Intellectual Property Education – Thinking outside the Box meets Colouring within the Lines

A basic understanding of intellectual property (IP) is essential for practice as a professional engineer and/or designer to ensure commercial success. Engaging students in a ‘real-life’ scenario or problem is one of the most effective methods of doing this. As they must first understand the problem, then seek knowledge to solve the problem, which ensures they develop their skills along the way. This paper concerns how intellectual property rights education is addressed in the HIGHER education of both lawyers and designers/engineers. It is written jointly, from the perspective of both design/engineering and law education and focuses on the pedagogical issues that are different or shared

Overcrowded classrooms: assessment and evaluation strategies by Science Secondary school teachers in Kericho County- Kenya

This study investigated how science teachers have successfully conducted assessment and evaluation in overcrowded classrooms due to 100% transition in Kenya, and particularly, in Kericho County. Two objectivities guided the study: - to find out the strategies used by science teachers to conduct assessment and evaluation and to determine how science teachers cope with assessment and evaluation challenges in overcrowded classrooms. Purposive sampling was used to selected five science teachers instructing form three class in the sampled school. Simple random sampling was used to select 12 students who participated in the study to ensure everyone got a chance to be selected. The study employed qualitative approach and a case study design and used interviews, focus group discussion, lesson observation and document analysis as instruments to gather data and data collected analysis qualitatively. Key findings from the study revealed that science teachers used self, peer and performance assessment and evaluation strategies with the provision of a rubric that clarifies the expectations and marking criteria that influences students\u27 research, communication, listening, critical thinking, and problem-solving skills which are essential in the engagement of learners. The school had adequate teaching and learning resources and equipped science and computer laboratories although congested and classrooms need expansion. The school employed Board of Management (B.O.M) teachers to address teacher shortage and qualified laboratory personnel to ensure regular practical skills assessment supplemented with simulations. Effective feedback practices were adhered to due to policy that was developed by established extended leadership in science department. Recommendation made include designing of a curriculum by MOEST for Teachers Training Colleges (TTC) and universities which focuses on alternative assessment strategies, such as self, peer, and performance assessment. The study suggested further research on assessment and evaluation strategies that may lessen teachers’ workloads associated with marking and reviewing learners work while maintaining quality

Teacher Stability and Turnover in Los Angeles: The Influence of Teacher and School Characteristics

Analyzes how teacher and school characteristics - including demographics, quality and qualification, specialty, school type (public, magnet, charter) and size, academic climate, and teacher-student racial match - influence teacher turnover

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Freiberg Hoffmann, Agustín. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Initiating a participatory action research process in the Agincourt health and socio–demographic surveillance site

Financial disclosure Funding: The research presented in this paper is funded by a Development Grant as part of the Health Systems Research Initiative from Department for International Development (DFID)/Medical Research Council (MRC)/Wellcome Trust/Economic and Social Research Council (ESRC) (MR/N005597/1). The fieldwork was completed with the Umeå Centre for Global Health Research, with support from FORTE: Swedish Council for Health, Working Life and Welfare (grant No. 2006–1512). The School of Public Health at the University of the Witwatersrand, the South African Medical Research Council, and the Wellcome Trust, UK support the MRC/Wits Rural Public Health and Health Transitions Research Unit and Agincourt HDSS (Grants 058893/Z/99/A; 069683/Z/02/Z; 085477/Z/08/Z; 085477/B/08/Z). OW is a recipient of an MSc Chevening Scholarship, the UK government's global scholarship programme, funded by the Foreign and Commonwealth Office (FCO) and partner organizations (Chevening Ref.: NGCV–2015–1194).Peer reviewedPublisher PD

A model to assess the feasibility of public-private partnership for social housing

The effects of the world economic and financial crisis, which began in 2007 and is still in progress, has made increasingly sharp the line of demarcation between those able to access home ownership on the free market, and those unable to do so. For the European Union's member states, Social Housing (SH) policies include all the initiatives aimed at providing housing support for all the weak segments of the population; these policies have declined differently by different Member States according to their specific needs. In Italy, the growing need for SH accommodation together with the shortage of public resources makes developing forms of Public-Private Partnership (PPP) necessary. Evaluation techniques like Break-Even Analysis and Contribution Margin Analysis are useful in planning interventions including SH initiatives in the context of real estate development or retraining initiatives in PPP (in negotiation processes or in project financing). These kinds of techniques especially allow evaluation of public and private convenience in PPP. In the present work, an assessment procedure has been structured: first the main parameters of a settlement of SH initiative in PPP are defined; subsequently, it is possible to assess the feasibility and the financial balance of the initiative itself. The procedure has been applied to a case study: the interrupted initiative of self-renovation in Via Grotta Perfetta 315 in Rome (Italy)

Barking College: report from the Inspectorate (FEFC inspection report; 21/95 and 50/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1994-95 and 1997-98

Towards efficient provision of feedback supported by learning analytics

Proceedings of: 2012 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012). Rome, Italy, 04-06 July, 2012.Problem-based learning lab sessions shape a demanding environment, both for students as well for the teaching staff, due to the additional support required. This applies particularly to overcrowded classes. Under these conditions, some aspects do not perform well, like the efficiency of the provision of feedback and the orchestration of the session, jeopardizing the effectiveness of the learning activity. Based on empirical observation, a characterization of lab sessions has been carried out, integrating both qualitative and quantitative parameters describing the interactions that take place. Based on such characterization, a supporting tool is proposed to make use of the students' logs, learning analytics and visualization techniques for providing monitoring and awareness mechanisms for leveraging the detected problems and thus improving the learning and assessment processes.Research partially supported by the Spanish Plan Nacional de I+D+I projects “Learn3: Towards Learning of the Third Kind” (TIN2008-05163/TSI) and “EEE” (TIN2011-28308-C03-01), and the Madrid regional project “eMadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” (S2009/TIC-1650).Publicad

North Lindsey College: report from the Inspectorate (FEFC inspection report; 29/94 and 106/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98