A methodology and toolkit for the assessment and selection of LZC technologies in the building design process

The advent of environmentally driven building regulations, rising energy costs, and heightened client awareness of energy-related issues has increased the demand for the assessment of building integrated low-carbon (LZC) energy supply systems. However, it is seldom the case that any one software tool fulfils the needs for an appraisal of these types of systems. Therefore, there is a clear need for an effective methodology for the use of a range of software tools in LZC technology analysis. This paper describes a practitioner-driven project within which such a methodology and supporting software (termed a 'toolkit') has been developed. The application of this toolkit to a real design problem is described and the results from the analysis are discussed. The paper also addresses the means by which the results from the analysis can be presented to clients and other stakeholders in the design process

Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort

This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties and determine the cause and the solution to those difficulties, realizing that both individual and structural realities affect students’ learning. The essay then suggests how this individual and structural framework can inform the content and teaching strategies teacher educators use to instruct preservice teachers in socially just education. Finally, recommendations for research and dialogue in the teacher education community are suggested

Researcher-Practitioner Partnerships to Impact Sexual Assault and Domestic Violence Policy

Points of view in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice.The Alaska Department of Public Safety and the UAA Justice Center conducted numerous research projects and published numerous articles on domestic violence, sexual assault, child sexual abuse, and stalking. These research projects were used to develop new multidisciplinary and multifaceted initiatives to combat violence against women in Alaska. This poster describes our researcher-practitioner partnership and its impact on policy and practice.This project was supported by Grant No. 2005-WG-BX-0011 awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice.Abstract / Building Partenrships / Context / Sample Results / Importance of Data & Research / Using Data to Develop and Define Intitiatives / Dissemination / From Research to Policy and Practice / Enhancing Partnerships: Future Direction

FLAX: Flexible and open corpus-based language collections development

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices

Developing theoretical rigour in inter professional education

In this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena

Supporting research by becoming a researcher: how librarians can use their own research experience to benefit library users

This article explores the ways in which engagement in practitioner research can enhance the librarian's ability to support researchers. It first clarifies what is meant by ‘research’ and highlights some differences between academic and practitioner research, then it considers some of the ways in which both the act of doing research and the results of that research can enhance our ability to support researchers

International Partnerships: A Model for Educational Organizations

Opportunities exist for faculty and students within educational leadership preparation programs to participate in international initiatives within developing countries. One way to do this is through collaboration with organizations that already have an established presence in the country. Working within these organizations provides opportunities for learning and research for the educational leadership program. If done well, such work also helps host organizations meet their mission and goals. An understanding of effective behaviors in international partnerships may benefit educational leadership programs that develop these types of service opportunities. The behaviors mirror the scholar-practitioner philosophy, of which some prominent educational leadership programs adhere, through addressing pragmatic needs within a local context