Improving student learning in dissertation research through feedback studies. The Sheffield Hallam Building surveying experience

According to George and Cowan (1999) student feedback is essential to enable lecturers to understand whether attempts to improve learning and educational experience lead to improvement. Current UK practice uses end of module questionnaires to feedback levels of satisfaction (Cowan, 2002). There are inherent weaknesses, namely that it seldom leads to a change for that particular cohort of students, secondly it relies on uncorroborated opinion, and may derive from superficial feedback from a minority of students with the remainder suffering from questionnaire fatigue. Finally the data may not be especially relevant to a particular module, a particular weakness (Heywood, 2000).

Using principles identified by Angelo and Cross (1993), this research adopted a methodology to formatively evaluate student perceptions and levels of satisfaction with the dissertation module. Using a cohort of Building Surveying students at Sheffield Hallam University, in England, views on course materials, the use of Blackboard software, the workshops and the relationships with supervisors were gathered and analysed.

A number of measures were identified as a result of this study, that may, if implemented, improve student learning. Examples are the use of checklists for student for each research / dissertation stage to ensure nothing is forgotten. Provision of additional ‘drop in’ workshops where students could see the module leader with specific issues. Additional optional workshops for questionnaire coding and review of previous theses for example.

It will not be possible to measure whether this student cohort’s learning and performance improves until the summer of 2003 and the final dissertations are assessed. A statistical analysis, comparing their dissertation marks against marks for other topics will show whether there is improvement in marks as a result of this student feedback study. The 2002/3 cohort result can also be analysed against previous cohorts to establish whether any improvement is evident.

Leader-follower consensus control of a class of nonholonomic systems

In this paper, we propose a systematic solution to the leader-follower consensus of a class of nonholonomic chained form systems. The control design, which is reminiscent of terminal sliding mode and multi-surface sliding mode control methods, is presented to guarantee the convergence of multiple sliding surfaces, which also implies the convergence of the proposed consensus error function. On these sliding surfaces, the desired leader-follower consensus can be reached for multi-agent network formed by the nonholonomic chained form systems.

Winds of change in Myanmar? Implications for international cooperation In poverty alleviation

We are witnessing the beginnings of what could well be significant change in Myanmar. Elections in November 2010 were quickly followed by the release of opposition leader Aung San Suu Kyi, then by the resignation of Senior-General Than Shwe, dissolution of the State Peace and Development Council (SPDC), the opening of parliament, and the inauguration of Thein Sein as President on 30th March 2011. Thein Sein's inauguration speech called for national reconciliation and an end to corruption, promised a more market-oriented economy, and vowed to create employment opportunities. He also pledged to develop the health and education sectors in cooperation with international organisations, and to alleviate poverty. While some fear this may only be rhetoric, a growing number of indications suggest that major political and economic reform may indeed be getting underway. This paper traces these recent developments and the possibility of significantly improved international development cooperation in Myanmar, particularly as it affects the prospects of poverty alleviation efforts and cooperation with Western INGO and multilateral agencies. It analyses the implications of this reform on international development assistance and cooperation from the perspectives of humanitarian needs, international relations theory, development theory, and political philosophy.

Welcome workers from 'bipolar' Pacific

The article focuses on the comments concerning the Australian government's Pacific Seasonal Worker Pilot Scheme in Papua New Guinea. It has been perceived that it could not help the employment problems in the country and other countries included. Its objective has been questioned by Opposition Leader Brendan Nelson. Many believed that few people to be included in the scheme would only make an insignificant difference to the problems of under-and unemployment with which they are faced.

The contribution of creativity to human development in a new nation: a case study of Afalyca community art centre, Timor-Leste

This article describes the contribution of creativity to human development in the new nation of Timor-Leste, exemplified in a case study of community art centre Afalyca. By taking a creative approach to the challenges of life in his developing country, the young leader of this enterprise, Marqy da Costa, is realising his own potential more fully and offering enriching experiences to others. The impact of his centre on a range of stakeholders, including staff, participants and the wider community is discussed. For participants, the outcomes of their involvement include enjoyable opportunities for creative expression; valued recognition from national and international audiences; the broadening of life experience to encompass new possibilities for self-actualisation; skill development and income from employment and sales.

The factors that have contributed to Afalcya's creative achievements are examined. These include inspiration and assistance received from organisations and individuals in and outside of Timor, family support, and the age and gender of leaders. Also significant are founder Marqy's personal characteristics of artistic talent, social and language skills, love of learning, persistence and conciliatory approach to conflict. Barriers to the realisation of Afalcya's potential include lack of systemic recognition of the value of creativity for sustainable development, unsupportive bureaucracy and gender related restrictions of participation for women. The potential for similar initiatives to contribute to a positive future for Timorese people is explored.

Principal led school improvement and teacher capacity building in the Barwon South Network : final report, May 2013

The period of interest for this report is the beginning of 2011 to the end of 2012. The period commenced when the Regional Network Leader of the Barwon South Network of schools in the Barwon South Region of the Department of Education and Early Childhood contacted the School of Education at Deakin University, Waurn Ponds Campus Geelong. The Regional Network Leader outlined a desire to engage with Deakin University to research a short-term-cycle model of school improvement to be implemented in the region. While the model was expected to be taken on by all schools in the region the research was limited to the 23 schools in the Barwon South Network with four schools to be investigated more closely for each of two years (2001 & 2012) – eight focus schools in total.

Many positive outcomes flowed from the implementation of short-term-cycle school improvement plans and their associated practices but there was wide variation in the nature and degrees of success and of the perception of the process. The research team asked the following questions of the data:

1. What aspects of the School Improvement Plan (SIP) approach were important for initiating and supporting worthwhile change?
2. What might we take from this, to provide guidance on how best to support change in teaching and learning processes in schools?

The School Improvement Plan (SIP) worked in a range of ways. At one level it was strongly focused on school leadership, and a need to improve principals’ capacity to initiate worthwhile teaching and learning processes in their schools. Underlying this intent, one might think an assumption is operation is that the leadership process involves top down decision-making and a willingness to hold staff accountable for the quality of their practice.

The second strong focus was on the translation into practice and the consequent effect on student learning, involving an emphasis on data and evidence led practice. Hence, along with the leadership focus there was a demand for the process of school improvement to reach down into students and classrooms. Thus, the SIP process inevitably involved a chain of decision-making by which student learning quality drove the intervention, and teachers responsible for this had a common view. The model therefore should not be seen as an intervention only on the principal, but rather on the school decision-making system and focus. Even though it was the principal receiving the SIP planning template, and reporting to the network, the reporting was required to include description of the operation of the school processes, of classroom processes, and of student learning. This of course placed significant constraints on principals, which may help explain the variation in responses and outcomes described above.

The findings from this study are based on multiple data sources: analysis of both open and closed survey questions which all teachers in the 23 schools in the network were invited to complete; interviews with principals, teachers and leaders in the eight case study schools; some interviews with students in the case study schools; and interviews with leaders who worked in the regional network office; and field notes from network meetings including the celebrations days. Celebrations days occurred each school term when groups of principals came together to share and celebrate the improvements and processes happening in their schools. Many of the themes emerging from the analysis of the different data sources were similar or overlapping, providing some confidence in the evidence-base for the findings.

The study, conducted over two years of data collection and analysis, has demonstrated a range of positive outcomes in at the case study schools relating to school communication and collaboration processes, professional learning of principals, leadership teams and classroom teachers. There was evidence in the survey responses and field notes from ‘celebration days’ that these outcomes were also represented in other schools in the network. The key points of change concerned the leadership processes of planning for improvement, and the rigorous attention to student data in framing teaching and learning processes. This latter point of change had the effect of basing SIP processes on a platform of evidence-based change. The research uncovered considerable anecdotal and observational evidence of improvements in student learning, in teacher accounts in interview, and presentations of student work. Interviews with students, although not as representative as the team would have liked, showed evidence of student awareness of learning goals, a key driver in the SIP improvement model. It was, however, not possible over this timescale to collect objective comparative evidence of enhanced learning outcomes.

A number of features of the short-term-cycle SIP were identified that supported positive change across the network. These were: 1) the support structures represented by the network leader and support personnel within schools, 2) the nature of the SIP model – focusing strongly on change leadership but within a collaborative structure that combined top-down and bottom-up elements, 3) the focus on data-led planning and implementation that helped drill down to explicit elements of classroom practice, and 4) the accountability regimes represented by network leader presence, and the celebration days in which principals became effectively accountable to their peers. We found that in the second year of the project, momentum was lost in the case study schools, as the network was dismantled. This raised issues also for the conduct of research in situations of systemic change.

Alongside the finding of evidence of positive outcomes in the case study schools overall, was the finding that the SIP processes and outcomes varied considerably across schools. A number of contextual factors were identified that led to this variation, including school histories of reform, principal management style, and school size and structure that made the short-term-cycle model unmanageable. In some cases there was overt resistance to the SIP model, at least in some part, and this led to an element of performativity in which the language of the SIP was conscripted to other purposes. The study found that even with functioning schools the SIP was understood differently and the processes performed differently, raising the question of whether in the study we are dealing with one SIP or many. The final take home message from the research is that schools are complex institutions, and models of school improvement need to involve both strong principled features, and flexibility in local application, if all schools’ interests in improving teaching and learning processes and outcomes are to be served.

The family role on the internationalization process of family businesses: a two-case study

Essa dissertação procura identificar o papel da família no processo de internacionalização de dois negócios familiares: JBS, a maior empresa de proteína animal do mundo e Cutrale um dos líderes mundiais no mercado de suco de laranja. Empresas familiares possuem características que são intrínsecas a esse tipo de empresa. Muitos dos motivos de se internacionalizar ou mesmo o modo como eles se internacionalizam podem ser extremamente característicos. Assim, através de uma pesquisa qualitativa, os dois estudos de caso foram analisados baseados em teorias de internacionalização de empresas familiares. Porém, nessas companhias estudadas, a família não desempenhou um papel relevante no processo de internacionalização das mesmas. Com esses resultados, questões surgiram, como por exemplo, se o tamanho ou segmento da empresa tiveram um impacto na importância do papel que a família possui no processo de internacionalização. Essas questões não eram o foco do estudo porém fornecem muitos subsídios para uma próxima pesquisa.

Um Vice-reinado na República do pós-30: Juarez Távora, as interventorias do Norte e a Guerra de 1932

Esta tese investiga a trajetória da região geopolítica conhecida como Norte, durante o Governo Provisório varguista (1930-1934). Ela começou a ser gestada no imediato pós- 30 e, nos anos seguintes, tornou-se uma das forças políticas mais ativas de todo o período. O Norte era formado pelo então território federal do Acre e os estado do Amazonas, Pará, Maranhão, Piauí, Ceará, Rio Grande do Norte, Paraíba, Pernambuco, Alagoas, Sergipe, Bahia e Espírito Santo. Nesta conjuntura, as principais posições políticas e militares nesses estados passaram a ser ocupadas pelos que adotaram a autodesignação de revolucionários nortistas. A invenção e consolidação dessa identidade política tinha como elemento agregador o reconhecimento de Juarez Távora como grande líder e representante dos interesses da região junto ao Governo Provisório. Chamado ironicamente, por seus opositores, de “Vice-rei do Norte”, Távora liderou esse grupo durante todo o período, construindo uma importante aliança entre essa região geopolítica e o Governo Provisório. Desse modo, o Norte, seus revolucionários e seu líder foram os principais apoiadores de Vargas na defesa do projeto de centralização política, em oposição a outras correntes, sobretudo as que pregavam o retorno ao regime constitucional. Dessa forma, o Norte participou decisivamente do processo de radicalização que desembocou na guerra civil de 1932, enviando milhares de soldados para os campos de batalha e combatendo, dentro da região, os possíveis aliados do movimento rebelde liderado por São Paulo. Com o fim da guerra e confirmado o retorno do país ao regime constitucional, apesar da tentativa de permanecer como um grande bloco político, a região se fragmenta e os antigos laços que definiam a identidade dos revolucionários nortistas se dissolvem, assim como a liderança indiscutível de seu líder e herói, Juarez Távora.

Socialists vs. fascists and communists in Italian São Paulo in the 1920s

The action of São Paulo's Italian reformist socialists at the beginning of the 20th century had a political impact on the way of considering the question of democracy both in the state of São Paulo and the whole of Brazil. In fact not only did the socialists oppose the fascist political project and the symbolic roots of its aggressive behavior, but they also faced the opposition of the theoretical proposals coming from other leftist groups. This article intends to present the main interlocutors of these socialists and understand how this theoretical dispute has developed.

Analysis of the lightning attractive radius of power transmission lines through the use of a physically-oriented model

Models of different degrees of complexity are found in the literature for the estimation of lightning striking distances and attractive radius of objects and structures. However, besides the oversimplifications of the physical nature of the lightning discharge on which most of them are based, till recently the tridimensional structure configuration could not be considered. This is an important limitation, as edges and other details of the object affect the electric field and, consequently, the upward leader initiation. Within this context, the Self-consistent leader initiation and propagation model (SLIM) proposed by Becerra and Cooray is state-of-the-art leader inception and propagation leader model based on the physics of leader discharges which enables the tridimensional geometry of the structure to be taken into account. In this paper, the model is used for estimating the striking distance and attractive radius of power transmission lines. The results are compared with those obtained from the electrogeometric and Eriksson's models. © 2003-2012 IEEE.

Educational Journey on the Teachers' Narrative

Initial and continuous education for teachers has been studied at Group of Studies and Research on Language, Teaching and Teachers’ narrative (GEPLENP in Portuguese). In order to do so, we use teacher’s narratives from public schools in Assis/SP. Narrative researches have been very widely spread either in Brazil or in any other country. Meaningful papers have shown how important the topic is as well as the method used. This research tries to identify teachers’ social representations, which result from historic, cultural and time constitutions in order to get close to group of teachers’ representations about their initial and continuous education. The individual and singular narrative method gives us the opportunity to access the history told by the participants. The results point out that initial education promotes the opposition between theory and praxis and use of tool is highlighted in continuous education, which limits possibilities of teachers’ reflection on their own school role thus evidencing institutional interests.

NEW NOTES ON ""THE UNCANNY""

NEW NOTES ON ""THE UNCANNY"" The present paper expands the horizon of meanings associated with the concept of ""the uncanny"" (usually taken as an allegory for the return of the repressed). The narrative condition of the uncanny (or the experience of the limits of the ego), its relation to the primitive constitution of the psyche, the aspect of repetition, as well as its association with the ""fetish"" and the ""relic"" will be focused. It is our understanding that the concept of the uncanny should receive more attention from the psychoanalytic community. In fact, more attention and developments have been given to it from subjects as Linguistics, Literary Studies, Philosophy and Aesthetics, in general, than from Psychoanalysis itself Besides reflecting the neurotic functioning, the opposition homely/un-homely (uncanny) also refers to more primitive distinctions, such as self/not-self and inside/outside. The paper also addresses the romance The sea of fertility, by Yukio Mishima, so as to point out a singular aspect of the reading experience. Finally, the ideas of the fetish and of the relic will be analyzed from the point of view of the uncanny.

Remembering Lee Metcalf

Abstract Montana's Lee Metcalf was an extraordinary Montana leader with an unbelievable record of accomplishment fighting for the little people against the forces of economic and political power. The public memory is so short that this film will serve to help reacquaint Lee & Donna Metcalf to most of those who were around during their time. But it will also provide an opportunity for new generations to receive a perspective of an important leader from an important time. (Language from YouTube version of the film, written and provided by Executive Producer Evan Barrett) Lee Warren Metcalf (January 28, 1911 – January 12, 1978) was an American lawyer, judge, and politician. A member of the Democratic Party, he served as a U.S. Representative (1953–1961) and a U.S. Senator (1961–1978) from Montana. He was permanent acting President pro tempore of the Senate, the only person to hold that position, from 1963 until his death in 1978. U.S. House of Representatives During his tenure in the House, Metcalf served on the Education and Labor Committee (1953–1959), Interior and Insular Affairs Committee (1955–1959), Select Astronautics and Space Exploration Committee (1958), and Ways and Means Committee (1959–1960). He became known as one of Congress's "Young Turks" who promoted liberal domestic social legislation and reform of congressional procedures. He introduced legislation to provide health care to the elderly ten years before the creation of Medicare. He earned the nickname "Mr. Education" after sponsoring a comprehensive bill providing for federal aid to education. He also voted against legislation that would have raised grazing permits on federal lands, and led the opposition to a bill that would have swapped forested public lands for cutover private lands. He was elected chairman of the Democratic Study Group in 1959. U. S. Senate Regarded as "a pioneer of the conservation movement", Metcalf worked to protect the natural environment and regulate utilities. He helped pass the Wilderness Act of 1964, and supported the creation of the Great Bear Wilderness and the Absaroka-Beartooth Wilderness. In 1962, he introduced a "Save Our Streams" bill to preserve natural recreation facilities and protect fish and wildlife from being destroyed by highway construction. He was a longtime member of the Migratory Bird Conservation Commission. He was also active on the issue of education. He was a leading supporter of the Elementary and Secondary Education Act, the effort to extend the G.I. Bill's educational benefits to a new generation of veterans, and the development of legislation to improve federally-aided vocational education.[1] The Peace Corps was established under leadership of Metcalf and Senator Mansfield. In 1983, by act of Congress, the Lee Metcalf Wilderness area was created in southwestern Montana in honor of the late Congressman. The Great Bear Wilderness and Absaroka-Beartooth Wilderness areas were also created as a result of Metcalf's efforts in Congress, in addition to the Lee Metcalf National Wildlife Refuge in Montana. Metcalf was ranked number 15 on a list of the 100 Most Influential Montanans of the Century by the Missoulian newspaper. This text is courtesy of Wikipedia®, a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization, and is available under the Creative Commons Attribution-ShareAlike License.

Tackling Software Navigation Issues of the Smalltalk IDE

The IDE used in most Smalltalk dialects such as Pharo, Squeak or Cincom Smalltalk did not evolve significantly over the last years, if not to say decades. For other languages, for instance Java, the available IDEs made tremendous progress as Eclipse or NetBeans illustrate. While the Smalltalk IDE served as an exemplar for many years, other IDEs caught up or even overtook the erstwhile leader in terms of feature-richness, usability, or code navigation facilities. In this paper we first analyze the difficulty of software navigation in the Smalltalk IDE and second illustrate with concrete examples the features we added to the Smalltalk IDE to fill the gap to modern IDEs and to provide novel, improved means to navigate source space. We show that thanks to the agility and dynamics of Smalltalk, we are able to extend and enhance with reasonable effort the Smalltalk IDE to better support software navigation, program comprehension, and software maintenance in general. One such support is the integration of dynamic information into the static source views we are familiar with. Other means include easing the access to static information (for instance by better arranging important packages) or helping developers re-locating artifacts of interest (for example with a categorization system such as smart groups).

Na 1 Nachlass Max Horkheimer, 639 - "On the Sociology of Class Relations" und "The Psychology of Nazidom" (p. IX 16.1-2-IX 17.1-2)

"On the Sociology of Class Relations" (GS 12, S.75-104); 1. 1943 Aufsatz. a) Typoskript mit handschriftlichen Korrekturen, 34 Blatt b) Typoskript mit eigenhändigen Korrekturen, 31 Blatt c) Typoskript, 31 Blatt und eigenhändigen Ergänzungen, 1 Blatt d) Typoskript mit eigenhändigen Korrekturen, 26 Blatt; 2. Franz Neumann: 1 eigenhändiger Brief mit Unterschrift an Max Horkheimer mit Anmerkungen zum Aufsatz, ohne Ort, 30.09.1943, 11 Blatt; "The Psychology of Nazidom" (GS 5, S. 354-359); 1. Buchbesprechung von "Is Germany Inucable?" von Richard M. Brickner; veröffentlicht in: "The New Leader", 14.08.1943. a)Typoskript, 7 Blatt b) Typoskript mit eigenhändigen und handschriftlichen Korrekturen, 7 Blatt c) Zeitungsdruck, 3 Exemplare; 2. "What Shall We Do With Germany? A Panel Discussion of 'Is Germany Incurable?'". Zeitungsausschnitte aus : "The Saturday Review of Literature", 29.05.1343, 6 Blatt;