88,355 research outputs found
Python for Archivists: Breaking Down Barriers Between Systems
[Excerpt] Working with a multitude of digital tools is now a core part of an archivistâs skillset. We work with collection management systems, digital asset management systems, public access systems, ticketing or request systems, local databases, general web applications, and systems built on smaller systems linked through application programming interfaces (APIs). Over the past years, more and more of these applications have evolved to meet a variety of archival processes. We no longer expect a single tool to solve all our needs and embraced the âseparation of concernsâ design principle that smaller, problem-specific and modular systems are more effective than large monolithic tools that try to do everything. All of this has made the lives of archivists easier and empowered us to make our collections more accessible to our users.
Yet, this landscape can be difficult to manage. How do we get all of these systems that rely on different software and use data in different ways to talk to one another in ways that help, rather than hinder, our day to day tasks? How do we develop workflows that span these different tools while performing complex processes that are still compliant with archival theory and standards? How costly is it to maintain these relationships over time as our workflows evolve and grow? How do we make all these new methods simple and easy to learn for new professionals and keep archives from being even more esoteric
Write Free or Die: Vol. 03, No. 02
Writing & Reading, Page 1-2
Upcoming Events, Page 1
Writing Committee Members, Page 2
Dangling Modifier, Page 3-4
Ask Matt, Page 5
Student Profile, Page 6
Grammar Box, Page 7
Past Perfect, Page
'They don't use their brains what a pity': school mathematics through the eyes of the older generation
The paper considers issues in the teaching of mathematics from the viewpoint of a group of people aged 75 and over. Drawing on written accounts of their use of and attitude to mathematics, extracts are identified in which they reflect on their own experiences of learning mathematics at school or give their views on more recent mathematics education. Common themes are mental arithmetic and the use of calculators. Most respondents report positive assessments of their own mathematics education and reservations about more recent systems. Some accounts display inaccurate views of current practices in mathematics teaching and possible reasons for this are considered
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Weapons of mouse destruction: a 3D strategy for combating cut-and-paste plagiarism using the JISC Plagiarism Advisory Service
This article describes an action research project undertaken in the Business Information Technology (BIT) subject group of a post-1992 University Business School to combat the growing menace of cut-and-paste plagiarism. The authors regard plagiarismâthe passing off as oneâs own, the words and ideas of anotherâas an academic malpractice that should be deterred, detected and dealt with appropriately. We use these three themes, or dimensions, to structure our account here of an expanding portfolio of tools and techniques we have deployed over a period of three years. Recently the Joint Information Systems Committeeâs (JISC) Plagiarism Advisory Service (PAS) has become central to our efforts, and whilst it is certainly useful in structuring student perceptions, detecting and highlighting sections of cut and paste, and providing professional disciplinary evidence, we draw attention to the potentially pivotal role it can play in structuring student perceptions of plagiarism. In particular, we advise that the JISC PAS is used carefully as part of a more considered approach to student plagiarism rather than as a quick and easy panacea. Pilot studies carried out across six undergraduate and postgraduate units have revealed a growing awareness, amongst both academic and student enthusiasts, of the strengths and limitations of this service. Potentially, these limitations, combined with the restricted sanctions available according to university regulations, could constitute a small risk that some students may calculate and be willing to take. We feel it is important whilst working within this framework to adopt other complimentary strategies in order to make the wholesale or part copying of anotherâs work an irrational choice, even for the desperate student. This article draws upon current plagiarism literature, field observations and a survey of plagiarism perceptions conducted on over 150 final year undergraduate students. We present the findings from our ongoing action research in the form of a â3Dâ strategy that attempts to share best practice in deterring, detecting, and dealing appropriately with cut-and-paste plagiarism. Our findings indicate that students do perceive the JISC PAS as effective across all three dimensions, but this perception can be altered significantly depending upon how the service is presented as part of a broader set of strategies to combat student plagiarism. In particular, we have found that allowing students to see the comparison report output from the JISC PAS, not only heightens student anxiety regarding speculative accusations of plagiarism, but also significantly reduces their confidence in the service as a reliable and effective detection method
Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection
Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding âthe whatâ and âthe howâ of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals
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Web-based writing support: making it useable for distance teachers
This paper considers the issues that distance teachers in higher education who are not writing specialists face in supporting their studentsâ academic writing development. We discuss the usefulness of open web-based writing support resources, and propose the need for a system that serves as an interface with these resources. Such a system should help teachers to make quick selections of materials that can be offered to students to address specific problems in the studentsâ assignments. We consider principles for the design of such a system, based on the experience of building and testing a small prototype for tutors on an Open University Masters in Education course
Contemporary database topics:learning by teaching
Passive learning is generally believed to be ineffectual in that it leads to a generally impoverished student experience manifested by poor attendance, engagement and motivation alike. A shift towards a more pro-active learning experience was therefore the main motivator for the proposed method outlined in this paper. The method adopted was applied to a single module for a cohort of postgraduate, mainly international students. In our method, each student is charged with delivering a specialist database topic as part of an allocated group. They self-organise their group into two sub-groups for lecture and tutorial delivery respectively. Staff support the process by delivering the teaching in the first half of the module. The second, student-led phase is staff-supported using preparatory meetings to discuss content and presentation issues prior to delivery. Feedback overall indicates that the method is effective, particularly in confidence building. We believe that the latter more than compensates for the one or two concerns raised about the quality of information being received. We conclude by discussing a number of changes based on two yearsâ experience and student feedback
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Assessing final-year practical work through group projects; A further study
The use of a group-based approach to project
working has been shown to provide significant
advantage to students in terms of project
outcomes, motivation and engagement. The
Department of Chemistry at the University of
Reading has recently explored the use of group
projects for final year practical work. In this
model, students are presented with a research
problem that they investigate within a team of
three to five students. Students are expected
to divide the work and share results in a
manner that closely resembles project working
in industry. This paper will report the
experiences and attitudes of final-year BSc
students towards this group-based approach,
and outline the self-identified skills
development of these students
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