You and Your Research and the Elements of Style

This talk surveys advice from experts, including Richard Hamming, William Strunk, E. B. White, Donald Knuth, and others, on how to conduct your research and communicate your results

Ebusua Fie

Honorable Mention Inspired by the Fanti of Ghana. What inspired you to enter this special competition to create a modern architectural language for Africa? Growing up in the Caribbean and currently living in Ghana, I‘ve been interested in the conversation surrounding the development and definition of both a Caribbean‘ style and African‘ style and the cultural, social, political and historical issues that surround this. The competition seemed like a perfect avenue to continue to investigate these interests. What did you find most interesting or challenging during the research and development of your prototype? Trying to study and investigate the traditional models and interpreting into a modern manifestation without replicating, or tacking on traditional elements without rigor and purpose.Also, getting the people I‘ve engaged with to understand that buildings utilizing earth or other locally sourced materials are NOT synonymous with poverty. When they‘ve seen images they realizeitcanbebeautifulandwell executed with today‘s technologicaladvances. Why do you believe African homeowners will be interested in building a home such as the one you have submitted today? A prospective homeowner would choose to buy this home design due to the following factors: It is environmentally sustainable, reducing homeowner‘s reliance on air conditioning thereby reducing life cycle costs; References traditional values in terms of community and family relationships while maintaining privacy; Small footprint, allowing building in more dense areas or on smaller plots of land

Tune Up Your Instruction: Transform Discipline-based Instruction Using Active Engagement

Making the transition from lecture-based instruction delivery to an active, learner-centered model provides an excellent opportunity to blend creative ideas and new teaching strategies. Music students at Luther College are introduced to research in the discipline through learner-centered activities. You will experience elements of the Cephalonian method - music, color, and active engagement - as you participate in a component of the question-card sequence of the lesson plan. The presenter will discuss how teaching style, learning styles and pedagogy have played a role in reimagining the sessions as a place for active engagement. In looking at a selection of learning outcomes from the Music Library Association Information Literacy Instructional Objectives for Undergraduate Music Students, you will see how this model could be used successfully with research instruction for other subjects. This model has transformed student ownership and participation, as it allows authentic engagement with the material and establishes an open floor for additional questions and conversation with librarian as facilitator. A recently developed assessment instrument shows that learning objectives are being met. Bring your own discipline to the session - no previous musical knowledge is necessary

Northern Pafta

Honorable Mention Inspired by the culture of the Konso people of Ethiopia. What inspired you to enter this competition to create a modern architectural language for Africa? For the past three years I was working on research called Ethioplugin Add-on Library at my campus (EiABC). There the objective, was digitalizing the heritages of Ethiopia such as furniture and fixtures, patterns and textures, construction details, so that they will be accessible by the professionals like interior designers, architects electronically. This made me familiar with working on cultural elements and extracting designed product out of them. I was excited (about the competition) because it was a great chance for me to experiment this experience on architectural level. What did you find most interesting or challenging during the research and development of your prototype? The interesting part of this project was the culture the KONSO people (clan) developed to adapt to the harsh climate and mountainous landscape. They construct masonry terraces and retaining walls and define the platform where they build the house (PAFTA) then continue building with wooden pillars. The challenge was interpreting the process. It was a time consuming process transforming the original inspiration into the modern form. Why do you believe African homeowners will be interested in building a home such as the one you have submitted today? Two major reasons: The first one is since this typology is designed based on indigenous African culture and the layout is arranged in African way of life with modern life style requirements, it fits their lifestyle and provides maximum comfort. Secondly, a house is a place where a family is nurtured. This special house will be tangible inspiration to create a modern generation who is proud of his/her identity because it is articulated with indigenous African building materials

Reaching Backward and Stretching Forward: Teaching for Transfer in Law School Clinics

In thinking about education, teachers may spend more time considering what to teach than how to teach. Unfortunately, traditional teaching techniques have limited effectiveness in their ability to help students retain and apply the knowledge either in later classes or in their professional work. What, then, is the value of our teaching efforts if students are unable to transfer the ideas and skills they have learned to later situations? Teaching for transfer is important to the authors of this article, four clinical professors and one psychologist. The purpose of this article is to provide an introduction to some of the techniques that can improve the transfer of teaching. While this article focuses on applications in the law clinic, the procedures can be profitably used in doctrinal classes as well. It is the goal of the authors of this article to help you improve your teaching so that your students will understand, remember, and be able to later use what you teach them. While this may appear overly ambitious, we are not selling snake oil. Rather, we are relying on established tenets of psychology and pedagogy that have proved successful in other areas of learning.In the first section, psychologist Shaun Archer will summarize the latest research results on memory and how to best teach so that students can retain and use information. Before transferring information or ideas from a class to a new situation, one must first anchor the concept in the mind. To do this, the student must attach the new information to the existing scaffolding in the student’s memory. Attached to the wrong structure, the new information cannot easily be used in a later application. For example, if you are told that both a successful asylum application and chlorophyll contain five elements, you might be momentarily chagrined since the word “elements” is used in two very different contexts. Your mind must travel down various discrete neural pathways to make correct sense of the use of the word in each phrase. This insight from psychology is the core of teaching for transfer. Tonya Kowalski will then introduce the principles of teaching for transfer, emphasizing “reaching backward” and “stretching forward” techniques. She will then suggest applications of these procedures in clinical teaching. In reaching backward, a student thinks back to past experiences or concepts to find existing mental scaffolding that can be used to bear the weight and provide an accessible resting place for the new material that is being taught. In stretching forward, a student consciously envisions potential future applications of the material being learned. Colleen Shanahan will demonstrate backward-reaching transfer techniques for teaching students skills and knowledge, using the examples of initial client interviews, soliciting facts from witnesses, researching eviction procedures, and developing an effective oral advocacy style. Jim Kelly will provide specific examples of stretching-forward transfer techniques. These range from “hugging,” identifying very similar future applications, such as the business record litany, to “bridging,” preparing students to be able to use new foundational skills or knowledge in complex and extremely varied situations

Politicians-in-waiting? : the case for a 'popular' involvement in agitation for representative and responsible government in the Province of Wellington, 1840-1853 : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University

In 2002, I completed my Honours degree dissertation entitled The Interposing Barrier: Perceptions and Expectations of the British Army in New Plymouth in 1855 1 J. A. Ward, 'The Interposing Barrier: Perceptions and Expectations of the British Army in New Plymouth in 1855', BA (Hons) Research Exercise, Massey University: Palmerston North, 2002. and this thesis has come about as an indirect consequence of the ideas and historical situations I discovered whilst completing its research. During 1855, many colonists in New Plymouth had become extremely dissatisfied with the level of authority that was exercised by those officials whose job it was to protect the fledgling colony from the consequences of local Maori intra-tribal conflicts. An example of this was an express lack of confidence in the authority of Governor George Grey's Resident Magistrates to administer an effective European style of law and governance to the 'uncivilised' and 'lawless' Maori population. Fears for the safety of New Plymouth and settlers in outlying areas, came to a head in 1855 during the Puketapu conflict where troops were requested in order to ensure this Maori conflict was not brought within the town limits or extended into an inter-racial war. Whilst many perceived that troops would be an active force of aggression to dissuade the proliferation of the conflict, the acting Governor, Colonel Robert Henry Wynyard, deployed elements of the 58th and 65th regiments to act in no further capacity than as an interposing barrier of peace keepers, the intent being to 'over-awe' Maori with their presence rather than by their action and prevent the involvement of Europeans in the dispute. When beginning this thesis in 2003, I originally intended to re-assess Wynyard's term as acting Governor, as he had been the butt of criticism not only for his relatively prudent actions regarding the deployment of these troops, but also on his refusal to make his own decisions regarding the implementation of responsible government into the newly formed General Assembly of the colony. It was this issue that dominated the Assembly's first through to its third session, and which eclipsed the importance of events in New Plymouth at the time. However, sources on the under-researched figure of Colonel Wynyard were scattered around the country and it quickly became apparent that such an exercise might be more suited to a researcher of better financial means. My research then led me to an assessment of the debate surrounding the issue of responsible government during these early sessions of New Zealand's first Parliament, and subsequently to the origins of this debate, with the first attempts at agitation to have a representative and responsible authority established in the colony. A quote I used in my dissertation from the editor of the Taranaki Herald about the need for a representative form of government re-captured my interest and made me wonder just who was involved in agitation for a better form of government? The editorial stated: You must agitate, as that is the fashionable word, til you get a pure representative government - no nominees - no toadies - but free, independent, honourable men of business who have talent knowledge and experience, to watch over your affairs, and who will resist the demands of despots in Downing-street. 2 The Taranaki Herald, 18 August, 1852.[FROM INTRODUCTION

The dialogic aspects of Mantle of the Expert pedagogy used to teach devising at NCEA Level 2 in a Year 12 classroom "I don't think it's about credits- definitely not about credits"

This inquiry sets out to gather and consider student and teacher perceptions about the affordances and constraints of using Mantle of the Expert pedagogy, to support teaching and learning, through the process of devising drama at NCEA Level in a Year 12 classroom. Questions about the role of the teacher in a senior secondary drama classroom, and the epistemological frames used in the exploration of creative drama making formed the basis of the inquiry. The notion of a “learning community” (Ministry of Education, 2007, p.34) in which everyone “including the teacher, is a learner” is identified and the idea of “shared learning” is explored in contrast to traditional transmission models of teaching. The case study was conducted in a North Island secondary school where teachers and students were positioned together as members of THEATRON, a fictional professional theatre company. THEATRON, commissioned by an artistic director of a national arts festival, were to develop original, devised drama for festival audiences which captured the essence of “What it means to be human”. This qualitative study generated data from interviews with the class teacher and the students, observations of the lessons throughout the devising process and student documentation developed in both electronic and hard copy formats. Findings from the study, considered in the light of Bakhtin’s theory of dialogism, indicated that the dialogic aspects of the core elements of the Mantle of the Expert pedagogy could provide rich opportunities for purposeful creative collaboration, through student autonomy, to develop more effectively in the performance groups

Leadership and vision

�Leadership and vision' is the subject of Chapter 3 and Rogers and Reynolds look at how managers can encourage leadership from other people, whether in their team, the organisation or in collaborative work with different agencies. They explore leadership style, and the extent to which managers can and should adapt their personal style to the differing needs of situations and people. Frontline managers may not always feel that they have much opportunity to influence the grander vision and strategy of their organisation. Rogers and Reynolds argue that they none the less play a role in the vision sequence even at the level of putting it into practice and looking for better ways of doing things. Practice-led managers relay their experience from the front line back to more senior management so that they can contribute to strategic planning

A modular methodology for converting large, complex books into usable, accessible and standards-compliant ebooks

This report describes the methodology used for ebook creation for the Glasgow Digital Library (GDL), and provides detailed instructions on how the same methodology could be used elsewhere. The document includes a description and explanation of the processes for ebook creation followed by a tutorial