Building Digital. Repository Of Project Reports: A Proposal for cusat

The effective organization and utilisation of resources produced by the students, faculty and research scholars in university departments assume greater significance. Institutional repositories are developed by many institutions to provide resources and materials that support students in their studies. The present study recognizes the value of such a repository in the Engineering and Technology discipline in Cochin University of Science and Technology. The paper explains the need for a digital repository ofproject reports. The authors present a modelfor digital repository, and the organization.and administration of such a repository. The study also analyses the various other factors associated with the proposed depository.

Das Arbeitserziehungslager Breitenau (1940-1945). Ein Beitrag zum nationalsozialistischen Lagersystem

Die Dissertation befasst sich mit der Geschichte des Arbeitserziehungslagers (AEL) Breitenau, das 1940 von der Gestapostelle Kassel auf dem Gelände der Landesarbeitsanstalt Breitenau in Guxhagen gegründet wurde und bis zum Kriegsende bestand. Darüber hinaus wird auch der Frage nachgegangen, wie nach der NS-Zeit mit der Geschichte des Lagers, den Opfern und den Tätern umgegangen wurde. Die Dissertation ist in drei Teile gegliedert. Der erste Teil gibt einen Überblick über die Geschichte der Geheimen Staatspolizeistelle Kassel, der das Lager unterstand und die als zentrale Verfolgungsbehörde für den Regierungsbezirk Kassel zuständig war. Dabei wird vor allem aufgezeigt, wie die Gestapostelle Kassel entstanden ist, wie sie aufgebaut war und wer die Leiter und Mitarbeiter während des Zweiten Weltkrieges waren, die die Verfolgungsmaßnahmen organisierten und durchführten. Der zweite Teil der Dissertation befasst sich mit der eigentlichen Lagergeschichte. Breitenau war eines der ersten Arbeitserziehungslager überhaupt. Die Hauptfunktion bestand darin, ausländische Zwangsarbeiter und Zwangsarbeiterinnen, die sich dem Arbeitseinsatz widersetzt hatten, durch harte Bestrafung gefügig zu machen. Gleichzeitig wurden in das AEL aber auch deutsche und ausländische Gefangene eingewiesen, die aus politischen, rassischen, religiösen oder weltanschaulichen Gründen verhaftet worden waren. Das Lager unterstand zwar der Geheimen Staatspolizei Kassel, wurde aber von den Bediensteten der Landesarbeitsanstalt mit geleitet. Im Verlaufe des Zweiten Weltkrieges waren im AEL Breitenau etwa 8.300 überwiegend ausländische Schutzhaftgefangene inhaftiert, unter denen sich ca. 1.900 Frauen und 6.400 Männer befanden. Bei den Einweisungen wirkten neben der Gestapostelle Kassel und der Gestapostelle Weimar zahlreiche Orts- und Kreispolizeibehörden mit, wodurch ein flächendeckender Verfolgungsapparat entstand. Insgesamt lassen sich über 1.000 letzte Wohnorte von Gefangenen ermitteln. Die Haft- und Lebensbedingungen im Lager waren vor allem für die ausländischen Gefangenen besonders unmenschlich, und es gab mehrere Todesfälle. Nachweislich wurden mehr als 750 Gefangene in Konzentrationslager deportiert, was für viele den Tod bedeutete. Außerdem wurden mindestens 18 polnische Gefangene von Angehörigen der Gestapo Kassel erhängt und noch unmittelbar vor Kriegsende ein Massenmord an 28 Gefangenen verübt. Erst mit dem Einmarsch der amerikanischen Soldaten am Ostersamstag 1945 wurde das Arbeitserziehungslager Breitenau endgültig aufgelöst. Im dritten Teil der Dissertation wird der Frage des Umgangs mit dem damaligen Geschehen nachgegangen. Dabei lässt sich feststellen, dass die Täter und Mittäter von deutschen Spruchkammern und Gerichten gar nicht oder kaum bestraft wurden. Gleichzeitig wurden ihnen verschiedene Möglichkeiten geboten, sich in die Gesellschaft zu integrieren. Die ehemaligen Gefangenen hatten dagegen keinen Anspruch auf Entschädigung, und auch eine gesellschaftliche Würdigung wurde ihnen versagt. Erst seit den 90er Jahren trat hier eine Veränderung ein, die allerdings für viele Verfolgte zu spät kam. Die Geschichte des Arbeitserziehungslagers Breitenau war viele Jahre verdrängt worden. Das Gelände diente bis 1949 als Landesarbeitsanstalt, dann als geschlossenes Erziehungsheim, und seit 1974 besteht dort eine psychiatrische Einrichtung. Erst 1979 wurde durch ein Forschungsprojekt an der Gesamthochschule Kassel die NS-Geschichte „wiederentdeckt“ und 1984 die Gedenkstätte Breitenau eingerichtet, die als Gedenk- und Bildungsort an das damalige Geschehen erinnert.

Bereitstellung von Früherkennungsinformationen für Unternehmen - Entwicklung und Einsatz eines Softwareinstrumentes

Die Unternehmensumwelt wird zunehmend von dynamischen Veränderungen und Turbulenzen geprägt. Globalisierung der Märkte und schneller wechselnde Umfeldveränderungen zwingen die Unternehmen dazu, ihr strategisches Verhalten ständig an neue Bedingungen anzupassen. Ein vorausschauendes Denken und Handeln wird immer notwendiger, da in vielen Branchen Produkte und Dienstleistungen in wesentlich kürzeren Zeitabständen als bisher durch Neue ersetzt werden. Um das unternehmerische Umfeld im Blick zu haben und über Pläne, Leistungen und Kompetenzen der Konkurrenten und Kunden über Marktveränderungen und technische Neuerungen etc. aktuell und vorausschauend informiert zu sein, wird ein intelligentes, systematisches Vorgehen bei der Informationsversorgung mit Umfeldinformationen benötigt. Die Dissertation befasst sich mit der Entwicklung, Implementierung und Untersuchung eines Softwareinstrumentes und systematischen Arbeitsprozesses, um die Versorgung von Managern und Mitarbeitern mit Umfeldinformationen (externen Informationen) zu verbessern um aufkommende Chancen und/oder Risiken frühzeitig zu erkennen. Der Schwerpunkt der Arbeit bezieht sich hauptsächlich auf die Phase der Informationsbereitstellung (Beschaffung, Verarbeitung und Präsentation) und dem Abruf der Umfeldinformationen durch die Manager und Mitarbeiter. Das entwickelte Softwareinstrument und die Arbeitsabläufe werden in drei Untersuchungsfirmen implementiert und evaluiert. Über eine schriftliche Befragung soll der Zustand vor Einführung des Softwareinstrumentes und Arbeitsabläufen und ein Jahr danach erfasst werden. Zur Ergänzung der Ergebnisse der schriftlichen Erhebung werden zusätzlich leitfadengestützte Einzelinterviews durchgeführt werden. Spezielle Auswertungen der Systemzugriffe sollen Aufschluss über den Nutzungsumfang und -häufigkeit im Zeitablauf geben. Über eine sukzessive Optimierung der Software und Arbeitsabläufe werden abschließend ein überarbeitetes Softwareinstrument sowie angepasste Arbeitsabläufe und ein Einführungsverfahren vorgestellt.

Prototype of a Configurable Web-Based Assessment System

The MIT Prototype Educational Assessment System provides subjects and courses at MIT with the ability to perform online assessment. The system includes polices to handle harassment and electronic "flaming" while protecting privacy. Within these frameworks, individual courses and subjects can make their own policy decisions about such matters as to when assessments can occur, who can submit assessments, and how anonymous assessments are. By allowing assessment to take place continually and allowing both students and staff to participate, the system can provide a forum for the online discussion of subjects. Even in the case of scheduled assessments, the system can provide advantages over end-of-term assessment, since the scheduled assessments can occur several times during the semester, allowing subjects to identify and adjust those areas that could use improvement. Subjects can also develop customized questionnaires, perhaps in response to previous assessments, to suit their needs.

L'Ansietat dels estudiants davant el pràcticum: és necessari intervenir?

L’objectiu d’aquesta recerca és realitzar un estudi exploratori amb la finalitat d’avaluar l’ansietat percebuda pels estudiants immediatament abans de començar el Pràcticum en centres externs, la contribució de les creences disfuncionals a la percepció d’estrès i ansietat, les expectatives d'autoeficàcia per afrontar els estressors percebuts, les pors i preocupacions principals dels estudiants, així com les seves necessitats de formació específica per afrontar el Pràcticum. Els resultats mostren nivells moderats d’ansietat. Les situacions anticipades com a més estressants són l'intent de suïcidi d’un client, l’atac físic, la confidència sobre la comissió d’un delicte, les afirmacions suïcides per part d’un client i la manifestació d‘ira cap a l’estudiant. Les dades també suggereixen que un 44% de la variància de l’ansietat-Estat és pot explicar a partir de l’efecte conjunt de l’ansietat disposicional i les creences disfuncionals, així com l’existència d’una relació negativa entre l’estrès percebut i les expectatives d'autoeficàcia per afrontar-lo. Als estudiants els preocupa no estar a l’alçada de les expectatives, no rebre suficient atenció i orientació dels seus tutors i no saber donar resposta a les demandes del centre o dels usuaris

Scitable - Learn Science with Nature Education

Scitable is an open online teaching/learning portal combining high quality educational articles authored by editors at NPG with technology-based community features to fuel a global exchange of scientific insights, teaching practices, and study resources. Scitable currently contains articles in the field of genetics, and is intended for college undergraduate faculty and students. Future plans involve extension of Scitable to other fields within the life sciences, as well as to other audiences. Scitable brings together a library of scientific overviews with a worldwide community of scientists, researchers, teachers and students. Nature Education is a new division of Nature Publishing Group devoted to facilitating high quality, innovative, accessible science education in all countries of the world.

The Higher Education Academy Engineering Subject Center

The engineering subject center provides support for engineering students and staff in higher education at university. The website provides articles helping students in a large range of subjects, such as book reviews for a variety subjects, support in writing reports or essays and personal development in subject areas and university life in general.

The narrative of arguing the personalised news

Bay 9 are hoping to pioneer a way to encourage postgrads and staff in the lab to get over the fear of presenting their work to the group. The members of the bay will each give a 6m40s Pecha Kucha explaining their current research work through pictures. The topics of the pecha kuchas are: - Citizen Participation in News: An analysis of the landscape of online journalism (Jonny) - Argumentation on the Social Web (Tom) - From Narrative Systems to Ubiquitous Computing for Psychology - and everything in between (Charlie) - Is it worth sharing user model data? (Rikki)

Estatu batuetako esperientziak : hezkuntza garapenerako egitamua, guztiontzako arrakasta, eskola bizkortzaileak. 'Experiencias americanas : programas de desarrollo escolar, ??xito para todos, escuelas aceleradoras'

Resumen tomado de la p??gina web de la publicaci??n

Estratégias de intervenção educativa junto de alunos com hiperatividade e problemas de atenção

A Perturbação de Hiperatividade e Défice de Atenção (PHDA) é um distúrbio que, segundo a literatura, afeta entre 3-7% das crianças em idade escolar e que consiste numa tríade de desatenção, hiperatividade e impulsividade. Este distúrbio é prevalente e para os atingidos pode ter consequências gravosas sendo o insucesso escolar um dos primeiros obstáculos. Muitas vezes entendidas pela classe docente como falta de educação e preguiça, estas características não recebem a atenção devida. Baseado num aluno do 8º ano com diagnóstico de PHDA do tipo misto desde os 5 anos de idade, este projeto destinou-se a estudar sumariamente a PHDA e a encontrar, aplicar e avaliar a eficácia de um conjunto de estratégias de aprendizagem que, numa perspetiva inclusiva, permitissem quer ao aluno quer ao grupo turma desenvolver os seus potenciais de aprendizagem. O aluno não se encontra abrangido pelo Decreto Lei 3/2008 mas apresentou insucesso escolar no 7º ano que quase comprometeu a sua progressão. Integra uma turma de dezasseis alunos que inclui três alunos abrangidos pelo referido decreto sendo um de currículo específico individual. Este projeto desenvolveu-se no primeiro período do ano letivo 2012-2013 e possui duas vertentes: a tutoria individual - num tempo semanal – assumido na qualidade de diretora de turma, e o espaço de sala de aula curricular de Físico-Química – em três tempos semanais – da qual a autora do presente trabalho é docente. O projeto de tutoria, sugerido pelo psicólogo que acompanha o aluno, destinou-se à implementação de um Programa de Promoção da Função Cognitiva e de Métodos e Hábitos de Estudo incidindo nos seguintes domínios: componente motivacional, componente comportamental, componente cognitiva, autoconhecimento e autoavaliação, e planeamento de uma metodologia de estudo mais eficaz. Em sala de aula o enfoque esteve na componente motivacional para o estudo da disciplina com o intento de otimizar as funções executivas de Ativação, Foco e Esforço mencionadas por Brown (2009), e na atribuição de significado aos conteúdos estudados para trabalhar a Memória de curto e longo prazo. Para a abordagem dos vários temas utilizaram-se recursos variados procurando respeitar os vários estilos de aprendizagem mas o recurso a objetos e atividades experimentais foram os que se revelaram mais eficazes. No final desta intervenção, a avaliação do período em estudo revelou um aluno mais motivado e participativo na generalidade das disciplinas e especialmente em Físico-Química onde obteve classificações acima da média da turma. PALAVRAS CHAVE: Perturbação de hiperatividade e défice de atenção, inclusão, estratégias de intervenção em sala de aula.

An analytic knowledge network process for construction entrepreneurship education

Purpose - The purpose of this paper is to provide a quantitative multicriteria decision-making approach to knowledge management in construction entrepreneurship education by means of an analytic knowledge network process (KANP) Design/methodology/approach- The KANP approach in the study integrates a standard industrial classification with the analytic network process (ANP). For the construction entrepreneurship education, a decision-making model named KANP.CEEM is built to apply the KANP method in the evaluation of teaching cases to facilitate the case method, which is widely adopted in entrepreneurship education at business schools. Findings- The study finds that there are eight clusters and 178 nodes in the KANP.CEEM model, and experimental research on the evaluation of teaching cases discloses that the KANP method is effective in conducting knowledge management to the entrepreneurship education. Research limitations/implications- As an experimental research, this paper ignores the concordance between a selected standard classification and others, which perhaps limits the usefulness of KANP.CEEM model elsewhere. Practical implications- As the KANP.CEEM model is built based on the standard classification codes and the embedded ANP, it is thus expected that the model has a wide potential in evaluating knowledge-based teaching materials for any education purpose with a background from the construction industry, and can be used by both faculty and students. Originality/value- This paper fulfils a knowledge management need and offers a practical tool for an academic starting out on the development of knowledge-based teaching cases and other teaching materials or for a student going through the case studies and other learning materials.

The effect of intensive case management on the relatives of patients with severe mental illness

Objective: Relatives play a vital role in caring for patients with severe mental illness but receive inadequate support from psychiatric services. Evidence suggests that although intensive case management is directed primarily at patients, relatives may benefit a's well. This study examined whether relatives of patients who were receiving intensive case management had more contact with mental health professionals than relatives of patients who were receiving standard case management. It also examined whether relatives of patients receiving intensive case management appraised caregiving less negatively and experienced less psychological distress than relatives of patients receiving standard case management. Methods: The sample was drawn from the pool of patients participating in the UK700 randomized controlled trial of intensive case management. Prospective data on contact between case managers and the relatives of 146 patients were collected over a two-year period. At a two-year follow-up assessment, relatives of 116 patients were. interviewed with the Experience of Caregiving Inventory and the 12-item General Health Questionnaire. Results: Considerably more relatives of patients receiving intensive case management had contact with a case manager during the study period than relatives of patients receiving standard case management (70 percent compared with 45 percent). However, relatives of patients receiving intensive case management did not-appraise caregiving less negatively or experience less psychological distress than relatives of patients who were receiving. standard case management. Conclusions: Reducing case managers' caseloads alone. will not guarantee adequate support for relatives.. Instead, providing more support will need to be an explicit aim, and staff will require specific additional training to achieve it.

Who knows best? Awareness of divided attention difficulty in a neurological rehabilitation setting

Objective: To explore whether patients relearning to walk after acquired brain injury and showing cognitive-motor interference were aware of divided attention difficulty; whether their perceptions concurred with those of treating staff. Design: Patients and neurophysiotherapists (from rehabilitation and disabled wards) completed questionnaires. Factor analyses were applied to responses. Correlations between responses, clinical measures and experimental decrements were examined. Results: Patient/staff responses showed some agreement; staff reported higher levels of perceived difficulty; responses conformed to two factors. One factor (staff/patients alike) reflected expectations about functional/motor status and did not correlate with decrements. The other factor (patients) correlated significantly with dual-task motor decrement, suggesting some genuine awareness of difficulty (cognitive performance prioritized over motor control). The other factor (staff) correlated significantly with cognitive decrement (gait prioritized over sustained attention). Conclusions: Despite some inaccurate estimation of susceptibility; patients and staff do exhibit awareness of divided attention difficulty, but with a limited degree of concurrence. In fact, our results suggest that patients and staff may be sensitive to different aspects of the deficit. Rather than 'Who knows best?', it is a question of 'Who knows what?.

ASSET: moving forward through feedback

Providing high quality and timely feedback to students is often a challenge for many staff in higher education as it can be both time-consuming and frustratingly repetitive. From the student perspective, feedback may sometimes be considered unhelpful, confusing and inconsistent and may not always be provided within a timeframe that is considered to be ‘useful’. The ASSET project, based at the University of Reading, addresses many of these inherent challenges by encouraging the provision of feedback that supports learning, i.e. feedback that contains elements of ‘feed-forward’, is of a high quality and is delivered in a timely manner. In particular, the project exploits the pedagogic benefits of video/audio media within a Web 2.0 context to provide a new, interactive resource, ‘ASSET’, to enhance the feedback experience for both students and staff. A preliminary analysis of both our quantitative and qualitative pedagogic data demonstrate that the ASSET project has instigated change in the ways in which both staff and students think about, deliver, and engage with feedback. For example, data from our online questionnaires and focus groups with staff and students indicate a positive response to the use of video as a medium for delivering feedback to students. In particular, the academic staff engaged in piloting the ASSET resource indicated that i) using video has made them think more, and in some cases differently, about the ways in which they deliver feedback to students and ii) they now see video as an effective means of making feedback more useful and engaging for students. Moreover, the majority of academic staff involved in the project have said they will continue to use video feedback. From the student perspective, 60% of those students whose lecturers used ASSET to provide video feedback said that “receiving video feedback encouraged me to take more notice of the feedback compared with normal methods” and 80% would like their lecturer to continue to use video as a method for providing feedback. An important aim of the project was for it to complement existing University-wide initiatives on feedback and for ASSET to become a ‘model’ resource for staff and students wishing to explore video as a medium for feedback provision. An institutional approach was therefore adopted and key members of Senior Management, academics, T&L support staff, IT support and Student Representatives were embedded within the project from the start. As with all initiatives of this kind, a major issue is the future sustainability of the ASSET resource and to have had both ‘top-down’ and ‘bottom-up’ support for the project has been extremely beneficial. In association with the project team the University is currently exploring the creation of an open-source, two-tiered video supply solution and a ‘framework’ (that other HEIs can adopt and/or adapt) to support staff in using video for feedback provision. In this way students and staff will have new opportunities to explore video and to exploit the benefits of this medium for supporting learning.

Roman public libraries

This thesis aims to investigate the development and functions of public libraries in Rome and the Roman world. After a preface with maps of libraries in Rome, Section I discusses the precursors for public library provision in the private book collections of Republican Rome, and their transfer into the public domain with the first public libraries of Asinius Pollio and Augustus. Section II contains three 'case studies' of public libraries' different roles. The Augustan library programme is used in Ch.II.l to examine the role of imperial public libraries in literary life and the connections between Rome's libraries and those of Alexandria. Chapter II.2 concentrates on the libraries of Trajan's Forum to explore the intersection of imperial public libraries and monumental public architecture. This chapter responds to an important recent article by arguing for the continued identification of the Forum's libraries with twin brick buildings at its northern end, and suggests a series of correspondences between these libraries and its other monumental components. The conclusions of this chapter are important when considering the public libraries of the wider empire, several of which seem to have been inspired by the Trajanic libraries. Chapter II.3 considers imperial public libraries and leisure by looking at the evidence for libraries within bath-house complexes, concluding that their presence there is consistent with the archaeological and epigraphic evidence and fits in well with what we know of the intellectual and cultural life of these structures. Section III examines various aspects of the practical function of Roman public libraries: their contents (books and archives), division into Latin and Greek sections, provisions for shelving and cataloguing, staff, usership, architectural form, decoration, and housing of works of art. The picture that emerges is of carefully designed and functional buildings intended to sustain public, monumental, and practical functions. Section IV uses a variety of texts to examine the way in which libraries were viewed and used. Ch. IV. 1 discusses the evidence for use of libraries by scholars and authors such as Gellius, Galen, Josephus, and Apuleius. Ch. IV.2 examines parallels between library collections and compendious encyclopaedic elements within Roman literature and considers how library collections came to be canon-forming institutions and vehicles for the expression of imperial approval or disapproval towards authors. The channels through which this imperial influence flowed are investigated in Ch. IV.3, which looks at the directors and staff of the public libraries of Rome. The final section (V) of the thesis concerns public libraries outside the city of Rome. Provincial libraries provide a useful case study in 'Romanisation': they reveal a range of influences and are shown to embody local, personal, and metropolitan imperial identities. There follows a brief conclusion, and a bibliography. There are also five appendices of numismatic and epigraphic material discussed in the text. This material has not been adequately or completely gathered elsewhere and is intended to assist the reader; where appropriate it includes illustrations, transcriptions, and translations.