Interactive Multimedia Teaching of Accounting Information System (AIS) Cycles: Student Perceptions and Views.

This paper describes the design and development of a CD ROM intended to assist students' learning by bringing a sense of reality to the concepts studied in relation to Accounting Information Systems cycles. The educational design is underpinned by constructivist theories of learning which espouse the benefits of experiential learning in facilitating effective student learning. Three Australian companies - Warner Bros. Movie World, Golden Circle and Zupps Parts – are featured on the CD ROM to provide virtual 'experiential learning experiences' for students. An extensive evaluation of the CD ROM was conducted, involving both qualitative and quantitative methodologies, to ascertain students' perceived value of the CD ROM in assisting their learning. Results indicate that the CD ROM offered students a real life understanding of applicable concepts and that students were receptive to learning in online environments which are appropriately designed and constructed

Copy That: Guidelines for Replicating Programs to Prevent Teen Pregnancy

Published jointly with The National Campaign to Prevent Teen Pregnancy, this report provides guidance about the replication of effective pregnancy prevention programs. It urges stakeholders to ask a variety of key questions when considering replication: Is the program effective? (What kind of evaluation has been done and what did it show?) What are the essential elements that make the program effective? Is the program ready to be replicated (with clear documentation)? And what is the replication plan? The report gleans lessons from the replication experiences of three programs: The Teen Outreach Program, The CAS-Carrera Program, and Plain Talk, whose national replication is being managed by P/PV

Immanuel Kant's Idea of Time vs. Norbert Elias’ Critique on his Conception

Abstract: In his Critique of Pure Reason, Kant describes time as the formal condition on which all phenomena are based upon. He considers it as a one-dimensional subject, that is not an empirical perception, which is given a priori and nothing else but the form of an inner sense. Elias contradicts this, as he differentiates between a social time and a physical time. He demands an understanding for the relation between time in ’society' and in ’nature'. Elias states that languages (he specifically mentions German) often don't have a word that would be equivalent to the English term “timing". For Elias ’time' is part of the fifth dimension, the dimension of symbols, of experience, of awareness. Only this makes it possible to find out and know what time really is in a social context, a specific synthesis of occurrences, that has to be learned in higher developed societies that are based on the division of labour. Elias mentions ’time', but he states that it's only a synchronisation of positions in the seriatim of events

A quantitative evaluation of the AVITEWRITE model of handwriting learning

Much sensory-motor behavior develops through imitation, as during the learning of handwriting by children. Such complex sequential acts are broken down into distinct motor control synergies, or muscle groups, whose activities overlap in time to generate continuous, curved movements that obey an intense relation between curvature and speed. The Adaptive Vector Integration to Endpoint (AVITEWRITE) model of Grossberg and Paine (2000) proposed how such complex movements may be learned through attentive imitation. The model suggest how frontal, parietal, and motor cortical mechanisms, such as difference vector encoding, under volitional control from the basal ganglia, interact with adaptively-timed, predictive cerebellar learning during movement imitation and predictive performance. Key psycophysical and neural data about learning to make curved movements were simulated, including a decrease in writing time as learning progresses; generation of unimodal, bell-shaped velocity profiles for each movement synergy; size scaling with isochrony, and speed scaling with preservation of the letter shape and the shapes of the velocity profiles; an inverse relation between curvature and tangential velocity; and a Two-Thirds Power Law relation between angular velocity and curvature. However, the model learned from letter trajectories of only one subject, and only qualitative kinematic comparisons were made with previously published human data. The present work describes a quantitative test of AVITEWRITE through direct comparison of a corpus of human handwriting data with the model's performance when it learns by tracing human trajectories. The results show that model performance was variable across subjects, with an average correlation between the model and human data of 89+/-10%. The present data from simulations using the AVITEWRITE model highlight some of its strengths while focusing attention on areas, such as novel shape learning in children, where all models of handwriting and learning of other complex sensory-motor skills would benefit from further research.Defense Advanced Research Projects Agency and the Office of Naval Research (N00014-95-1-0409); National Institutes of Health (1-R29-DC02952-01); Office of Naval Research (N00014-92-J-1309, N00014-01-1-0624); Air Force Office of Scientific Research (F49620-01-1-0397); National Institute of Neurological Disorders and Stroke (NS 33173

SCOTs: Students Consulting On Teaching

Poster publicising the Students Consulting on Teaching project at the University of Lincoln. Presented at the Joint Social Work in Education Conference, July 2009

Retributive Justice: Its Social Context

Until relatively recently, social psychologists have given less attention to retributive justice than to other forms of justice, such as distributive and procedural justice. Although interest in retributive justice is increasing, the fact remains that social psychological research on retribution has tended to ignore, or at least downplay, the insights of sociologists in deference to an approach that examines how individuals respond to deviant acts. Without rejecting psycholgical analyses, this chpater draws attention to the social context and social consequences of retributive justice. Group dynamics are at play in a wide array of settings in which people respond to rule or norm violations, but in this essay I will draw primarily upon more than a quarter century of research, much of it previously unpublished, that examines community reactions to criminal events. However, at the end of the essay I argue that the issues raised by the research can and should be tested in more mundane settings in which rule violations occur