Democracy and identity: educating the student voice

Considering the role of student voice in music education in connection with the role of music in identity formation. A report on a small-scale study.

Defining the student burnout construct: a structural analysis from three burnout inventories

College student burnout has been assessed mainly with the Maslach Burnout Inventory (MBI). However, the construct's definition and measurement with MBI has drawn several criticisms and new inventories have been suggested for the evaluation of the syndrome. A redefinition of the construct of student burnout is proposed by means of a structural equation model, reflecting burnout as a second order factor defined by factors from the MBI-Student Survey (MBI-SS); the Copenhagen Burnout Inventory-Student Survey (CBI-SS) and the Oldenburg Burnout Inventory-Student Survey (OLBI-SS). Standardized regression weights from Burnout to Exhaustion and Cynicism from the MBI-SS scale, Personal Burnout and Studies Related Burnout from the CBI, and Exhaustion and Disengagement from OLBI, show that these factors are strong manifestations of students' burnout. For college students, the burnout construct is best defined by two dimensions described as "physical and psychological exhaustion" and "cynicism and disengagement."

Security control brought back to the user

The activity of the Ph.D. student Juri Luca De Coi involved the research field of policy languages and can be divided in three parts. The first part of the Ph.D. work investigated the state of the art in policy languages, ending up with: (i) identifying the requirements up-to-date policy languages have to fulfill; (ii) defining a policy language able to fulfill such requirements (namely, the Protune policy language); and (iii) implementing an infrastructure able to enforce policies expressed in the Protune policy language. The second part of the Ph.D. work focused on simplifying the activity of defining policies and ended up with: (i) identifying a subset of the controlled natural language ACE to express Protune policies; (ii) implementing a mapping between ACE policies and Protune policies; and (iii) adapting the ACE Editor to guide users step by step when defining ACE policies. The third part of the Ph.D. work tested the feasibility of the chosen approach by applying it to meaningful real-world problems, among which: (i) development of a security layer on top of RDF stores; and (ii) efficient policy-aware access to metadata stores. The research activity has been performed in tight collaboration with the Leibniz Universität Hannover and further European partners within the projects REWERSE, TENCompetence and OKKAM.

Laser guide stars wavefront sensors for the EELT

The Adaptive Optics is the measurement and correction in real time of the wavefront aberration of the star light caused by the atmospheric turbulence, that limits the angular resolution of ground based telescopes and thus their capabilities to deep explore faint and crowded astronomical objects. The lack of natural stars enough bright to be used as reference sources for the Adaptive Optics, over a relevant fraction of the sky, led to the introduction of artificial reference stars. The so-called Laser Guide Stars are produced by exciting the Sodium atoms in a layer laying at 90km of altitude, by a powerful laser beam projected toward the sky. The possibility to turn on a reference star close to the scientific targets of interest has the drawback in an increased difficulty in the wavefront measuring, mainly due to the time instability of the Sodium layer density. These issues are increased with the telescope diameter. In view of the construction of the 42m diameter European Extremely Large Telescope a detailed investigation of the achievable performances of Adaptive Optics becomes mandatory to exploit its unique angular resolution . The goal of this Thesis was to present a complete description of a laboratory Prototype development simulating a Shack-Hartmann wavefront sensor using Laser Guide Stars as references, in the expected conditions for a 42m telescope. From the conceptual design, through the opto-mechanical design, to the Assembly, Integration and Test, all the phases of the Prototype construction are explained. The tests carried out shown the reliability of the images produced by the Prototype that agreed with the numerical simulations. For this reason some possible upgrades regarding the opto-mechanical design are presented, to extend the system functionalities and let the Prototype become a more complete test bench to simulate the performances and drive the future Adaptive Optics modules design.

Streaming Video: Student Performance and Relative Use in the Preclinical Curriculum

Purpose: To assess the relationship between student utilization of learning resources, including streaming video (SV), and their performance in the pre-clinical curriculum. [See PDF for complete abstract]

Alessandro Baricco: A Modern Homer / Alessandro Baricco: Omero Modern

Alessandro Baricco is an Italian author, pianist, journalist and music critic, among a wide range of many other talents. His novels have won great critical acclaim in Italy and France and are popular around the world. While generally considered among the postmodern writers, some critics have accused him of being a forerunner in a 1990s movement dubbed letteratura giovanile, that is juvenile literature that is simplistic, targets a young audience and is created for the sole purpose of making money. This criticism is unwarranted. Baricco is a multitalented author who pays strict attention to the quality of his work and weaves plotlines replete with a diverse set of genres, literary devices and symbolism, often inspired by other great writers and thinkers. However, literary critics have yet to acknowledge one of Baricco's strongest and most important influences: Homer, the ancient Greek bard and author of the epic poems, the Iliad and the Odyssey. Taking Baricco's work in a Homeric context can aid in viewing it as valid and important work, worthy of scholarly discussion and interpretation, rather than, as some critics accuse, a one-dimensional story meant only for children. This paper will argue that Baricco's work is Homeric and, in fact, Baricco's implementation of many of Homer's devices, such as his understanding of his audience and use rhythmic language and stereotyped story patterns, has aided Baricco's great success and popularity.

Survey on student motivation and approval of educational environment at Universidad Politécnica de Madrid within the European Higher Education area implementation

A recent study elaborated by Vicerrectorado de Ordenación Académica y Planificación Estratégica of Technical University of Madrid (UPM) defines the satisfaction of the university student body as "the response that the University offers to the expectations and demands of service of the students, considered in a general way ". Besides an indicator of academic and institutional insertion of the student, the assessment of student engagement allows us to adapt the academic offer and the extension services of the University to the real needs of the students. The process of convergence towards the European Higher Education Area (EHEA) raises the need to form in competitions, that is to say, of developing in our students capacities and knowledge beyond the purely theoretical-practical thing. Therefore, the perception and experience of the educational process and environment by the students is an important issue to be addressed to accomplish their expectations and achieve a curriculum accordingly to EHEA expectations. The present study aims to explore the student motivation and approval of the educational environment at the UPM. To this end a total of 97 students enrolled in the undergraduate program of Civil Engineering, Computer Engineering and Agronomic Engineering at UPM were surveyed. The survey consisted of 40 questions divided in three blocks. The first one of 20 questions of personal character in that they were gathering, besides the sex and the age, the degree of fulfilment, implication and dedication with the institution and the academic tasks. In the second block we identify 10 questions related to the perception of the student on the teaching quality, and finally a block of 10 questions regarding the Bologna Process. The students personal motivation was moderately high, with a score of 3.6 (all scores are provided on a 5-point scale), being the most valuable items obtaining a university degree (4,3) and the friendship between students (4,2). Any significant difference was shown between sexes (P=0.23) since the averages for this block of questions were of 3.7±0.3 and 3.5±0.4 for women and men respectively. The students are moderately satisfied with their graduate studies with an average score of 3,2, being the questions that reflect a minor satisfaction the research profile of the teachers (2,8) and the organization of the Schools (2,9). The best valued questions are related to the usefulness and quality of the degrees, with 3,5 and 3,4 respectively, and to the interest of the courses within the degree (3,4). For sexes, the results of this block of questions are similar (3.1±0.3 and 3.2±0.3 for men and women respectively=0.79). Also, there were no differences (P=0.39) between the students who arrange work and studies or do not work (3.1±0.2 and 3.2±0.3 respectively). In conclusion, students at UPM present an acceptable degree of motivation and satisfaction with regard to the studies and services that offer their respective Schools. Both characteristics receive the same value both for men and for women and so much for students who arrange work and studies as for those who devote themselves only to studying. In a significant way, students who are more engaged and are in-class attendants present the major degree of satisfaction.Overall, there is a great lack of information regarding the Bologna Process. In fact to the majority, they would like to know more on what it is, what it means and what changes will involve its implementation.

The Feathered world year book and poultry keepers' guide for 1910-1937.

Mode of access: Internet.

A new view of the classics and ancient arts : tending to show their invariable connexion with the sciences /

"This treatise is not intended for publication."

The works of the poets of Great Britain and Ireland,

v. 1. Lives.--v. 2. Cowley. Denham. Milton. Butler. Rochester. Roscommon. Otway. Waller. Pomfret. Dorset. Stepney. J. Philips. Walsh.--v. 3. Dryden. Smyth. Duke. King. Sprat. Halifax.--v. 4. Garth. Rowe. Hughes. Addison. Sheffield (Duke of Buckingham) Prior. Congreve. Fenton.--v. 5. Granville. Yalden. Tickell. Swift. Hammond. Somerville. Parnell. Savage. Broome.--v. 6. The whole poetical works of Alexander Pope, Esq., including his translations of Homer's Iliad and Odyssey.--v. 7. Moore. Cawthorne. Collins. Dyer. Shenstone. Mallet. Akenside. Gray. Littleton. Gay.--v. 8. Young. Churchill. Lloyd. Falconer. Thomson.

Works of the British poets, with lives of the authors; translations.

v. 1-2. The Iliad of Homer, tr. by Alexander Pope.--v. 3. The Odyssey of Homer, tr. by Alexander Pope.--v. 4-5. The comedies of Aristophanes; by T. Mitchell.--v. 5. The comedies of Aristophanes; Select comedies of Terence, tr. by George Coleman, The satires of Perseus, tr. into English verse by William Gifford.--v. 6-7. The vision of Dante Alighieri, tr. by H.F. Cary.--v. 8. The Lusiad; tr. fr. Camoens by W.J. Mickle.--v. 9-10. Tasso's Jerusalem delivered; tr. by J.H. Hunt.--v. 11. Selections from the tragedies of Aeschylus, Sophocles & Euripides.

The complete chess-guide,

Each part has been published separately.

Attitudes, Perceptions, and Support of Student Leaders for a Tobacco-Free Campus Policy at the University of Washington: A Pilot Qualitative Study

Thesis (Master's)--University of Washington, 2016-06

Good practice guide in learning and teaching

Once again this publication is produced to celebrate and promote good teaching and learning support 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. We have again changed our approach for this 2006/07 edition (our fourth) of the Aston Business School Good Practice Guide. As before, some contributions were selected from those identifying interesting best practice on their Annual Module reflection forms in 2005/2006. Other contributors received HELM (Research Centre in Higher Education Learning and Management) small research grants in 2005/2006. Part of the conditions were for them to write an article for this publication. We have also been less tight on the length of the articles this year. Some contributions are, therefore, on the way to being journal articles. HELM will be working with these authors to help develop these for publication. The themes covered in this year?s articles are all central to the issues faced by those providing HE teaching and learning opportunities in the 21st Century. Specifically this is providing support and feedback to students in large classes, embracing new uses of technology to encourage active learning and addressing cultural issues in a diverse student population. Michael Grojean and Yves Guillaume used Blackboard™ to give a more interactive learning experience and improve feedback to students. It would be easy for other staff to adopt this approach. Patrick Tissington and Qin Zhou (HELM small research grant holders) were keen to improve the efficiency of student support, as does Roger McDermott. Celine Chew shares her action learning project, completed as part of the Aston University PG Certificate in Teaching and Learning. Her use of Blackboard™ puts emphasis on the learner having to do something to help them meet the learning outcomes. This is what learning should be like, but many of our students seem used to a more passive learning experience, so much needs to be done on changing expectations and cultures about learning. Regina Herzfeldt also looks at cultures. She was awarded a HELM small research grant and carried out some significant new research on cultural diversity in ABS and what it means for developing teaching methods. Her results fit in with what many of us are experiencing in practice. Gina leaves us with some challenges for the future. Her paper certainly needs to be published. This volume finishes with Stuart Cooper and Matt Davies reflecting on how to keep students busy in lectures and Pavel Albores working with students on podcasting. Pavel?s work, which was the result of another HELM small research grant, will also be prepared for publication as a journal article. The students learnt more from this work that any formal lecture and Pavel will be using the approach again this year. Some staff have been awarded HELM small research grants in 2006/07 and these will be published in the next Good Practice Guide. In the second volume we mentioned the launch of the School?s Research Centre in Higher Education Learning and Management (HELM). Since then HELM has stimulated a lot of activity across the School (and University) particularly linking research and teaching. A list of the HELM seminars for 2006/2007 is listed as Appendix 1 of this publication. Further details can be obtained from Catherine Foster (c.s.foster@aston.ac.uk), who coordinates the HELM seminars. For 2006 and 2005 HELM listed, 20 refereed journal articles, 7 book chapters, 1 published conference papers, 20 conference presentations, two official reports, nine working papers and £71,535 of grant money produced in this research area across the School. I hope that this shows that reflection on learning is alive and well in ABS. We have also been working on a list of target journals to guide ABS staff who wish to publish in this area. These are included as Appendix 2 of this publication. May I thank the contributors for taking time out of their busy schedules to write the articles and to Julie Green, the Quality Manager, for putting the varying diverse approaches into a coherent and publishable form and for agreeing to fund the printing of this volume.

Good practice guide in learning and teaching

Once again this publication is produced to celebrate and promote good teaching and learning support 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. We had changed our editorial approach in drawing together the articles for this 2005/6 edition (our third) of the ABS Good Practice Guide. Firstly we have expanded our contributors beyond ABS academics. This year?s articles have also been written by staff from other areas of the University, a PhD student, a post-doctoral researcher and staff working in learning support. We see this as an acknowledgement that the learning environment involves a range of people in the process of student support. We have also expanded the maximum length of the articles from two to five pages, in order to allow greater reflection on the issues. The themes of the papers cluster around issues relating to diversity (widening participation and internationalisation of the student body), imaginative use of new technology (electronic reading on BlackboardTM ) and reflective practitioners, (reflection on rigour and relevance; on how best to train students in research ethics, relevance in the curriculum and the creativity of the teaching process) Discussion of efforts to train the HE teachers of the future looks forward to the next academic year when the Higher Education Academy?s professional standards will be introduced across the sector. In the last volume we mentioned the launch of the School?s Research Centre in Higher Education Learning and Management (HELM). Since then HELM has stimulated a lot of activity across the School (and University) particularly linking research and teaching. A list of the HELM seminars is listed as an appendix to this publication. Further details can be obtained from Catherine Foster (c.s.foster@aston.ac.uk) who coordinates the HELM seminars. HELM has also won its first independent grant from the EU Leonardo programme to look at the effect of business education on employment. In its annual report to the ABS Research Committee HELM listed for 2004 and 2005, 11 refereed journal articles, 4 book chapters, 3 published conference papers, 18 conference papers, one official reports and £72,500 of grant money produced in this research area across the School. I hope that this shows that reflection on learning is live and well in ABS. May I thank the contributors for taking time out of their busy schedules to write the articles and to Julie Green, the Quality Manager, for putting our diverse approaches into a coherent and publishable form.