Against the iterative conception of set

According to the iterative conception of set, each set is a collection of sets formed prior to it. The notion of priority here plays an essential role in explanations of why contradiction-inducing sets, such as the Russell set, do not exist. Consequently, these explanations are successful only to the extent that a satisfactory priority relation is made out. I argue that attempts to do this have fallen short: understanding priority in a straightforwardly constructivist sense threatens the coherence of the empty set and raises serious epistemological concerns; but the leading realist interpretations---ontological and modal interpretations of priority---are deeply problematic as well. I conclude that the purported explanatory virtues of the iterative conception are, at present, unfounded

MEASUREMENT OF GRADING ERROR COSTS IN THE BEEF INDUSTRY

This paper models the market for beef products when quality production is stochastic and quality information is asymmetric between producers and consumers. Independent sorters act as intermediaries to enhance market efficiency by guaranteeing minimum quality levels. Market shares, effort levels, prices, and quality standards are obtained for general market equilibrium.Marketing,

Serious Games for Mathematics Support in Higher Education

Serious games may complement existing content in higher education and promote student engagement with taught materials. A systemic review of serious games for mathematics support in higher education between 2008 and 2018 was undertaken. There was limited research in this specific area but key themes emerged. These were the application of ARCS theory for initial design, technical considerations in creating serious games for mathematics, consideration of student computing abilities and provision of clear instruction and training prior to use. The review will inform the development of a local gaming resource to support existing mathematics support materials

Developing an inter-university partnership: The importance of relationally-connected leaders

We have been involved in an inter-university partnership that supports, contributes to, and influences our own and others’ thinking and actions. As we have collaborated on teaching, learning, and research in the field of educational leadership, we recognise that we have developed our own leadership practice and created opportunities for others to do so. The partnership in which academics and students from the University of Central Oklahoma and the University of Waikato have been participating has evolved as a flexible and innovative endeavor over an eighteen month period. In this relatively brief time, we have discovered there are considerable possibilities for the partnership to be developed in a number of ways that will benefit academics, students, and our respective institutions. In this paper, we examine and discuss the findings generated by our initial inquiry as we seek to make sense of our inter university partnership in order to sustain and progress it. Our leadership during the initial phases of the partnership appears to have been a key element in its success. We have found that the presence of a relational connectedness has influenced and enhanced our own leadership practice and subsequently the quality of the partnership. It has enabled us to facilitate the growth of a community of practice and generate academic collaboration

The Workplace Simulation Project

Undergraduate students often seek voluntary placements in diagnostic laboratories in order to gain work experience to enhance their employment prospects. A combination of resource and legislation requirements limits the number of employers able to support such voluntary placements in the current climate. The Workplace Simulation Project is a summer course for second and final year undergraduates, which assists in the development of employment skills of those participating. The course is designed to include core elements of employment within the science and healthcare sectors, with generic aspects being common to all forms of employment. The laboratory where the course is based possesses small workload clinical chemistry and haematology analysers. Those attending will follow the requirements of the workplace, such as attendance, punctuality and professional behaviour. They will gain skills in the maintenance and quality checks of equipment, running of equipment, laboratory health and safety, internal quality control and external quality assessment, results reporting and dealing with unexpected or problematic situations. In addition there will be an introduction to external accreditation services as a small service run by the laboratory is currently being assessed by UKAS and a document management system operates. Learning will be facilitated through instruction, performance, competency assessment and regular verbal feedback. On successful completion of the course students receive a final report and a certificate. Likert-scale analysis of the student experience has shown a favourable response to the course

Student Numeracy Support Using Bespoke Reusable Learning Objects

The variation in entrance numeracy qualifications and skills for undergraduate students embarking on Life Sciences programmes can be addressed by a variety of support options in their first year of study. Appropriate numeracy teaching and practice is embedded into course modules and offered within academic tutorials. There is also a wealth of external e-books, mathematics websites and reusable learning objects that students can be directed towards for self-study. Despite these initiatives many students continue to lack confidence in their ability to apply the relevant mathematics to solve problems and in some cases this can affect their overall performance throughout the degree. A recent small study found a highly positive response from students to the provision of worked calculations and explanations to a selection of numeracy problems, which they were able to access via the virtual learning environment throughout the duration of a module. Most reported to using this in preparation for a summative data handling test and in subsequent student questionnaires most felt that its provision had improved their test performance. A project was undertaken to provide University of Westminster Life Sciences students with a bespoke local numeracy resource to support their studies. To ensure that this resource would contain an appropriate range and selection of examples, all staff members and research students were asked for voluntary contributions to the project. The request was for a single numeracy problem relating to one of their teaching or research areas, the worked calculation for the problem, the correct answer and a summary of the application(s). All contributions were collated and used for the production of a web-based interactive numeracy resource and a text-based version to encompass different student learning preferences. These resources will be made available to all students from September 2011 via the virtual learning environment and as a hard copy booklet. The usefulness of this new resource will be monitored by a combination of student and staff feedback and the analysis of the end of year student performance

Can the use of digital badges enhance maths support?

The University of Westminster School of Life Sciences offers maths support to students, within modules and as extracurricular sessions. We are currently working on a new project which will provide all students with permanent access to a dedicated site on our virtual learning environment for maths support. The organisation and structure of this site in addition to providing generic core mathematics skills for our courses will also provide specific items relevant to each of our degree pathways. The site will include existing resources we have available, links to external sources and new to our provision, the option of digital badge recognition for the completion of some of the available activities. It is envisaged that a well-constructed set of activities leading to digital badges will encourage use of the site and improve engagement for those requiring maths support

De Gustibus Asparagus: Habits, Trade, and Welfare from Out of Season Imports of Fresh Vegetables

Fresh vegetables, including asparagus, are now available in months outside of the domestic growing season for most U.S. consumers. We use the virtual price method to calculate the equivalent variation for increased availability in a demand system for fresh and frozen vegetables and find that virtual price of out-of-season asparagus is roughly 3 times higher than its in-season price in years prior to year round availability. We find the equivalent variation between 1986-1991 (when asparagus was available approximately half the year) and 1993-1999 (when it was available year round) to be 0.91 of consumer vegetable budgets, implying a welfare benefit of approximately $86 million annually. We also find evidence of habit formation for fresh but not frozen goods.vegetable, translog, asparagus, habits, virtual price, welfare, fresh, frozen, Consumer/Household Economics, Demand and Price Analysis, International Relations/Trade,