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Book part
Publication date: 29 November 2014

David Leat, Ulrike Thomas and Anna Reid

In England there are very strong pressures in schools to meet government targets for public examination results. Thus assessment is very ‘high stakes’ as principals and…

Abstract

In England there are very strong pressures in schools to meet government targets for public examination results. Thus assessment is very ‘high stakes’ as principals and class teachers can lose their jobs if these targets aren’t met. In such a climate many teachers feel that innovation, such as inquiry-based learning involves taking a considerable risk. As a result teachers in England often enact a hybridised form of inquiry in order to manage the risk and this chapter explores three cases of schools in north east England in which hybridisation has occurred. We use Basil Bernstein’s concept of ‘framing’ to analyse the effect of inquiry-based learning on the relationship between the curriculum, teachers and students in these schools. Inquiry, acts as a disruption to the normal ‘convergent’ pedagogy with many positive outcomes for teachers and students but both feel the constraint of the demands of the examination system. Although the agency, or capacity for action, of teachers is increased through exploring inquiry approaches, we conclude that for inquiry to develop further there is a need for a stronger local ‘ecology’ to support teachers and schools in their efforts to innovate. We describe the contribution of Newcastle University to such an ecology.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Article
Publication date: 22 February 2008

Jochen Maaß, Sven Molkenstruck, Ulrike Thomas, Jürgen Hesselbach and Friedrich Wahl

This paper aims to introduce a generic robot‐programming paradigm for assembly tasks that overcomes the strong coupling between the motion commands and underlying…

Abstract

Purpose

This paper aims to introduce a generic robot‐programming paradigm for assembly tasks that overcomes the strong coupling between the motion commands and underlying algorithms of programming languages currently on the market. Therefore, it allows an improved method of assembly task programming.

Design/methodology/approach

A manipulation primitive (MP) is defined which decouples the programming concept from the algorithms. These primitives can be integrated into existing programming languages and are supported by an intuitive graph‐based language which is introduced in this paper. An open reference architecture to support those primitive‐based programming languages has been designed.

Findings

It is possible to describe complex assembly tasks such as manipulation on conveyors or sensor‐integrated compliant motion without abandoning the generality of the programming paradigm. Execution on a reference control system has proven to be successful for several manipulation tasks on different machines.

Originality/value

A complete definition of the MP and a graphical language based on this primitive is given, accompanied by extensive detail information on crucial aspects of the control architecture such as modular trajectory generation, generic interfaces, and real‐time task scheduling.

Details

Assembly Automation, vol. 28 no. 1
Type: Research Article
ISSN: 0144-5154

Keywords

Article
Publication date: 4 November 2014

Rachel Lofthouse and Ulrike Thomas

The purpose of this paper is to develop an understanding of mentoring as a workplace process. The mentees are post-graduate student teachers hosted in placement schools…

Abstract

Purpose

The purpose of this paper is to develop an understanding of mentoring as a workplace process. The mentees are post-graduate student teachers hosted in placement schools. The research aims to explore the experiences of key participants in a policy context where the role and scale of school-based teacher training is expanding rapidly.

Design/methodology/approach

This is an interpretative case study of mentoring practices assigned to a secondary level initial teacher training partnership, with the mentors being subject teachers working in school departments which host post-graduate student teachers. The case study was investigated over two years and included focus groups, interviews, questionnaires and content analysis. Participants were student teachers, their mentors and both school-based and university-based tutors.

Findings

Positive experiences of mentoring are not universal. Mentoring interacts with the required processes of monitoring and reporting and in some cases the power structures associated with these processes conflict with the less performative aspects. However, when mentors are offered evidence of student teachers’ perceptions and theoretical constructs of mentoring as practice they can start to recognise that it can be enhanced.

Practical implications

The quality of mentoring in initial teacher education will take on even greater significance in jurisdictions, such as England, where the role of workplace learning is strengthened as a result of changes of government policy.

Originality/value

The outcomes of this study will be relevant to policy makers, school-based mentors and system leaders for teacher education – whether school or university based.

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Article
Publication date: 4 November 2014

Andrew Hobson and Janette Long

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Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 3
Type: Research Article
ISSN: 2046-6854

Book part
Publication date: 29 November 2014

Abstract

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Book part
Publication date: 29 November 2014

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Content available
Book part
Publication date: 29 November 2014

Abstract

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Open Access
Article
Publication date: 8 May 2018

Thomas Wopelka, Ulrike Cihak-Bayr, Claudia Lenauer, Ferenc Ditrói, Sándor Takács, Johannes Sequard-Base and Martin Jech

This paper aims to investigate the wear behaviour of different materials for cylinder liners and piston rings in a linear reciprocating tribometer with special focus on…

11556

Abstract

Purpose

This paper aims to investigate the wear behaviour of different materials for cylinder liners and piston rings in a linear reciprocating tribometer with special focus on the wear of the cylinder liner in the boundary lubrication regime.

Design/methodology/approach

Conventional nitrided steel, as well as diamond-like carbon and chromium nitride-coated piston rings, were tested against cast iron, AlSi and Fe-coated AlSi cylinder liners. The experiments were carried out with samples produced from original engine parts to have the original surface topography available. Radioactive tracer isotopes were used to measure cylinder liner wear continuously, enabling separation of running-in and steady-state wear.

Findings

A ranking of the material pairings with respect to wear behaviour of the cylinder liner was found. Post-test inspection of the cylinder samples by scanning electron microscopy (SEM) revealed differences in the wear mechanisms for the different material combinations. The results show that the running-in and steady-state wear of the liners can be reduced by choosing the appropriate material for the piston ring.

Originality/value

The use of original engine parts in a closely controlled tribometer environment under realistic loading conditions, in conjunction with continuous and highly sensitive wear measurement methods and a detailed SEM analysis of the wear mechanisms, forms an intermediate step between engine testing and laboratory environment testing.

Details

Industrial Lubrication and Tribology, vol. 70 no. 4
Type: Research Article
ISSN: 0036-8792

Keywords

Article
Publication date: 15 September 2020

Mahan Mobashery, Ulrike von Lersner, Kerem Böge, Lukas Fuchs, Georg Schomerus, Miriam Franke, Matthias Claus Angermeyer and Eric Hahn

An increasing number of migrants and refugees seeking asylum in Germany is challenging psychiatrists and psychotherapists in multiple ways. Different cultural belief…

Abstract

Purpose

An increasing number of migrants and refugees seeking asylum in Germany is challenging psychiatrists and psychotherapists in multiple ways. Different cultural belief systems on the causes of mental illness and their treatment have to be taken into consideration. The purpose of this study is to explore perceived causes of depression among Farsi-speaking migrants and refugees from Afghanistan and Iran, which represent two groups with a shared cultural heritage, but originating from very different regimes of mobility. Both are among the largest migrant groups coming to Germany over the past decade.

Design/methodology/approach

In total, 50 Iranian and 50 Afghan migrants and refugees, who arrived in Germany in the past 10 years were interviewed, using an unlabeled vignette presenting signs and symptoms of depression. The answers were then coded through inductive content analysis.

Findings

Among Iranians, there was a more significant number of causal attribution to Western psychiatric concepts, whereas Afghans attributed depression more often to the experience of being a refugee without referring to psychological concepts. These differences in attribution did, however, not affect the desire for a social distance toward depressed people. Nonetheless, a higher number of years spent in Germany was associated with less desire for social distance toward persons with depression among Afghans, but not among Iranians.

Originality/value

To the best of the knowledge, this is the first study examining perceived causes of depression with Farsi-speaking migrants in Germany and contributes to understanding tendencies in the perception of depression in non-Western migrant groups.

Details

International Journal of Migration, Health and Social Care, vol. 16 no. 3
Type: Research Article
ISSN: 1747-9894

Keywords

Abstract

Details

The Mindful Tourist: The Power of Presence in Tourism
Type: Book
ISBN: 978-1-80117-637-8

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