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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb031179. When citing the article, please cite: T.J. Lunt, (1944), “Estimation of Batch Quality”, Aircraft Engineering and Aerospace Technology, Vol. 16 Iss: 10, pp. 305 - 305.

A CERTAIN number of defectives, c, is observed in a sample of n articles drawn at random from a large batch. Nothing else is known about the batch. What inferences can be drawn as to the true but unknown proportion Q of defectives in the lot? In his book An Engineers' Manual of Statistical Methods, Col. L. E. Simon gives several charts which help to answer this question. The basic assumption made is that before sampling one “lot‐fraction‐defective” is as likely as another. The charts are based on the incomplete ?‐function ratio. They make no assumption of homogeneity. From these charts the accompanying alignment charts have been constructed. The degree of accuracy is not, of course, as high as in Simon's charts, but it is thought that it will be high enough for practical purposes.

In this chapter, we explore how new technologies, namely, video essays, audio-based feedback, and electronic portfolios, can transform traditional composition curriculum and deepen student learning. We begin by discussing how new technologies connect and enhance learning experiences, especially within writing-intensive courses. For each of the three technologies, we provide a brief literature review, give a local case study, and conclude with suggested applications and related resources.

The purpose of this chapter is to consider a doctoral dividend in regard to leading, learning and researching.

Our methodology is to analyse the chapters here presented and argue for key findings of the doctorate as an educational dividend. The doctorate yields a distinctive dividend in three important ways. First, it provides a strategic approach to purposes, processes and practices embedded in professional learning that is required for a profession committed to self-improving education systems to provide high quality learning opportunities for students in their local and globalized contexts culturally, economically and politically. Second, because it provides a valuable contribution to the knowledge economy and role models the discovery approach to knowledge generation. Third, it enables the profession to develop the knowledge, skills and experience required to engage with what counts for evidence when making decisions.

The profession can share these ways of thinking and doing with all stakeholders in communities of practice which move beyond students and staff within education systems.

The social implications are that the doctorate enables capacity building for professional, organizational and participant learning communities and networks, thus creating new and effective directions for knowledge creation, transformative learning and an understanding of quality in a local, national and international context.