Dance teacher education in the 21st century : Linking cultural and aesthetic practice

This paper describes the implementation of the recommendations of a series of research projects, within an undergraduate dance teacher-training course, into the training of collaborative, empathetic, ethical and creative dance teachers. Banks’s Dimensions for Multicultural Education (Banks, 1993) was used as a lens to analyze the design and delivery of cultural dance activities within a university dance-teaching unit, implemented in Australia and Timor Leste, and to reflect on the adaptability of the Performance in Context Model (Stevens & Huddy, in press) across different cultural contexts. Content and contextual knowledge, transformational learning pedagogy, teaching for equity and empathy development were explored through a culturally responsive teaching and learning unit, supported by critical analysis and reflection. This analysis identified a number of key understandings in relation to the design and delivery of cultural dance activities.

Enhancing the learning experiences through Industry-Based Learning from Indonesian university perspective

This paper investigates how students’ learning experience can be enhanced by participating in the Industry-Based Learning (IBL) program. In this program, the university students coming into the industry to experience how the business is run. The students’ learning media is now not coming from the textbooks or the lecturers but from learning by doing. This new learning experience could be very interesting for students but at the same time could also be challenging. The research involves interviewing a number of students from the IBL programs, the academic staff from the participated university who has experience in supervising students and the employees of the industry who supported and supervised the students in their work placements. The research findings offer useful insights and create new knowledge in the field of education and learning. The research contributes to the existing knowledge by providing a new understanding of the topic as it applied to the Indonesian context.

Realisation of University-Industry Collaboration through Industry-Based Learning at Indonesian Higher Education

The collaboration between universities and industries has become increasingly important for the development of Science and Technology. This is particularly more prominent in the Science Technology Engineering and Mathematics (STEM) disciplines. Literature suggest that the key element of University-Industry Partnership (UIP) is the exchange of knowledge that is mutually beneficial for both parties. One real example of the collaborations is Industry-Based Learning (IBL) in which university students are coming into industries to experience and learn how the skills and knowledge acquired in the classroom are implemented in work places. This paper investigate how the University-Industry Collaboration program is implemented though Industry-Based Learning (IBL) at Indonesian Universities. The research findings offer useful insights and create a new knowledge in the field of STEM education and collaborative learning. The research will contribute to existing knowledge by providing empirical understanding of this topic. The outcomes can be used to improve the quality of University-Industry Partnership programs at Indonesian Universities and inform Indonesian higher education authorities and their industrial partners of an alternative approach to enhance their IBL programs.

Cerimetry in non-aqueous media - Oxidation of oxalic acid through the intermediate formation of ceric oxalate

It was found that ceric oxalate is an intermediate product in the oxidation of oxalic acid by ammonium hexanitrato cerate in solvents such as acetonitrile, and a mixture of acetonitrile and glacial acetic acid. Conditions for the formation of ceric oxalate and its decomposition into carbon dioxide and cerous oxalate have been studied. An analytical method for the estimation of oxalic acid in non-aqueous media has been evolved based on this reaction.

Signal compression through spatial frequency-based motion estimation

The interest in low bit rate video coding has increased considerably. Despite rapid progress in storage density and digital communication system performance, demand for data-transmission bandwidth and storage capacity continue to exceed the capabilities of available technologies. The growth of data-intensive digital audio, video applications and the increased use of bandwidth-limited media such as video conferencing and full motion video have not only sustained the need for efficient ways to encode analog signals, but made signal compression central to digital communication and data-storage technology. In this paper we explore techniques for compression of image sequences in a manner that optimizes the results for the human receiver. We propose a new motion estimator using two novel block match algorithms which are based on human perception. Simulations with image sequences have shown an improved bit rate while maintaining ''image quality'' when compared to conventional motion estimation techniques using the MAD block match criteria.

Networks for Knowledge: Social Media enthuses students of Early Years Education

Networks for Knowledge (n4k Ltd) are a Work Based Learning organisation which specialises in Early Years Education. Training and Development Manager, Elaine Wareing has developed the use of Facebook and Twitter to promote peer learning and interaction beyond the classroom. It also allows trainers to discuss ideas and challengers with a wider group of learners. This has allowed practitioners across a wide geographical area to share their thoughts and ideas together on some of the subjects relating to early years practice.

League Football Education: Tackling the football apprenticeship programme online through Moodle

Faced with the challenging task of organising education for football apprentices across 74 English Football League clubs, League Football Education (LFE) has implemented Moodle as a key part of its strategy to meet the requirements for this geographically dispersed set of learners and educators. Developments currently focus on administrative processes, including the creation of learner accounts at pre-programme enrolment, initial literacy and numeracy assessments, undertaking reviews and tracking progress.

A study on rural women's empowerment through participation in aquaculture

The study was undertaken to understand the rural women's (i) extent of participation in some selected aquaculture practices and (ii) extent of empowerment through participation in aquaculture program. Data were collected from 200 selected rural women of two districts - Sherpur and Kishoreganj. Each of the families where the selected rural women who were involved in aquaculture under the supervision of two partner NGOs of DSAP, namely- Foundation for Human Development (FHD) and Center for Rural and Environmental Development (CRED). Both conventional and participatory methods of data collection were employed where structured questionnaire and Focus Group Discussion (FGD) were used as the tools. The data collection procedure took five-months spanning from September 2004 to January 2005. Appropriate scales were developed and used in order to determine the focus variables of the study, while most analyses regarding women empowerment were done using 'before' and 'after' method. Empowerment of women was measured by five dimensions such as decision making ability, spending ability, social participation, cosmopoliteness, access to assets and resources. The ten selected aquaculture practices were: fish feeding, eradication of aquatic vegetation from fish pond, disease detection, application of fertilizer, liming, harvesting of fry and fish, fish stock management, pond excavation, use of insecticides, and sale of fry and fish. The study also aimed at determining some selected characteristics of rural women and determining relationship between their extent of empowerment and the selected characteristics. The characteristics of rural women included: age, personal education, average family education, family size, family farm size, area under aquaculture, extension media exposure, training exposure, knowledge in aquaculture, and family income. The findings revealed an overall low level of participation by rural women in aquaculture activities. However, significant level of improvement was identified regarding overall status of empowerment during the course of participation in aquaculture program under DSAP.

Media Literacy in Wales: a Critical Review of Industry and Education Policies

Griffiths, L.; and O'Malley, T. (2007). Media Literacy in Wales: a Critical Review of Industry and Education Policies. Cyfrwng. 4, pp.7-23. RAE2008

Supporting therapist engagement in evidence based practice: Developing a continuing education programme through participatory action research

Therapists find it challenging to integrate research evidence into their clinical decision-making because it may involve modifying their existing practices. Although continuing education (CE) programmes for evidence-based practice (EBP) have employed various approaches to increase individual practitioner’s knowledge and skills, these have been shown to have little impact in changing customary behaviours. To date, there has been little attempt to actively engage therapists as collaborators in developing educational processes concerning EBP. The researcher collaborated with seven clinical therapists (one occupational therapist, four physiotherapists and two speech and language therapists) enrolled in a new post-qualification Implementing Evidence in Therapy Practice (IETP) MSc module to monitor and adapt the learning programme over ten weeks. The participating therapists actively engaged in participatory action research (PAR) iterative cycles of reflecting→ planning→ acting→ observing→ reflecting with the researcher. Mixed methods were used to evaluate the IETP module and its influence on therapists’ subsequent engagement in EBP activities. Data were gathered immediately on completion of the module and five months later. Immediate post-module findings revealed four components as being important to the therapists: 1) characteristics of the learning environment; 2) acquisition of relevant EBP skills; 3) nature of the learning process; and 4) acquiring confidence. The two themes and sub-themes which emerged from individual interviews conducted five months post-module expanded on the four components already identified. Theme 1: Experiencing the learning (sub-themes: module organisation; learning is relational; improving the module); and theme 2: Enacting the learning through a new way of being (sub-themes: criticality and reflection; self agency; modelling EBP behaviours; positioning self in an EB work culture). The therapists’ perspectives had by then shifted from that of a learner to that of a clinician constructing a new sense of self as an evidence-based practitioner. Findings from this study underline the importance of the process of socially constructed knowledge and of empowering learners through collaboratively designed continuing education programmes. In the student-driven learning environment, therapists chose repetitive skill-building and authentic problem-solving activities which reflected the complexity of the environments to which they were expected to transfer their learning. These findings have implications for educators designing EBP continuing education programmes, during which students develop professional ways of being.

An exploration of future trends in environmental education research

This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social-ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse. © 2013 © 2013 Taylor & Francis.