The Team Balancing Act - Enhancing Knowledge - Building Activity in On-Line Learning Communities

Online learning in the university sector is a given. Constructivist views of learning (often team based) and the notion of knowledge-building, mediated through the use of ICTs seemingly address many of the imperatives to equip individuals for emergent knowledge-age work practice. While teamwork has many perceived advantages, teams also inexplicably fail despite the apparent quality of the participants. Teams are successful when members address what is a relatively narrow range of actions. However, even within this limited range of actions individuals demonstrate definite preferences towards certain activities and roles. This paper reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of groups balanced by Team Role Preference (Margerison & McCann, 1995, 1998). The study found that higher quality knowledge-building activity was more likely to occur in balanced groups than in random groups. The analysis of data revealed that a diversity of ideas was more likely to emerge from within balanced groups than from within random groups particularly when the random groups were heavily skewed towards one team role preference. This provided a compelling reason for explaining why balanced groups may lead to better knowledge-building activity

Connecting the dots: Why does what and who came before us matter?

A "Coloring Outside the Lines" editorial column.  A review of organizations who pioneered the involvement of persons of color in park stewardship, outdoor recreation, historic preservation, and other forms of place-based conservation.

Confucian Patriarchy and the Allure of Communism in China

Histor

The social construction of `musician' identity in music education students in Canadian Universities

This research concerns itself with the development of a theory in the grounded tradition to account for the social construction of an identity as musician by music education students in Canadian universities. The principal data gathering techniques were semi- and unstructured interviews and participant observation, first at the Faculty of Education and the Faculty of Music, University of Western Ontario with further periods of interviewing at the University of Alberta and the University of British Columbia. The pilot study was conducted at Memorial University of Newfoundland where the author was, at the time of writing, an Associate Professor and Co-ordinator of Music Education in the Faculty of Education. Data collection and analysis were completed simultaneously and the interviewing became more focused on emerging categories and their properties, particularly concerning the construction of identity. The core categories discussed concern the apparent sense of isolation and the development of a symbolic community in the music school, as suggested by Cohen (1985). Further core analytic categories include the music education students' perceptions of Others as outsiders to their own insider symbolic community, and the students' perception of social action, including the notion of deviancy, which contributes to their construction of this symbolic closed community. An examination of models of social action is undertaken. The notion of making points as suggested by Goffman (1967) provides a beginning model for the identification and accumulation of status points which students appear to use in the process of identity construction and validation. Further discussion examines the nature of the music education sub-group as a stigmatized group. The nature of the category musician is examined and substantial comparison and contrasting with the position presented by Kingsbury (1984) is undertaken. The analytical categories of talent and music as in-group constructs are examined. Finally the processes of Self-Other negotiation on are explored and a theory is developed to account for the construction and maintenance of musician identity. The emerging theory borrows extensively from those analyses of the roots of social interaction recognised in the labelling tradition which are concerned with the construction of identity in negotiation with Others, and most specifically draws upon the notion of societal reaction. The research is guided by those theories and methodologies generated by symbolic interactionism developed by writers such as Blumer, Meltzer and Denzin and follows the traditions of sociological research in educational settings by such writers as Baksh, Martin and Stebbins in Canada, and Hargreaves, Woods, Ball, Hammersley and Lacey in the U.K

From Barbara Roberts and Alan Wheat of the Standing Committee on Credentials to Edna Saffy

A letter of congratulations on her selection as a member of the Standing Committee on Credentials for the 1992 Democratic National Convention. May 29, 1992. Box 11, folder

Language Education for Ab Initio Flight Training: A Plan Going Forward

English language proficiency for the aviation industry is a critical issue given the industry’s growth in regions of the world where English is not a first or a national language. This chapter discusses language training for ab initio flight students who will comprise much of the next generation of aviation professionals (NGAP). It describes aviation English as a form of English for Specific Purposes (ESP), and the language skills required for flight school contexts where English is the Medium of Instruction (EMI). The chapter advocates for the assessment of incoming ab initio flight school students using a tool adapted from the International Civil Aviation Organization’s (ICAO) language proficiency requirements (LPRs) that also accounts for flight school-related language skills. Based on the language proficiency results, the chapter recommends a training curriculum informed by ESP principles that uses a Content-Based Language Teaching (CBLT) and Task-Based Language Teaching (TBLT) approach with materials and topics relevant to ab initio flight training

Shear dispersion along circular pipes is affected by bends, but the torsion of the pipe is negligible

The flow of a viscous fluid along a curving pipe of fixed radius is driven by a pressure gradient. For a generally curving pipe it is the fluid flux which is constant along the pipe and so I correct fluid flow solutions of Dean (1928) and Topakoglu (1967) which assume constant pressure gradient. When the pipe is straight, the fluid adopts the parabolic velocity profile of Poiseuille flow; the spread of any contaminant along the pipe is then described by the shear dispersion model of Taylor (1954) and its refinements by Mercer, Watt et al (1994,1996). However, two conflicting effects occur in a generally curving pipe: viscosity skews the velocity profile which enhances the shear dispersion; whereas in faster flow centrifugal effects establish secondary flows that reduce the shear dispersion. The two opposing effects cancel at a Reynolds number of about 15. Interestingly, the torsion of the pipe seems to have very little effect upon the flow or the dispersion, the curvature is by far the dominant influence. Lastly, curvature and torsion in the fluid flow significantly enhance the upstream tails of concentration profiles in qualitative agreement with observations of dispersion in river flow