The role of SENCOs as leaders

2014 marks an important milestone for the SENCO (Special Educational Needs Coordinator) role. It is the 20 year anniversary of the requirement for schools to have a named person as lead for Special Educational Needs (SEN). This article explores the vision of the role as seen in government guidance and documents and compares this with the views of those in post who are undertaking a required training programme to become a qualified SENCO. An optional questionnaire was distributed to all SENCOs at Induction (Time 1) and repeated upon completion of the course (Time 2) and 10 semi structured follow up interviews were conducted with volunteers to explore emerging themes. Differences were seen in the sample between those that were part of the senior leadership team in terms of their views on their ability to lead and direct practice, resource management and the strategic goals of the role.

Anodic polarization curves revisited

An experiment published in this Journal has been revisited and it is found that the curve pattern of the anodic polarization curve for iron repeats itself successively when the potential scan is repeated. It is surprising that this observation has not been reported previously in the literature because it immediately brings into question the long accepted and well-known explanations involving a passive film. A qualitative and plausible explanation is provided from surprisingly simple principles for this new finding. Some important pedagogic conclusions have been derived from this work. It is noteworthy that the somewhat complicated phenomenon can be simply explained, thus providing two important lessons to students. First, even well-accepted scientific work studying simple processes may be incomplete and worthy of further study, and second, such processes may be explained simply at the undergraduate level. The contents of the paper also confirm that presenting curricular contents in a new and more correct manner is beneficial, interesting, and that research in curricular contents represents one of the important forms of educational research.

Picture this: how illustrations define dictionaries

Illustrations are an integral part of many dictionaries, but the selection, placing, and sizing of illustrations is often highly conservative, and can appear to reflect the editorial concerns and technological constraints of previous eras. We might start with the question ‘why not illustrate?’, especially when we consider the ability of an illustration to simplify the definition of technical terms. How do illustrations affect the reader’s view of a dictionary as objective, and how illustrations reinforce the pedagogic aims of the dictionary? By their graphic nature, illustrations stand out from the field of text against which they stand, and they can immediately indicate to the reader the level of seriousness or popularity of the book’s approach, or the age-range that it is intended for. And illustrations are expensive to create and can add to printing costs, so it is not surprising that there is much direct and indirect copying from dictionary to dictionary, and simple re-use. This article surveys developments in illustrating dictionaries, considering the difference between distributing individual illustrations through the text of the dictionary and grouping illustrations into larger synoptic illustrations; the graphic style of illustrations; and the role of illustrations in ‘feature-led’ dictionary marketing.

Enhancing fieldwork learning with technology: practitioner's perspectives

This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the need for efficient data processing and to develop students' technological skills. The influencing factors and barriers to the use of technology as well as the importance of emerging technologies are discussed.

Cloud-assisted body area networks: state-of-the-art and future challenges

Body area networks (BANs) are emerging as enabling technology for many human-centered application domains such as health-care, sport, fitness, wellness, ergonomics, emergency, safety, security, and sociality. A BAN, which basically consists of wireless wearable sensor nodes usually coordinated by a static or mobile device, is mainly exploited to monitor single assisted livings. Data generated by a BAN can be processed in real-time by the BAN coordinator and/or transmitted to a server-side for online/offline processing and long-term storing. A network of BANs worn by a community of people produces large amount of contextual data that require a scalable and efficient approach for elaboration and storage. Cloud computing can provide a flexible storage and processing infrastructure to perform both online and offline analysis of body sensor data streams. In this paper, we motivate the introduction of Cloud-assisted BANs along with the main challenges that need to be addressed for their development and management. The current state-of-the-art is overviewed and framed according to the main requirements for effective Cloud-assisted BAN architectures. Finally, relevant open research issues in terms of efficiency, scalability, security, interoperability, prototyping, dynamic deployment and management, are discussed.

Christian Gottlob Heyne and the changing fortunes of the commentary in the age of Altertumswissenschaft

This chapter discusses the pedagogic and scholarly priorities that informed Heyne’s commentaries on Tibullus (1755), Virgil (1767-75) and Homer (1802), as well as their initial critical reception. Like those of his teachers, Gesner and Ernesti, Heyne’s works eschew detailed textual scholarship in favour of aesthetic and historicizing appreciation of literary works as wholes. Their formal innovations – most notably the relegation of advanced philological discussions to endnotes and the inclusion of excursuses on significant historical and cultural questions – are an attempt to tailor a traditional format to the demands of an Enlightened age and the cultural-historical interests of the new Altertumswissenschaft. The chapter discusses their contrasting critical receptions in order to raise questions about the viability of Heyne’s endeavours to make a traditional medium fit new concerns.

Education and training futures in horticulture and horticultural science

Horticultural knowledge and skills training have been with humankind for some 10,000 to 20,000 years. With permanent settlement and rising wealth and trade, horticulture products and services became a source of fresh food for daily consumption, and a source of plant material in developing a quality environment and lifestyle. The knowledge of horticulture and the skills of its practitioners have been demonstrated through the advancing civilizations in both eastern and western countries. With the rise of the Agricultural Revolutions in Great Britain, and more widely across Continental Europe in the 17th and 18th centuries, as well as the move towards colonisation and early migration to the New Worlds, many westernised countries established the early institutions that would provide education and training in agriculture and horticulture. Today many of these colleges and universities provide undergraduate, postgraduate and vocational and technical training that specifically targets horticulture and/or horticultural science with some research and teaching institutions also providing extension and advisory services to industry. The objective of this chapter is to describe the wider pedagogic and educational context in which those concerned with horticulture operate, the institutional structures that target horticulture and horticultural science education and training internationally; examine changing educational formats, especially distance education; and consider strategies for attracting and retaining young people in the delivery of world-class horticultural education. In this chapter we set the context by investigating the horticultural education and training options available, the constraints that prevent young people entering horticulture, and suggest strategies that would attract and retain these students. We suggest that effective strategies and partnerships be put in place by the institution, the government and most importantly the industry to provide for undergraduate and postgraduate education in horticulture and horticultural science; that educational and vocational training institutions, government, and industry need to work more effectively together to improve communication about horticulture and horticultural science in order to attract enrolments of more and talented students; and that the horticulture curriculum be continuously evaluated and revised so that it remains relevant to future challenges facing the industries of horticulture in the production, environmental and social spheres. These strategies can be used as a means to develop successful programs and case studies that would provide better information to high school career counsellors, improve the image of horticulture and encourage greater involvement from alumni and the industries in recruitment, provide opportunities to improve career aspirations, ensure improved levels of remuneration, and promote the social features of the profession and greater awareness and recognition of the profession in the wider community. A successful career in horticulture demands intellectual capacities which are capable of drawing knowledge from a wide field of basic sciences, economics and the humanities and integrating this into academic scholarship and practical technologies.

Hur eller Varför? : Kunskap i sociokulturellt eller existentialistiskt perspektiv? En kritisk betraktelse

This essay set out to propose a problematic interpretation of the socio-cultural perspective on learning. Its purpose is to show how the socio-cultural perspective on learning defines the concept of knowledge in an incomplete way. The aim becomes then that of giving a more comprehensive description of this concept, and, to this end, to construct a new, broader pedagogic discourse. The investigation starts with a deconstructive analysis of Roger Säljö’s socio-cultural text in order to point out the incompleteness of the concept of knowledge. The constructive part of the analysis proceeds using Heidegger’s and Sartre’s philosophical theories which take a general approach on human learning and on human knowledge as dependent on intuition. A dichotomy of two new concepts related to knowledge is thus defined: how-knowledge and why-knowledge. This reconceptualisation of the concept of knowledge allows a reinterpretation of any act of knowledge in a structural way. Hence any act of knowledge includes a moment (a) which defines the initial contextual (conceptual or practical) situation; a moment (b) which represents an algorithm, a procedure, or a theory; and a moment (c) which represents the result of the act, and is the direct application of knowledge as a finalized entity. Knowledge inbuilt in (a) and (c) is characterized as how-knowledge, while that in (b) is characterized as why-knowledge. In a learning situation a focus on how-knowledge implies finality and objectification of students. Conversely, why-knowledge implies students becoming subjects of their own learning.

Vad kommunikation vill säga : En iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal

This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

Building a Learning Architecture : e-Learning and e-Services

With the rapid advancement of the webtechnology, more and more educationalresources, including software applications forteaching/learning methods, are available acrossthe web, which enables learners to access thelearning materials and use various ways oflearning at any time and any place. Moreover,various web-based teaching/learning approacheshave been developed during the last decade toenhance the capability of both educators andlearners. Particularly, researchers from bothcomputer science and education are workingtogether, collaboratively focusing ondevelopment of pedagogically enablingtechnologies which are believed to improve theinfrastructure of education systems andprocesses, including curriculum developmentmodels, teaching/learning methods, managementof educational resources, systematic organizationof communication and dissemination ofknowledge and skills required by and adapted tousers. Despite of its fast development, however,there are still great gaps between learningintentions, organization of supporting resources,management of educational structures,knowledge points to be learned and interknowledgepoint relationships such as prerequisites,assessment of learning outcomes, andtechnical and pedagogic approaches. Moreconcretely, the issues have been widelyaddressed in literature include a) availability andusefulness of resources, b) smooth integration ofvarious resources and their presentation, c)learners’ requirements and supposed learningoutcomes, d) automation of learning process interms of its schedule and interaction, and e)customization of the resources and agilemanagement of the learning services for deliveryas well as necessary human interferences.Considering these problems and bearing in mindthe advanced web technology of which weshould make full use, in this report we willaddress the following two aspects of systematicarchitecture of learning/teaching systems: 1)learning objects – a semantic description andorganization of learning resources using the webservice models and methods, and 2) learningservices discovery and learning goals match foreducational coordination and learning serviceplanning.

De anställdas outnyttjade kreativitet : En fallstudie på Ica DE Borlänge

Syftet med examensarbetet var att med utgångspunkt i ett konkret exempel, beskriva hur företag kan organisera verksamheten för att ta till vara på de anställdas outnyttjade kreativitet. Materialet i examensarbetet kan mycket väl tillämpas och användas i andra organisationer än den studerade organisationen Ica DE Borlänge. Dock bör beaktande tas till den specifika kontexten som föreligger vid implementeringen av materialet. Med stöd av den teoretiska referensramen visar resultaten av analysen ett behov av en ny organisationsstruktur med tydliga roller och nya belöningssystem. Den studerade organisationen är en lärande organisation där ett medarbetarengagemang söker främjas. Genom en ny organisationsstruktur med tydliga roller ökar detta medarbetarengagemanget och fler genomförda förbättringar genomförs snabbare, vilket bidrar till att de anställdas outnyttjade kreativitet tillvaratas på ett framgångsrikt sätt. De nya belöningssystemen flyttar fokus till medarbetarengagemanget och förbättringsarbetet, vilket främjar ett genomsyrande Lean-tänkande i organisationen. Belöningssystemen skapar även jämnare produktionsflöden som höjer arbetssäkerheten, ökar produktionskvalitén, minimerar stress samt skapar goda förutsättningar för att beräkna personalbemanningen. Kvalitativa metoder har använts för datainsamlingen. Dessa utfördes genom en förstudie och en fallstudie. Fallstudien bestod utav bakgrundsintervjuer, en intervjustudie samt en observation. Det empiriska materialet visar att organisationen arbetar med ett omfattande förbättringsarbete i alla organisatoriska nivåer. Både chefer och medarbetare har viljan och ambitionen att få till ett framgångsrikt förbättringsarbete, men trots flera års arbete med Lean efterfrågas ändå mer tid, bättre organisationsstruktur samt en sambandskoordinatör med specialistkompetens som driver förbättringsarbetet framåt. Empirin ger en viss indikation på att förbättringsverksamheten har anpassats och organiserats till den befintliga organisationsstrukturen. Förbättringsarbetet torde bli mer framgångsrikt om verksamheten anpassas och organiseras utefter de anställdas outnyttjade kreativitet istället. I summering av slutsatsen åskådliggörs två centrala variabler som kan bidra till långsiktiga framgångar i arbetet med att tillvarata de anställdas outnyttjade kreativitet. En ny organisationsstruktur med tydliga roller som fokuserar på förbättringsarbetet samt nya belöningssystem för inlämnade förbättringsförslag, skulle vara av stor betydelse för ett långsiktigt medarbetarengagemang i en framgångsrik organisation.

The Music Salon in Falun During the 19th Century

The aim of the project is to examine the music salon in Falun as a part of the mining community and in the historical context of European salon culture. A specifc goal is to develop a deeper understanding about the salon when it comes to education and pedagogic ideas. Of a certain interest is Johan Henrik Munktell’s (1804-1861) education travelling (bildningsresor). Inspired by Mendelssohn’s music salon in Berlin and the early salons in Upp-sala he created his own salon in Grycksbo. A letter collection from J.H. Munktell to his father J.J. Munktell in 1828-30 can be considered a unique historical material, which places the salon in Falun in a continental context of culture, education and industrial pretensions. The results have potential to extend the knowledge of Nordic salon culture and how it has infuenced general pedagogy and music education.

1998 Yearbook

Sept. 1998; 72 pages; pages 69-72 (Yearzine) b&w, color photographs TOC: Reflections…1 / Dedication…2 / Table of Contents…3 / Message from the President…4 / Message from the Student Government President…5 / The Deans…6 / Robert Francis Kennedy…7 / Student Activities Club Life…8 / Student Activities Club Fair…10 / We Build Potential…12 / Student Government Association 1997/98…14 / Poetry Writing my way out of the Ghetto…16 / Multi-Cultural Appreciation Week 16A-D / Dr. Martin Luther King Jr….17 / Future Leaders Early Childhood Learning Center…18 / Poetry + 5K Race…20 / The Class of 1997/98…21 / Message from the Yearbook Committee…61 / Tribute to Donald Barker Health Center…62 / Poetry Stepping Out…63 / Credits…64 Credits: PROJECT SUPERVISOR: IRENE SOSA; PROJECT COORDINATOR: EDWARD HOLLINS; ASST. PROJECT COORDINATORS: VINCENT COUSIN, ALLEN SCRIBNER, MADODHREE YAMRAJ; EVENT PHOTOGRAPHERS: VINCENT COUSIN, ALLEN SCRIBNER, RANDY FADER-SMITH; GRADUATE PHOTOGRAPHERS: SAMUEL LEE, LUIS REYES; POETRY: MATTHEW JOFFE, LISA KREMENS, THOMAS MCCRAY, JR. Special Thanks: -THE STAFF OF STUDENT LIFE & DEVELOPMENT (FRAN, GREGORY, LUIS, MILLIE) -ENOCK CHARLOTIN -DR. NOMA KRASNEY -HIGH SPEED PHOTO (LOUIS, FERNANDO, JAMES -THANKS GUYS, GREAT JOB!) -WARREN COOPER (TAYLOR PUBLISHING) -ANILA JOHN (S.G.A OFFICE MANAGER) - RON BOERKE (EVENTS OFFICE)

A prática da educação física : problemas e alternativas transformadoras na ação educativa e social

O presente trabalho teve por objetivo traçar um quadro das dificuldades enfrentadas pelos professores que lidam com a Educação Física nas escolas de 1º, 2º e 3º graus de Porto Alegre e apresentar alternativas práticas para a superação destas dificuldades. Fizeram parte do estudo professores de Educação Física de 74 escolas estaduais, particulares e municipais de 1º e 2º graus e, professores de 6 estabelecimentos particulares e federais de ensino superior de Porto Alegre, num total de 275 indivíduos. A coleta de dados realizou-se através de questionário aberto, escala de opinião tipo Likert, observação de aulas e análise de documentos legais. Para a interpretação estatística utilizou-se os testes t análise de variância e teste U de Mann-Whitney. Para as informações de natureza qualitativa utilizou-se a técnica da Análise de Conteúdo. Os resultados obtidos indicaram que em relação à formação profissional recebida no curso de Educação Física atender às exigências da realidade de trabalho, não houve diferença significativa entre os professores das escolas particulares e públicas de 1º e 2º grau. Os professores, de forma geral, consideraram a área biológica como a mais adequada, seguida das áreas técnico-profissional e didático-pedagógica. A área humanística foi considerada a menos adequada. Em relação aos aspectos estruturais houve diferença significativa entre as respostas dos professores das escolas particulares e públicas de 1º e 2º graus. Os professores das escolas particulares consideram suas condições mais adequadas que os professores das escolas públicas. No ensino superior a situação se inverteu, os professores das escolas públicas consideraram suas condições melhores do que os das escolas particulares. Em relação ao local de trabalho constatou-se diferença significativa entre as escolas públicas e particulares de 1º e 2º grau. Os professores das escolas particulares consideram as condições de seu local de trabalho mais adequadas. Quanto aos aspectos didáticos-pedagógicos, tanto os professores das escolas públicas como das particulares de 1º e 2º graus consideraram que seus alunos mostram-se comprometidos com as aulas de Educação Física. Esses resultados formaram um quadro bastante coerente quando confrontados com a política econômica adotada pelo governo nas últimas décadas que repercutiu na educação sobre a forma de privatização e de utilização do ensino superior como instrumento de formação de mão-de-obra para o desenvolvimento do país nos moldes capitalistas. Como alternativas para a superação dessas dificuldades recomendamos: - a nível de formação profissional: o acréscimo de disciplinas da área humanística que permitam a aquisição de conhecimentos mais aprofundados sobre as questões políticas e sociais do professor de Educação Física; - a nível de local de trabalho: a integração dos conteúdos das aulas de Educação Física aos conteúdos das outras disciplinas curriculares principalmente nas primeiras séries do 1º grau; - em relação aos aspectos didático-pedagógicos: fornecer conhecimentos teóricos sobre a Educação Física que permitam aos alunos desenvolver atividades físicas e desportivas, mesmo fora da escola, de forma consciente e independente, com condições de identificar seus benefícios e malefícios sem auxílio do professor; - a nível estrutural recomendamos a militância em espaços que permitam uma interferência mais direta nas questões políticas e econômicas do país, tais como: associações, sindicatos e partidos políticos.