Transcript of Salt Water in the Rig

This story is an excerpt from a longer interview that was collected as part of the Launching through the Surf: The Dory Fleet of Pacific City project. In this story, Joe and Wendy Hay recount a dory launching when their rig filled with salt water and the consequences of that event

Hay production in North Europa

Hay feeding might have some advantaged in relation to herd health and reduces the risk for contamination of the milk with spores. Hay production compared to silage is more resource intensive – like use of energy for drying. Hay from two types of herb enriched grass swards and the traditional grassland showed no difference in intake or milk production when compared at three organic farms. Feed efficiency tended to be lower than standards based on silage feeding

Study Trips and Black Licorice

Postcard from Amber Hay, during the Linfield College Semester Abroad Program at Telemark University College in Bø, Norwa

Process not product: Arc, Hull's architecture centre

This paper discusses the Arc project in Hull. It takes the form of a case study of a building conceived from the outset as having no fixed final form or indeed permanent location. The first iteration of the building, designed by Niall Mclaughlin Architects, was completed in 2006 and houses the events space and offices for Arc, the Architecture Centre for Hull and the Humber Region. The project grew out of an initiative formed by collaboration between academics from the two local Universities, plus Community and Business representatives. The intention was that the organization would act as a catalyst for change, and raise architectural aspirations underpinned by an ethos that local people were experts in their own lives. Arc did this through a series of interlinked programmes including Design Review, and the Learning and Public Realm programmes. In addition the building hosted exhibitions, debates and workshops. This is a timely moment to revisit this project as the particular set of circumstances that enabled the building to be realized have already passed into history. Arc both as a building and as organization can now be seen as representative of a particular political and cultural moment in the UK, one that is now firmly over

Rubric supported journal writing in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics), at Massey University

Using an Action Research model, this project followed the implementation of a journal writing programme in mathematics, in a grade three (year 4) class. The effect of journal writing, as a formative assessment tool upon a single teacher's approach to the teaching and assessment of mathematics in her textbook-based, whole class mathematics programme, is the focus of the study. The teacher who participated in this project looked towards the journal writing programme to assist her in making changes to her teaching and assessment practises in mathematics, in an effort to bring them in line with her performance based approach to other areas of the curriculum. Using Greenwood's (1993) criteria for mathematical thinking, rubrics were designed to make mathematical thinking a focus of her teaching and assessment in mathematics. Several changes in the teacher's approach to the teaching and assessment of mathematics were observed within the study period and continued sustained changes were realised in the longer term. In addition, aspects of her teaching and assessment practices that were not observed to change are discussed. The suggestion is made that the potential of journal writing to be used to extend and challenge the mathematical thinking of students may be partly dependent upon the depth and breadth of the mathematical knowledge of the teacher

Person to Person in Norway

While still in the midst of their study abroad experiences, students at Linfield College write reflective essays. Their essays address issues of cultural similarity and difference, compare lifestyles, mores, norms, and habits between their host countries and home, and examine changes in perceptions about their host countries and the United States. In this essay, Amber Hay describes her observations during her study abroad program at Telemark University College in Bø, Norway

Researcher-led teaching:embodiment of academic practice

This paper explores the embodied practices of leading researchers(and/or leading scholars/practitioners), suggesting that distinctive‘researcher-led teaching’ depends on educators who are willing and able to be their research in the teaching setting. We advocate an approach to the development of higher education pedagogy which makes lead-researchers the objects of inquiry and we summarise case study analyses (in neuroscience and humanities) where the knowledge-making‘signatures’ of academic leaders are used to exhibit the otherwise hidden identities of research. We distinguish between learning readymade knowledge and the process of knowledge in the making and point towards the importance of inquiry in the flesh. We develop a view of higher education teaching that depends upon academic status a priori, but we argue that this stance is inclusive because it has the propensity to locate students as participants in academic culture