula,

Mode of access: Internet.

Encouraging student to reflect on their employment experience

The purpose behind this case study is to share with a wider audience of placement officers, tutors and those who are involved in the management of placement students or employment of graduates, the approach taken to encourage reflective learning in undergraduate placement students at Aston Business School. Reflective learning forms an important foundation of the placement year at Aston Business School, where a professional placement is a mandatory element of the four year degree, for all Home/EU students (optional for International students) who are taking a Single Honours degree (i.e. a fully business programme). The placement year is not compulsory for those students taking a Combined Honours degree (i.e. a degree where two unrelated subjects are studied), although approximately 50% of those students taking an Aston Business School subject opt to take a placement year. Students spend their year out undertaking a ‘proper’ job within a company or public sector organisation. They are normally paid a reasonable salary for their work (in 2004/5 the average advertised salary was £13,700 per annum). The placement year is assessed, carrying credits which amount to a contribution of 10% towards the students’ final degree. The assessment methods used require the students to submit an academic essay relating theory to practice, a factual report about the company which can be of use to future students, and a log book, the latter being the reflective piece of work. Encouragement to reflect on the placement year has always been an important feature of Aston Business School’s approach to learning. More recently, however, feedback from employers indicated that, although our students have excellent employability skills, “they do not think about them” (Aston Business School Advisory Panel, 2001). We, therefore, began some activities which would encourage students to go beyond the mere acquisition of skills and knowledge. This work became the basis of a programme of introductions to reflective learning, mentoring and awareness of different learning styles written up in Higson and Jones (2002). The idea was to get students used to the idea of reflection on their experiences well before they entered the placement year.

Recovery of multiple amplitude levels from a DQPSK NRZ signal using a single Mach-Zehnder Interferometer

In this research the recovery of a DQPSK signal will be demonstrated using a single Mach-Zehnder Interferometer (MZI). By changing the phase delay in one of the arms it will be shown that different delays will produce different output levels. It will also be shown that with a certain level of phase shift the DQPSK signal can be converted into four different equally spaced optical power levels. With each decoded level representing one of the four possible bit permutations. By using this additional phase shift in one of the arms the number of MZIs required for decoding can be reduced from two to one.