Expectations and challenges : the implementation of mobile devices in a Scottish primary school

Acknowledgements Sincere thanks are due to all who have contributed to this study, which was funded in part by the Local Authority. The Head Teacher and Local Authority Officer have been instrumental in encouraging and supporting the research and the teachers and pupils at the school, along with several local authority support staff, have contributed directly. Colleagues from the University of Aberdeen, including Prof Do Coyle, Dr Yvonne Bain, and Phil Marston, helped to guide the project and provided useful feedback.

Conceptions and expectations of mentoring relationships in a teacher education reform context

Peer reviewed

Expectations and challenges : the implementation of mobile devices in a Scottish primary school

Acknowledgements Sincere thanks are due to all who have contributed to this study, which was funded in part by the Local Authority. The Head Teacher and Local Authority Officer have been instrumental in encouraging and supporting the research and the teachers and pupils at the school, along with several local authority support staff, have contributed directly. Colleagues from the University of Aberdeen, including Prof Do Coyle, Dr Yvonne Bain, and Phil Marston, helped to guide the project and provided useful feedback.

Conceptions and expectations of mentoring relationships in a teacher education reform context

Peer reviewed

Managing the multiplicities of graduate level education! Are Master’s students’ expectations matched by their experiences?

With rapid increases in student fees reflecting moves towards a QUASI Market model of Higher Education in the UK and across much of the Western World[1], many universities find themselves having to meet progressively higher levels of student expectations[2]. This is particularly the case at undergraduate level, where increases in fees over the past decade have far exceeded inflation. Yet with so much attention on ‘consumer savvy’ undergraduates, the question of whether Master’s level students’ expectations are matched by their experiences is one which remains largely unanswered. Grounded in an empirically grounded approach to learning and teaching developed by the paper authors[3], this paper sets out to being to answer this question. In doing so it makes a distinctive contribution to debates about graduate level engineering education and concludes with a number of recommendations. Discussion: The ‘MSc: Managing Expectations’ Project analyses the expectations and experiences of Graduate level Engineering Management Students over a two year period. Focusingon the ‘student experience’, three main concepts are identified as being particular relevant to enhancing learning [3]: Relationships: Variety: Synergy. Relationships: Based on empirical research, the significance of Relationships within the academic environment is discussed with particular attention being paid to the value of students’ social and academic support networks, including academic tutoring. Variety: Grounded in a statistical analysis of ‘engagement data’ together with survey and interview findings, the concept of variety critically examines students’ perspectives and experiencesof different approaches to learning and teaching. Synergy: Possibly the most important concept discussed within this paper, the need for constructively aligned curriculum is extended to reflect the students’ apriori knowledge and experienceas well as employer and societal demands and expectations. The conclusion brings the different concepts within the discussion together, providing a set of practical recommendations for colleagues working both at graduate and undergraduate level. References 1.Gibbs, P. (2001) "Higher education as a market: a problem or solution?." Studies in Higher Education 26. 1. pp. 85-94. 2.Tricker, T., (2005) Student Expectations-How do we measure up. University of Sheffield. Available from: http://www.persons.org.uk/tricker%20paper.pdf Accessed 9/10/14 3.Clark, R. & Andrews, J. (2014). Relationships, Variety & Synergy [RVS]: The Vital Ingredients for Scholarship in Engineering Education? A Case-Study. European Journal of Engineering Education. 39.6. pp. 585-600.

Conflicting expectations in transforming government service processes: the story of e-payment for social welfare in Ireland

Despite its clear potential and attractiveness as a solution to a broad range of societal problems, E-Government has not been adopted to levels predicted in early 2000 literature. Whilst case studies of punctual development of E-Government initiatives abound, few countries have progressed to high levels of maturity in the systematic use of ICT in the relationship between government and citizens. At the same time, the current period brings challenges in terms of access to public services and costs of delivering these services which make the large scale use of ICT by governments more attractive than ever, if not even a necessity. This paper presents a detailed case study of a specific E-Government initiative in Ireland in the area of E-payments for G2C, in the social welfare area. Locating the current initiative in its historical context, it analyses the varied motivations and conflicting requirements of the numerous stakeholders and discusses the constraints that bear on the potential scenarios that could be followed at this point in time.

Can Compensation Committees Effectively Mitigate the CEO Horizon Problem? The Role of Co-opted Directors

Extant research finds inconclusive evidence about the CEO horizon problem. One possibility is that compensation committees design CEO compensation in a way that discourages retiring CEOs from opportunistic earnings management and R&D reduction. However, compensation committees dominated by co-opted directors may not be as effective as those with fewer co-opted directors in mitigating the CEO horizon problem, because directors co-opted by the CEO tend to bias their decisions in favor of the CEO. I find that compensation committees dominated by co-opted directors are associated with higher CEO compensation packages. I document R&D reduction and accruals management in firms with retiring CEOs and compensation committees dominated by co-opted directors, and find that R&D reduction and income-increasing accruals are less discouraged by compensation committees dominated by co-opted directors when deciding CEO compensation. I also examine the effect of boards of directors and compensation committee characteristics on CEO compensation and on mitigating the CEO horizon problem. I find that CEO compensation positively associates with CEO power, director independence, and the percentage of busy directors, and negatively associates with board of directors and committee size and director ownership. Moreover, I find that retiring CEOs are more likely to reduce R&D expenditures when CEOs have more power, and director tenure is longer; retiring CEOs in firms with large boards of directors and compensation committees are less likely to manage accruals.

Concerns and Expectations of Students Participating in Study Abroad Programs: Blogging to Reveal the Dynamic Student Voice

Study abroad programmes (SAP) have become increasingly popular with university students and within academia. They are often seen as an experiential opportunity to expand student learning and development, including increases in global, international, and intercultural competences. However, despite the increasing popularity of and participation in study abroad programmes, many student concerns and uncertainties remain. This research investigates initial pre-departure concerns and apprehensions of students undertaking a one-semester study abroad programme and uses these as context for an examination of violated expectations of students during their programme. The research uses interpretative phenomenological analysis to interpret data collected from regularly-updated blogs composed by students throughout their SAP experience. The process of using blogs to collect data is less formalised than many other approaches of interpretative phenomenological analysis, enabling ‘in the moment’ feedback during the SAP and lending greater depth to the understanding of student perceptions.

A Study of The Skills Sectors’ learners’ expectations and experiences of the digital environment

A Study of The Skills Sectors’ learners’ expectations and experiences of the digital environment - A Literature review

Literature Review: A Study of The Skills Sectors’ learners’ expectations and experiences of the digital environment

Literature Review - A Study of The Skills Sectors’ learners’ expectations and experiences of the digital environment

Impacts of Deepwater Horizon oil and associated dispersant on early development of the Eastern oyster Crassostrea virginica

The explosion of the Deepwater Horizon (DWH) oil platform resulted in large amounts of crude oil and dispersant Corexit 9500A® released into the Gulf of Mexico and coincided with the spawning season of the oyster, Crassostrea virginica. The effects of exposing gametes and embryos of C. virginica to dispersant alone (Corexit), mechanically (HEWAF) and chemically dispersed (CEWAF) DWH oil were evaluated. Fertilization success and the morphological development, growth, and survival of larvae were assessed. Gamete exposure reduced fertilization (HEWAF: EC201 h = 1650 μg tPAH50 L− 1; CEWAF: EC201 h = 19.4 μg tPAH50 L− 1; Corexit: EC201 h = 6.9 mg L− 1). CEWAF and Corexit showed a similar toxicity on early life stages at equivalent nominal concentrations. Oysters exposed from gametes to CEWAF and Corexit experienced more deleterious effects than oysters exposed from embryos. Results suggest the presence of oil and dispersant during oyster spawning season may interfere with larval development and subsequent recruitment.

The emergence and evolution of optimistic expectations in schoolchildren

When we study optimism in children, we note the temporary emergence of a bias that leads them to make optimistic predictions. In this study we intend to learn more about changes that can be observed in the optimistic bias of 6- to 12-year old schoolchildren when they predict future events, and in the way they justify those predictions. A total of 77 pupils participated in this study; we evaluated each one of them individually with a Piagetian interview, asking them to formulate predictions about a series of hypothetical situations. After analyzing whether a child's prediction implied that the situation would maintain itself or would change for better or for worse, we classified the justifications they provided for their predictions. Results show that these subjects regarded positive change as more likely in the case of psychological or hybrid events than for purely biological ones, and that younger children tended to display a greater bias in favor of the likelihood of positive change. These younger children justified their predictions stating that nature or the passing of time could be responsible for the changes, without needing further intervention on the part of other agents. Older children, on the other hand, tended to provide similar kinds of explanations to justify their expectation of stasis.

Effect of ray and speed perturbations on ionospheric tomography by over-the-horizon radar: A new method

International audience