University v. Student - Challenging the Contractual Understanding of Higher Education in Canada

2e Prix du concours d'initiation à la recherche organisé par le Regroupement Droit et Changements. L'auteure était étudiante au baccalauréat en droit à l'Université McGill lors de la rédaction de cet article.

Innovating in Teaching Collaborative Practice with a Large Student Cohort at Université de Montréal

Université de Montréal implemented an interprofessional education (IPE) curriculum on collaborative practice in a large cohort of students (>1,100) from 10 health sciences and psychosocial sciences training programs. It is made up of three one-credit undergraduate courses (CSS1900, CSS2900, CSS3900) spanning the first 3 years of training. The course content and activities aim for development of the six competency domains identified by the Canadian Interprofessional Health Collaborative. This paper describes the IPE curriculum and highlights the features contributing to its success and originality. Among main success key factors were: administrative cooperation among participating faculties, educators eager to develop innovative approaches, extensive use of clinical situations conducive to knowledge and skill application, strong logistic support, close cooperation with health care delivery organizations, and partnership between clinicians and patients. A distinguishing feature of this IPE curriculum is the concept of partnership in care between the patient and caregivers. Patients’ representatives were involved in course planning, and patients were trained to become patients-as-trainers (PT) and cofacilitate interprofessional discussion workshops. They give feed- back to students regarding integration and application of the patient partnership concept from a patient’s point of view. Lire l'article/Read the article : http://openurl.ingenta.com/content?genre=article&issn=0090-7421&volume=42&issue=4&spage=97E&epage=106E

A study on the performance of flexible pavements on mature soil subgrades

The country has witnessed tremendous increase in the vehicle population and increased axle loading pattern during the last decade, leaving its road network overstressed and leading to premature failure. The type of deterioration present in the pavement should be considered for determining whether it has a functional or structural deficiency, so that appropriate overlay type and design can be developed. Structural failure arises from the conditions that adversely affect the load carrying capability of the pavement structure. Inadequate thickness, cracking, distortion and disintegration cause structural deficiency. Functional deficiency arises when the pavement does not provide a smooth riding surface and comfort to the user. This can be due to poor surface friction and texture, hydro planning and splash from wheel path, rutting and excess surface distortion such as potholes, corrugation, faulting, blow up, settlement, heaves etc. Functional condition determines the level of service provided by the facility to its users at a particular time and also the Vehicle Operating Costs (VOC), thus influencing the national economy. Prediction of the pavement deterioration is helpful to assess the remaining effective service life (RSL) of the pavement structure on the basis of reduction in performance levels, and apply various alternative designs and rehabilitation strategies with a long range funding requirement for pavement preservation. In addition, they can predict the impact of treatment on the condition of the sections. The infrastructure prediction models can thus be classified into four groups, namely primary response models, structural performance models, functional performance models and damage models. The factors affecting the deterioration of the roads are very complex in nature and vary from place to place. Hence there is need to have a thorough study of the deterioration mechanism under varied climatic zones and soil conditions before arriving at a definite strategy of road improvement. Realizing the need for a detailed study involving all types of roads in the state with varying traffic and soil conditions, the present study has been attempted. This study attempts to identify the parameters that affect the performance of roads and to develop performance models suitable to Kerala conditions. A critical review of the various factors that contribute to the pavement performance has been presented based on the data collected from selected road stretches and also from five corporations of Kerala. These roads represent the urban conditions as well as National Highways, State Highways and Major District Roads in the sub urban and rural conditions. This research work is a pursuit towards a study of the road condition of Kerala with respect to varying soil, traffic and climatic conditions, periodic performance evaluation of selected roads of representative types and development of distress prediction models for roads of Kerala. In order to achieve this aim, the study is focused into 2 parts. The first part deals with the study of the pavement condition and subgrade soil properties of urban roads distributed in 5 Corporations of Kerala; namely Thiruvananthapuram, Kollam, Kochi, Thrissur and Kozhikode. From selected 44 roads, 68 homogeneous sections were studied. The data collected on the functional and structural condition of the surface include pavement distress in terms of cracks, potholes, rutting, raveling and pothole patching. The structural strength of the pavement was measured as rebound deflection using Benkelman Beam deflection studies. In order to collect the details of the pavement layers and find out the subgrade soil properties, trial pits were dug and the in-situ field density was found using the Sand Replacement Method. Laboratory investigations were carried out to find out the subgrade soil properties, soil classification, Atterberg limits, Optimum Moisture Content, Field Moisture Content and 4 days soaked CBR. The relative compaction in the field was also determined. The traffic details were also collected by conducting traffic volume count survey and axle load survey. From the data thus collected, the strength of the pavement was calculated which is a function of the layer coefficient and thickness and is represented as Structural Number (SN). This was further related to the CBR value of the soil and the Modified Structural Number (MSN) was found out. The condition of the pavement was represented in terms of the Pavement Condition Index (PCI) which is a function of the distress of the surface at the time of the investigation and calculated in the present study using deduct value method developed by U S Army Corps of Engineers. The influence of subgrade soil type and pavement condition on the relationship between MSN and rebound deflection was studied using appropriate plots for predominant types of soil and for classified value of Pavement Condition Index. The relationship will be helpful for practicing engineers to design the overlay thickness required for the pavement, without conducting the BBD test. Regression analysis using SPSS was done with various trials to find out the best fit relationship between the rebound deflection and CBR, and other soil properties for Gravel, Sand, Silt & Clay fractions. The second part of the study deals with periodic performance evaluation of selected road stretches representing National Highway (NH), State Highway (SH) and Major District Road (MDR), located in different geographical conditions and with varying traffic. 8 road sections divided into 15 homogeneous sections were selected for the study and 6 sets of continuous periodic data were collected. The periodic data collected include the functional and structural condition in terms of distress (pothole, pothole patch, cracks, rutting and raveling), skid resistance using a portable skid resistance pendulum, surface unevenness using Bump Integrator, texture depth using sand patch method and rebound deflection using Benkelman Beam. Baseline data of the study stretches were collected as one time data. Pavement history was obtained as secondary data. Pavement drainage characteristics were collected in terms of camber or cross slope using camber board (slope meter) for the carriage way and shoulders, availability of longitudinal side drain, presence of valley, terrain condition, soil moisture content, water table data, High Flood Level, rainfall data, land use and cross slope of the adjoining land. These data were used for finding out the drainage condition of the study stretches. Traffic studies were conducted, including classified volume count and axle load studies. From the field data thus collected, the progression of each parameter was plotted for all the study roads; and validated for their accuracy. Structural Number (SN) and Modified Structural Number (MSN) were calculated for the study stretches. Progression of the deflection, distress, unevenness, skid resistance and macro texture of the study roads were evaluated. Since the deterioration of the pavement is a complex phenomena contributed by all the above factors, pavement deterioration models were developed as non linear regression models, using SPSS with the periodic data collected for all the above road stretches. General models were developed for cracking progression, raveling progression, pothole progression and roughness progression using SPSS. A model for construction quality was also developed. Calibration of HDM–4 pavement deterioration models for local conditions was done using the data for Cracking, Raveling, Pothole and Roughness. Validation was done using the data collected in 2013. The application of HDM-4 to compare different maintenance and rehabilitation options were studied considering the deterioration parameters like cracking, pothole and raveling. The alternatives considered for analysis were base alternative with crack sealing and patching, overlay with 40 mm BC using ordinary bitumen, overlay with 40 mm BC using Natural Rubber Modified Bitumen and an overlay of Ultra Thin White Topping. Economic analysis of these options was done considering the Life Cycle Cost (LCC). The average speed that can be obtained by applying these options were also compared. The results were in favour of Ultra Thin White Topping over flexible pavements. Hence, Design Charts were also plotted for estimation of maximum wheel load stresses for different slab thickness under different soil conditions. The design charts showed the maximum stress for a particular slab thickness and different soil conditions incorporating different k values. These charts can be handy for a design engineer. Fuzzy rule based models developed for site specific conditions were compared with regression models developed using SPSS. The Riding Comfort Index (RCI) was calculated and correlated with unevenness to develop a relationship. Relationships were developed between Skid Number and Macro Texture of the pavement. The effort made through this research work will be helpful to highway engineers in understanding the behaviour of flexible pavements in Kerala conditions and for arriving at suitable maintenance and rehabilitation strategies. Key Words: Flexible Pavements – Performance Evaluation – Urban Roads – NH – SH and other roads – Performance Models – Deflection – Riding Comfort Index – Skid Resistance – Texture Depth – Unevenness – Ultra Thin White Topping

1st Kassel Student Workshop on Security in Distributed Systems

With this document, we provide a compilation of in-depth discussions on some of the most current security issues in distributed systems. The six contributions have been collected and presented at the 1st Kassel Student Workshop on Security in Distributed Systems (KaSWoSDS’08). We are pleased to present a collection of papers not only shedding light on the theoretical aspects of their topics, but also being accompanied with elaborate practical examples. In Chapter 1, Stephan Opfer discusses Viruses, one of the oldest threats to system security. For years there has been an arms race between virus producers and anti-virus software providers, with no end in sight. Stefan Triller demonstrates how malicious code can be injected in a target process using a buffer overflow in Chapter 2. Websites usually store their data and user information in data bases. Like buffer overflows, the possibilities of performing SQL injection attacks targeting such data bases are left open by unwary programmers. Stephan Scheuermann gives us a deeper insight into the mechanisms behind such attacks in Chapter 3. Cross-site scripting (XSS) is a method to insert malicious code into websites viewed by other users. Michael Blumenstein explains this issue in Chapter 4. Code can be injected in other websites via XSS attacks in order to spy out data of internet users, spoofing subsumes all methods that directly involve taking on a false identity. In Chapter 5, Till Amma shows us different ways how this can be done and how it is prevented. Last but not least, cryptographic methods are used to encode confidential data in a way that even if it got in the wrong hands, the culprits cannot decode it. Over the centuries, many different ciphers have been developed, applied, and finally broken. Ilhan Glogic sketches this history in Chapter 6.

The social dimension: a neglected policy item in the Bologna Process

Since its beginning in 1999, the Bologna Process has influenced various aspects of higher education in its member countries, e.g., degree structures, mobility, lifelong learning, social dimension and quality assurance. The social dimension creates the focus of this research. The social dimension entered the Bologna Process agenda in 2001. Despite a decade of reforms, it somehow remained as a vague element and received low scholarly attention. This research addresses to this gap. Firstly, different meanings of the social dimension according to the major European policy actors are analysed. Unfolding the understandings of the actors revealed that the social dimension is mostly understood in terms reflecting the diversity of population on the student body accessing to, progressing in and completing higher education, with a special concern on the underrepresented groups. However, it is not possible to observe a similar commonality concerning the actual policy measures to achieve this goal. Divergence occurs with respect to the addressed underrepresented groups, i.e., all underrepresented groups or people without formal qualifications and mature learners, and the values and institutional interests traditionally promoted by these actors. Secondly, the dissertation discusses the reflection of this social dimension understanding at the national level by looking at cases of Finland, Germany and Turkey. The in-depth analyses show an awareness of the social dimension among most of the national Bologna Process actors and a common understanding of the social dimension goals. However, this understanding has not triggered action in any of the countries. The countries acted on areas which they defined problematic before the Bologna Process. Finally, based on these findings the dissertation discusses the social dimension as a policy item that managed to get into the Bologna Process agenda, but neither grew into an implementable policy, nor drop out of it. To this aim, it makes use of the multiple streams framework and explains the low agenda status social dimension with: i. the lack of a pressing problem definition: the lack of clearly defined indicators and a comprehensive monitoring system, ii. the lack of a viable solution alternative: the proposal of developing national strategies and action plans closed the way to develop generic guidelines for the social dimension to be translated into national policy processes, iii. low political perceptivity: the recent trends opt for increasing efficiency, excellence and exclusiveness discourses rather than ensuring equality and inclusiveness iv. high constraints: the social dimension by definition requires more public funding which is less appreciated and strategic constraints of the actors in allocating their resources v. the type of policy entrepreneur: the social dimension is promoted by an international stakeholder, the European Students’ Union, instead of the ministers responsible for higher education The social dimension remains a policy item in the Bologna Process which is noble enough to agree but not urgent enough to act on.

Guia per a l'adaptació a l'espai europeu d'educació superior: 3. El vostre paper, estudiants = Guía para la adaptación al espacio europeo de educación superior: 3. Vuestro papel, estudiantes = Guide to adaptation to the European Higher Education Area: 3. Your role as a student

Aquest quadern forma part de la Guia per a l'adaptació a l'espai europeu d'educació superior

Public and student awareness science: recreational science as a catalyst

When discussing the traditional and new missions of higher education (1996 Report to UNESCO of the International Commission on Education for the 21st Century) Jacques Delors stated that "Excessive attraction to social sciences has broken equilibrium of available graduates for workforce, thus causing doubts of graduates and employers on the quality of knowledge provided by higher education". Likewise, when discussing the progress of science and technology, the 1998 UNESCO World Conference on Higher Education concluded that "Another challenge concerts the latest advancements of Science, the sine qua non of sustainable development"; and that “with Information Technology, the unavoidable invasion of virtual reality has increased the distance between industrial and developing countries". Recreational Science has a long tradition all over the Educational World; it aims to show the basic aspects of Science, aims to entertain, and aims to induce thinking. Until a few years ago, this field of knowledge consisted of a few books, a few kits and other classical (yet innovative) ways to popularize the knowledge of Nature and the laws governing it. In Spain, the interest for recreational science has increased in the last years. First, new recreational books are being published and found in bookstores. Second the number of Science-related museums and exhibits is increasing. And third, new television shows are produced and new short science-based, superficial sketches are found in variety programs. However, actual programs in Spanish television dealing seriously with Science are scarce. Recreational Science, especially that related to physical phenomena like light or motion, is generally found at Science Museums because special equipment is required. On the contrary, Science related mathematics, quizzes and puzzles use to gather into books, e.g. the extensive collections by Martin Gardner. However, lately Science podcasts have entered the field of science communication. Not only traditional science journals and television channels are providing audio and video podcasts, but new websites deal exclusively with science podcasts, in particular on Recreational Science. In this communication we discuss the above mentioned trends and show our experience in the last two years in participating at Science Fairs and university-sponsored events to attract students to science and technology careers. We show a combination of real examples (e.g., mathemagic), imagination, use of information technology, and use of social networks. We present as well an experience on designing a computational, interactive tool to promote chemistry among high school, prospective students using computers ("Dancing with Bionanomolecules"). Like the concepts related to Web 2.0, it has been already proposed that a new framework for communication of science is emerging, i.e., Science Communication 2.0, where people and institutions develop new innovative ways to explain science topics to diverse publics – and where Recreational Science is likely to play a leading role

Student self-assessment a feedback seeking strategy through competence evaluation

There is a body of literature that suggests that student self-assessment is a main goal in higher education (Boud et al., 1995; Tan, 2008); moreover new forms of work organization require a high level of skills and competences. The efforts to deal with competence gaps could be developed at many levels, such as employers, educational institutions, individuals and public agents. Employers could put into practice competence development programs to moderate these gaps. Educational institutions can restructure the curriculum to support students in attaining the competences that are essential in the labour market. Individuals themselves may deploy their resources (time and money) in general or specific competence training. Further, government agencies could fund competence promotion programs. Such challenges for education drive change in learning curricula and method, to properly include the competences required for developing global workers who can move beyond basic competence, to enhanced flexibility and adaptability. In performance assessment methods, there is a shift from the traditional exam-based assessments to more innovative task assessment, which considers performance in multiple different tasks carry out by students. ICTs make it technologically feasible to carry out a complete and complex selfassessment of competences, which provides immediate results to students or other recipients. In the case of students, the evaluation of competences is relevant as developing competences is part - if not all - of the objectives of education. Therefore, it is an important element of the quality of educational organizations (e.g., universities), and of their organizational success. Further, educational organizations may put special emphasis on some differentiating competences, which can be a means of positioning and differentiation from competitors. Competence assessment is an instrument to make students conscious of their strengths and weaknesses, leading to higher motivation to develop their own learning career

Gestión de la actividad no presencial y autoevaluación de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal “Evaluación Psicológica” de los estudios de Psicología y del estudio de grado “Desarrollo humano en la sociedad de la información” de la Universidad de Girona consta de 12 créditos según la Ley Orgánica de Universidades. Hasta el año académico 2004-05 el trabajo no presencial del alumno consistía en la realización de una evaluación psicológica que se entregaba por escrito a final de curso y de la cual el estudiante obtenía una calificación y revisión si se solicitaba. En el camino hacia el Espacio Europeo de Educación Superior, esta asignatura consta de 9 créditos que equivalen a un total de 255 horas de trabajo presencial y no presencial del estudiante. En los años académicos 2005-06 y 2006-07 se ha creado una guía de trabajo para la gestión de la actividad no presencial con el objetivo de alcanzar aprendizajes a nivel de aplicación y solución de problemas/pensamiento crítico (Bloom, 1975) siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitario de Cataluña (2005). La guía incorpora: los objetivos de aprendizaje, los criterios de evaluación, la descripción de las actividades, el cronograma semanal de trabajos para todo el curso, la especificación de las tutorías programadas para la revisión de los diversos pasos del proceso de evaluación psicológica y el uso del foro para el conocimiento, análisis y crítica constructiva de las evaluaciones realizadas por los compañeros