Supporting learning beyond the classroom: developing the Northumbria Learner Support Model

Academic Libraries traditionally offered support for a variety of information related queries. As the storage and delivery of information changed, libraries increasingly became involved in supporting students to use the new technologies and the widening focus of Higher Education to encompass the development of skills for life, added another new dimension. It was no longer enough simply to provide students with an answer but rather to support them to develop the skills to enable them to find answers themselves. The impact of the widening participation agenda meant that different levels and methods of support were required as standard and often over a 24x7 period. The deficit support model began to give way to a more holistic, collaborative view of student support within libraries and learning styles/ help seeking behaviours began to be taken into account (Weaver 2008). The ‘Learner Support Model’ was introduced by Library and Learning Services in 2004/5 as part of an overall strategy to enhance student learning, retention, performance and achievement. All students do not automatically have effective research, IT or study skills but those who do develop those skills will make increased use of high quality information sources, are liable to return better academic performances and are therefore more likely to complete their programmes. The generic nature of the support model ensures that students can access support wherever they are; in whatever discipline area they are working and at whatever time they need it. In the four years since the model was implemented it has moved from a theoretical ideal to a well subscribed support service handling around 90,000 enquiries per year. The Learner Support Model has been showcased at conferences, evaluated through feedback and now developed to a position where it can be extended to other services and student facing academic support areas of Northumbria University and beyond

Radial honeycomb core

Core alleviates many limitations of conventional nacelle construction methods. Radical core, made of metals or nonmetals, is fabricated either by joining nodes and then expanding, or by performing each layer and then joining nodes. Core may also be produced from ribbons or strips with joined nodes or ribbons oriented in longitudinal planes

Supporting Constructive Learning with a Feedback Planner

A promising approach to constructing more effective computer tutors is implementing tutorial strategies that extend over multiple turns. This means that computer tutors must deal with (1) failure, (2) interruptions, (3) the need to revise their tactics, and (4) basic dialogue phenomena such as acknowledgment. To deal with these issues, we need to combine ITS technology with advances from robotics and computational linguistics. We can use reactive planning techniques from robotics to allow us to modify tutorial plans, adapting them to student input. Computational linguistics will give us guidance in handling communication management as well as building a reusable architecture for tutorial dialogue systems. A modular and reusable architecture is critical given the difficulty in constructing tutorial dialogue systems and the many domains to which we would like to apply them. In this paper, we propose such an architecture and discuss how a reactive planner in the context of this architecture can implement multi-turn tutorial strategies

Core Support

Philanthropy's primary funding strategy -- restricted grants -- too often hamstrings grantees' ability to plan, invest, and respond to changes with vision, flexibility, and innovation. Since its inception, the F.B. Heron Foundation has primarily made core support grants. We believe that core support promotes effectiveness, innovation, leverage, and transparency among our grantees, as well as more candor between grantee and grantor. In this essay, we add our voice to the ongoing dialogue about a better balance between core support and restricted grants

Multivariate Hierarchical Frameworks for Modelling Delayed Reporting in Count Data

In many fields and applications count data can be subject to delayed reporting. This is where the total count, such as the number of disease cases contracted in a given week, may not be immediately available, instead arriving in parts over time. For short term decision making, the statistical challenge lies in predicting the total count based on any observed partial counts, along with a robust quantification of uncertainty. In this article we discuss previous approaches to modelling delayed reporting and present a multivariate hierarchical framework where the count generating process and delay mechanism are modelled simultaneously. Unlike other approaches, the framework can also be easily adapted to allow for the presence of under-reporting in the final observed count. To compare our approach with existing frameworks, one of which we extend to potentially improve predictive performance, we present a case study of reported dengue fever cases in Rio de Janeiro. Based on both within-sample and out-of-sample posterior predictive model checking and arguments of interpretability, adaptability, and computational efficiency, we discuss the advantages and disadvantages of each modelling framework.Comment: Biometrics (2019

Weak core and central weak core inverse in a proper ∗*-ring

In this paper, we introduce the notion of weak core and central weak core inverse in a proper $*$-ring. We further elaborate on these two classes by producing a few representation and characterization of the weak core and central weak core invertible elements. We investigate additive properties and a few explicit expressions for these two classes of inverses through other generalized inverses. In addition to these, numerical examples are provided to validate a few claims on weak core and central weak core inverses.Comment: 20 pages, 1 figur