When Worlds Collide: Changing Cultures in 21st Century Education

This publication captures the outputs of a JISC infoNet conference held in February 2004 in the Royal York Hotel, York. The event was entitled ‘When Worlds Collide’ because it aimed to explore the cultural differences between the different communities involved in developing and supporting learning environments hence the event was promoted in collaboration with ALT and UCISA. We defined learning environment in the broadest sense to encompass all of the structures, systems and processes that impact on the learning experience. For many this is summed up in the term Managed Learning Environment (MLE) although others favour alternative terminologies. The event was thus unusual in that it brought together people, from learning and teaching, MIS, library, administrative and senior management backgrounds, that don’t often get the opportunity to network with one another.

Learning in a Digital Age: Extending higher education opportunities for lifelong learning

Learning in a Digital Age is one in a series of Effective Practice guides. It demonstrates, through a range of case studies, how institutions are using technology to attract and retain diverse groups of learners, offer professional development opportunities for their staff, and enhance engagement and collaboration with employers and other organisations with a stake in effective lifelong learning.

The Computer Input/Output Subsystem Education in an undergraduate introductory course: a Multiperspective Study

240 p.

Cruises of the Albatross off San Diego and Other Parts of Southern California, 1889–1916

Between 1889 and 1916, the U. S. Fish Commission steamer Albatross made numerous trips to waters off southern California, particularly in and near San Diego Bay. The typical pattern for many years was to conduct cruises in waters off the Pacific Northwest or Alaska in summer months and waters off southern California in winter months. The Albatross conducted the first depth soundings and benthic profiles for southern California waters and secured the first samples of many endemic marine animals of this region. Albatross collections formed the basis for numerous definitive monographs of invertebrates and vertebrates that were published in subsequent years. The Albatross anchored in San Diego Bay in 1894, conducting the first biological investigations of the bay, and returned to sample again in many subsequent years. The ship and its crew also examined Cortez and Tanner banks for exploitation potential and conducted the first biological investigations of southern California’s tuna stocks in 1915 and 1916.

Workshop on assessing governance in the Bay of Bengal Large Marine Ecosystem, Bangkok, Thailand, October 28-30, 2014: workshop summary and messages for Bay of Bengal marine resource policy-makers and other stakeholders

This brochure suggests casting a wider net when dealing with governance assessment to include other players.

Extracellular phosphatases produced by phytoplankton and other sources in shallow eutrophic lakes (Wuhan, China): taxon-specific versus bulk activity

Extracellular phosphatases are an important part of the phosphorus cycle in aquatic environments. Phosphatase activity (PA) in plankton was studied in seven subtropical shallow lakes of different exploitation management and trophic status in the urban area of Wuhan City. Bulk PA was rather high (range 1.1-11 mu mol l(-1) h(-1)), although concentrations of soluble reactive phosphorus (SRP) were also high (range 27 mu g P l(-1) to similar to 1.5 mg P l(-1)) in all lakes. Cell-associated extracellular PA in phytoplankton was detected using the fluorescence-labelled enzyme activity technique. Phytoplankton species partly contributed to the bulk PA. We found explicit differences in the presence of cell-associated phosphatase within the main phytoplankton groups; species belonging to Chlorophyta and Dinophyta were regularly phosphatase-positive, while Cyanophyta and Bacillariophyceae were phosphatase-negative in all but one case. Furthermore, there is a certain potential of extracellular phosphatases produced by heterotrophic nanoflagellates in most of the lakes. This new finding compromises the 'traditional' interpretation of bulk phosphatase data as being due to overall phytoplankton or bacterial P regeneration.

The Computer as Coach: An Athletic Paradigm for Intellectual Education

Over the next five years, computer games will find their way into a vast number of American homes, creating a unique educational opportunity: the development of "computer coaches" for the serious intellectual skills required by some of these games. From the player's perspective, the coach will provide advice regarding strategy and tactics for better play. But, from the perspective of the coach, the request for help is an opportunity to tutor basic mathematical, scientific or other kinds of knowledge that the game exercises.

A review of the effectiveness and meaningfulness of education interventions to enable children, young people and their families to self-care for their gastrostomy tubes in the community.

A systematic review of qualitative and quantitative evidence of the effectiveness and meaningfulness of education interventions to enable children, young people and their families to self-care for their gastrostomy tubes in the community

Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting.

Traditionally, language speakers are categorised as mono-lingual, bilingual, or multilingual. It is traditionally assumed in English language education that the ‘lingual’ is something that can be ‘fixed’ in form, written down to be learnt, and taught. Accordingly, the ‘mono’-lingual will have a ‘fixed’ linguistic form. Such a ‘form’ differs according to a number of criteria or influences including region or ‘type’ of English (for example, World Englishes) but is nevertheless assumed to be a ‘form’. ‘Mono-lingualism’ is defined and believed, traditionally, to be ‘speaking one language’; wherever that language is; or whatever that language may be. In this chapter, grounded in an individual subjective philosophy of language, we question this traditional definition. Viewing language from the philosophical perspectives such as those of Bakhtin and Voloshinov, we argue that the prominence of ‘context’ and ‘consciousness’ in language means that to ‘fix’ the form of a language goes against the very spirit of how it is formed and used. We thus challenge the categorisation of ‘mono’-lingualism; proposing that such a categorisation is actually a category error, or a case ‘in which a property is ascribed to a thing that could not possibly have that property’ (Restivo, 2013, p. 175), in this case the property of ‘mono’. Using this proposition as a starting point, we suggest that more time be devoted to language in its context and as per its genuine use as a vehicle for consciousness. We theorise this can be done through a ‘literacy’ based approach which fronts the context of language use rather than the language itself. We outline how we envision this working for teachers, students and materials developers of English Language Education materials in a global setting. To do this we consider Scotland’s Curriculum for Excellence as an exemplar to promote conscious language use in context.

Trends in use of electronic journals in higher education in the UK - views of academic staff and students

Bonthron, Karen; Urquhart, Christine; Thomas, Rhian; Armstrong, Chris; Ellis, David; Everitt, Jean; Fenton, Roger; Lonsdale, Ray; McDermott, Elizabeth; Morris, Helen; Phillips, Rebecca; Spink, Sian, and Yeoman, Alison. (2003, June). Trends in use of electronic journals in higher education in the UK - views of academic staff and students. D-Lib Magazine, 9(6). Retrieved September 8, 2006 from http://www.dlib.org/dlib/june03/urquhart/06urquhart.html This item is freely available online at http://www.dlib.org/dlib/june03/urquhart/06urquhart.html Sponsorship: JISC