Analyses of work based learning (such as that offered by Brennan and Little) have typically ignored the issue of ownership of knowledge. Here the authors consider this…
Analyses of work based learning (such as that offered by Brennan and Little) have typically ignored the issue of ownership of knowledge. Here the authors consider this issue as it relates to accreditation in the UK higher education sector, arguing that the points raised have relevance for the international community. The main argument is that employing organisations are the main beneficiaries of accreditation, and as such universities need to make a much clearer case for work based learning to safeguard learners – and society – from exploitation and the universities from becoming vessels for narrowly defined performance statements, unworthy of higher education.
Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the…
Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the entry that the incomplete determinism in Nature opens to the occurrence of innovation, growth, organization, teleology communication, control, contest and freedom. The new tier to the methodological edifice that cybernetics provides stands on the earlier tiers, which go back to the Ionians (c. 500 BC). However, the new insights reveal flaws in the earlier tiers, and their removal strengthens the entire edifice. The new concepts of teleological activity and contest allow the clear demarcation of the military sciences as those whose subject matter is teleological activity involving contest. The paramount question “what ought to be done”, outside the empirical realm, is embraced by the scientific methodology. It also embraces the cognitive sciences that ask how the human mind is able to discover, and how the sequence of discoveries might converge to a true description of reality.
In the 1930s, chlorofluorocarbons (CFCs) were developed as safe, non-reactive alternatives to toxic and explosive refrigerants and propellants such as ammonia…
In the 1930s, chlorofluorocarbons (CFCs) were developed as safe, non-reactive alternatives to toxic and explosive refrigerants and propellants such as ammonia, chloromethane, and sulfur dioxide. American engineer Thomas Midgley famously demonstrated these properties by inhaling Freon (CFC-12) and blowing out a candle with it. He was presented with many awards for his discoveries, such as the Perkin, Priestley, and William Gibbs medals. In today's jargon, CFCs might have been called an eco-innovation, because they provided solutions to several environmental issues. However, CFCs solved environmental problems by creating others. In 1974, Sherwood Rowland and Mario Molina published their pathbreaking research that demonstrated CFCs were depleting the ozone layer. In 1989, the Montreal Protocol, which regulates a global phaseout of CFCs, entered into force. A few years later, in 1995, Rowland and Molina received the Nobel Price in Chemistry. The new substitutes for CFCs, hydrofluorocarbons (HFCs), have no known effects on the ozone layer but are extremely potent greenhouse gases (GHGs) and thus subject to the Kyoto Protocol.
Many scholars and practitioners consider development to be as much an institutional and organizational phenomenon as it is an economic one. Among other elements, civil…
Many scholars and practitioners consider development to be as much an institutional and organizational phenomenon as it is an economic one. Among other elements, civil society is a key determinant of a country’s level of social capital. Important links appear to exist between a robust associational milieu and the effective operation of democracy. However, the role of civil society organizations in human development has only recently gained attention.
The Centre for Community and Lifelong Learning (CCLL) at the University of Wales, Newport has been offering a Summer School Scheme for community based students since…
The Centre for Community and Lifelong Learning (CCLL) at the University of Wales, Newport has been offering a Summer School Scheme for community based students since August 2008. This, as an intervention strategy within a widening access framework, offers a “university experience”, whereby students and their families are given the opportunity to study and enjoy a short experience on a university campus – some families being offered residential places. The aim of the paper is to introduce data collected which shows how this summer school challenges the barriers that are often associated with campus provision.
In this paper the authors will introduce data collected through an ethnographic, mixed methods approach which shows how this summer school challenges the barriers that are often associated with campus provision, such as perception of academic institutions and personal ability.
The Summer School also offers many community students a significant opportunity to realise self potential within a campus context but within a supportive and familial framework. What continues to make this event all the more “unique” is that, from the developments of the first event, there is a growing recognition of the importance of the family dimension to the summer school.
Gorard et al. suggest that the early experiences of families can deeply imbed a reluctance to enter into post‐school learning and as such can be transmitted across the family and through generations. This is supported by Chowdry et al. who suggest that “poor attainment in secondary schools is more important in explaining lower HE participation rates amongst students from disadvantaged backgrounds than barriers arising at the point of entry into HE”.
In terms of continuum mechanics a twin is represented by the sudden appearance of a shear eigenstrain state in a distinct region. The corresponding elastic strain energy…
In terms of continuum mechanics a twin is represented by the sudden appearance of a shear eigenstrain state in a distinct region. The corresponding elastic strain energy, the interface energy and the energy dissipated due to the irreversible character of the deformation process are investigated. If the total amount of these energy terms, spent by the twinning process, can be provided by the interaction energy of an external and/or internal stress state with respect to the twin shear eigenstrain, then either a deformation twin band or a twin nucleus may appear. Realistic estimations of the dimensions of deformation twins can be presented. This energetic interpretation of twinning is experimentally demonstrated for intermetallic TiAl.
Academic librarians are frequently called upon to provide instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians…
Academic librarians are frequently called upon to provide instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing bibliographic instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific bibliographic instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group instruction rather than individualized instruction, although much of the information will be applicable to both types.
The purpose of this research is to explore the use of media as the basis for a social issues approach to promoting moral literacy and effective teaching in educational…
The purpose of this research is to explore the use of media as the basis for a social issues approach to promoting moral literacy and effective teaching in educational leadership programs.
Through a review of relevant literature, mass media sources, and observations, the authors use Starratt's framework of moral responsibility to identify ethical practice in response to dilemmas brought on by local, regional, national and international crises and conflicts. Regional, national and international crises and conflicts are regularly reported on the Internet, as well as in the local, regional, national and international media (e.g., Time, Macleans, Michigan Citizen, The Washington Post, Education Week, The Boston Globe, National Geographic).
The use of mass media venues, when compounded with moral grounding better equips educational leaders to act with ethical orientations. Professional organizations should encourage and support leaders who engage in public citizenship activities – answering critical questions, brokering views, encouraging discussion, and serving as resources.
Issues concerning the ethical usage of mass media are complex, often unique, and ought to be an integral component of teaching in formal educational leadership experience. Consequently, the authors advocate the use of the media in university teaching as the basis for a social issues approach to promote morally literate graduates in university educational leadership programs. Actual examples of reactions about the use of media from a class of graduate students enrolled in an ethics class and educational leadership are included.
This chapter contributes to the ongoing debate about how digitalisation affects the internationalisation of small- and medium-sized firms (SMEs). By applying the Uppsala…
This chapter contributes to the ongoing debate about how digitalisation affects the internationalisation of small- and medium-sized firms (SMEs). By applying the Uppsala Internationalisation Process model, this chapter examines the impact of e-commerce on the internationalisation of SMEs. The study uses a unique dataset, which includes 14,513 SMEs across several sectors in 34 countries. The results show that firms using the Internet as a means to provide information about the firm exhibit a higher degree of internationalisation, while using the Internet to facilitate transactions was found to have a positive impact on the ratio of foreign sales to the total sales; however, these foreign sales are likely to be concentrated in less regions/markets. Furthermore, perceived export barriers were found to be a significant moderator of the effects of e-commerce usage on international intensity and international diversification. This suggests that e-commerce does not automatically facilitate the internationalisation of SMEs.