An Evaluation of the Teaching and Learning of Reflective Practice at the Centre for Textile Conservation, University of Glasgow

The value of reflective practice in both professional education and lifelong learning is well established. In conservation the concept is fundamental to our ability to make informed decisions: to develop the cognitive and affective skills necessary to implement appropriate conservation strategies confidently, competently and ethically in wide ranging and dynamic contexts. Beyond the broad understanding of reflective practice as a process of learning through and from experience in order to gain new insights, it can have a considerable diversity of meanings. Its complexity can make it intimidating and, for conservation students, it has been found to be a challenging task. Through an evaluation of the learning, teaching and assessment of reflective practice at the Centre for Textile Conservation and Technical Art History (CTCTAH), University of Glasgow (UoG), this paper aims to peel back the layers of complexity to consider why it is challenging for students and how learning can be developed and assessed effectively

An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents

This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11–16 (M age = 13.96, SD = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a questionnaire reporting student classroom behaviour. Interestingly, early adolescent boys’ (11–12 years) self-reported academic motivation was significantly more closely associated with reports of student classroom behaviour completed by teachers. However, a surprising result was the significant drop in girls’ adaptive motivation from early to mid-adolescence (13–14 years) and a significant increase in mid-adolescence (13–14 years). Furthermore, teachers reported a significant increase in negative classroom behaviour in mid-adolescent and late adolescent girls (15–16 years). The need to further understand the association between academic motivation and classroom behaviour at different stages in adolescence, and to design interventions to improve classroom behaviour, is deliberated

Differential Anomaly Detection for Analysis of High Cardinality Time-series Data

Analysis of high cardinality time-series data is necessary in several contexts, such as root cause analysis based on logs, when outages occur in large computing infrastructure. Driving down mean time to mitigation (MTTM) depends on timely alerting, rapid root cause analysis, and effective mitigation. This disclosure describes differential anomaly detection to analyze system logs and automatically identify evidence of the likely root cause of a system outage in a way that is understandable to a human. The techniques described in this disclosure overcome the cardinality limitation and can find the most relevant information that is usable by engineers to take their investigation further. The techniques involve normalizing the data and outputting a list of Boolean predicates, sorted in increasing order of likelihood, that identify rows in system logs after an outage that are not in the logs prior to the outage

Phonological Processing Abilities and Reading Skills in Young Adults

This case study examined the relationship between phonological processing abilities and reading skills of three young adults who had a history and formal diagnosis of a reading, writing, and/or auditory processing impairment. In addition to a standardized reading assessment, the participants were asked to complete a series of assessments that measured a specific aspect of auditory or visual phonological processing abilities including phonological awareness, phonological memory, and rapid automatic naming skills. These assessments included the Decoding Subtest of the Phonological Awareness Test (PAT-2), the Gray Oral Reading Test (GORT-5), and the Comprehensive Test of Phonological Processing (CTOPP-2). Processing of degraded signals using the SCAN-3 screening was also assessed to determine if pass/fail performance on this measure had any relationship to current reading performance. Results from the assessments were then examined to determine if there was a relationship between phonological processing ability and reading skills in young adults with histories of reading, writing, or processing deficits. Despite histories of diagnosed reading disabilities, all three participants demonstrated average to high average performance on the formal reading measures. They also demonstrated average performance for auditory and visual phonological processing skills. The results, however, indicated that two of the participants demonstrated numerous errors in decoding basic syllable shapes on one of the phonological processing assessments