Ethical Issues in Teaching About Research Ethics

Ethical issues in the conduct of research is an important topic in research methods courses for graduate students inmany Faculties of Education. The authors relate their experiences in teaching this topic over several semesters using a simulation of the well-known research into obedience by Stanley Milgram in the early 1960s. Students' reactions to the use of the simulation at both emotional and intellectual levels are describedand discussed, as is the ethical dilemmathose reactionshave createdfor their teachers in contemplating future use of such emotion-charged teaching approaches

Alien Registration- Lidstone, John (Farmington, Franklin County)

https://digitalmaine.com/alien_docs/19908/thumbnail.jp

The policy and practice of learning entrepreneurial skills and future ‘qualities of mind’

The policy and practice of learning entrepreneurial skills and future qualities of ‘mind’ Gerald Lidstone Goldsmiths University of London Towards a new concept of arts education Creativity in Arts Education In the last 12 years there have been a number of guiding documents and major conferences initiated by UNESCO and others that have created new cultural and educational policy directions - from Stockholm in 1998 to Seoul 2010 including the adoption of the UNESCO convention on the protection and the Promotion Diversity of Cultural Expressions 2005 and the World Conferences on Education for Sustainable Development. Each of these landmark events has provided an impetus to rethink education policy and practice. The groundbreaking work of Sir Ken Robinson in All Our Futures (i) made significant reference to the work of Howard Gardner with his classification of diverse intelligences. All our Futures is now just over ten years old however it is only now just beginning to have significant impact, it is essentially concerned with creative education – both learning and teaching creatively but also crucially recognising how to develop creative talent in students of all ages. On one level this has provoked a significant debate ( in a number of countries) on curriculum content; on one side an emphasis focusing on traditional mathematical and literacy skills the other on creative abilities developed around the Gardner intelligences, linguistic, mathematical, spatial, kinaesthetic, musical, interpersonal and intrapersonal. It is now necessary to move on from this debate ( although many countries have yet to fully understand or adopt the principals) to consider how the space in which creativity (ii) can flourish and be respected in all educational disciplines, can be can itself be created. This is essentially the teaching of entrepreneurial thinking ‘entrepreneurship education is a process which develops individuals’ mindsets, behaviours, skills and capabilities and can be applied to create value’ (iii) in a range of contexts and environments ( please note that this should not be confused with ‘enterprise’ - business thinking ). To return to Gardner, he now suggests five overarching qualities of mind for the 21st century. An expertise in a discipline, an ability to synthesize information and communicate it, the creating mind, an engagement with and a respect for diversity and finally to be able to act ethically. If these qualities or capacities (which sound very reasonable) are to be learnt effectively then they will need to be developed through a cultural lens. The ‘culture’ referred to is increasingly global in nature as it is often engaged with through digital means. The digital expert Jaron Lanier points out a key concern with culture in this form. The difference between real culture and fake culture is whether you internalise the thing before you mash (iv) it. Does it become part of you? Is there some way your meaning, your spirit, your understanding has touched this thing? Or is it just a touch of novelty for a moment to get some attention? Culture involves some work, some risk, some exploration, some surprise (v). This paper will deal with the issues generated by learning entrepreneurial (self determining) skills and future qualities of ‘mind’ within the context of a global culture. i KACES has translated the Ken Robinson book Out of Our Minds into Korean and the ideas therein are being disseminated. ii It is understood that creativity can not be taught but the conditions for its development can be put in place. iii Developing Entrepreneurial Graduates Putting Entrepreneurship at the centre of higher education Durham University 2009 iv A Mash (up) is a term in web development referring to an application or web page that puts together data or a function from different sources to create a new page or function. v Jaron Lanier, author of 'You Are Not A Gadget' interviewed in the Observer Newspaper London 21/02/2010 Unesco & the Government of the Republic of Korea World Conference on Arts Education Seoul 25-28 May 2010 Identification form for the submission of abstracts on Arts Education (research/case studies/experiences of best practices) Surname: Lidstone Name: Gerald Mr/Ms/Dr/Prof: Dr Past and present occupation (detailed description): 2008 - Director Institute of Creative and Cultural Entrepreneurship ICCE 2004 -2008 HOD Drama Department 1985 -2004 University Lecturer Organization/Institution/University: Goldsmiths University of London Address: ICCE 114 Whitehead, Goldsmiths, Lewisham Way New Cross, London SE14 6NW UK Telephone (+international code): +44 (0) 207 919 7424 Fax (+international code): +44 (0) 207 919 7413 E-mail Address: [email protected] Title of the Paper: The policy and practice of learning entrepreneurial skills and future qualities of 'mind

Precipitation and fracture in a ferritic stainless steel

Includes bibliographical references.A dual stabilised ferritic stainless steel with titanium and niobium additions had been experiencing failures during production. Following hot rolling and cooling while coiled and prior to annealing, the steel had been prone to shattering across its width during uncoiling. This project was initiated by the manufacturers, Columbus Stainless, so that the present understanding of this stainless steel could be expanded, with the ultimate aim of avoiding production losses. This stainless steel is designed for high temperature use in automotive exhaust systems. This requires a good blend of hot strength, creep and corrosion resistance. The composition (notably the niobium addition) and manufacturing processes (where the precipitation and grain size are major concerns) are intended to provide these properties. This thesis puts the steel into the broader context of the ferritic stainless steels and discusses its high temperature use and its dual stabilisation

Grading: Harmonising standards and stakeholder expectations

This paper suggests that when a course is planned within one culture for delivery to members of another culture, appropriate quality control of assessment becomes an issue of major proportions. Based on their experience of presenting an Aid Agency-funded Masters course in a developing country in the Pacific, the authors describe the processes to address the needs and wants of all the stakeholders, with different cultural expectations. Maintaining a balance between domestic and Pacific student cohorts regarding resources and opportunities for study was especially challenging. However, grounding grades in course curriculum and clearly stated objectives permitted the teaching team to meet external requirements while maintaining their professional and academic freedom

Private Speech and Inner Speech in Typical and Atypical Development

Children often talk themselves through their activities: They produce private speech to regulate their thought and behaviour, which is internalised to form inner speech, or silent verbal thought. Private speech and inner speech can together be referred to as self-directed speech (SDS). SDS is thought to be an important aspect of human cognition. The first chapter of the present thesis explores the theoretical background of research on SDS, and brings the reader up-to-date with current debates in this research area. Chapter 2 consists of empirical work that used the observation of private speech in combination with the dual task paradigm to assess the extent to which the executive function of planning is reliant on SDS in typically developing 7- to 11-year-olds. Chapters 3 and 4 describe studies investigating the SDS of two groups of atypically developing children who show risk factors for SDS impairment—those with autism and those with specific language impairment. The research reported in Chapter 5 tests an important tenet of neoVygotskian theory—that the development of SDS development is domain-general—by looking at cross-task correlations between measures of private speech production in typically developing children. Other psychometric properties of private speech production (longitudinal stability and cross-context consistency) were also investigated. Chapter 6, the General Discussion, first summarises the main body of the thesis, and then goes on to discuss next steps for this research area, in terms of the methods used to study SDS, the issue of domain-general development, and the investigation of SDS in developmental disorders

Short-Term Memory Skills in Children With Specific Language Impairment The Effect of Verbal and Nonverbal Task Content

Background and Design: In recent years, evidence has emerged that suggests specific language impairment (SLI) does not exclusively affect linguistic skill. Studies have revealed memory difficulties, including those measured using nonverbal tasks. However, there has been relatively little research into the nature of the verbal/nonverbal boundaries either at a conceptual level or at a task-related level. This study explores the short-term memory performance of children with and without SLI on a series of tasks that involve varying degrees of verbal content, implied or explicit. In total, 14 children with SLI and 20 comparison peers participated. Results: Findings show that children with SLI performed more poorly than peers on all tasks except the purely nonverbal block recall task. Interestingly, a task that required no verbal processing or output was as problematic for the SLI group as a traditional nonword memory span task, suggesting that verbal encoding was used by the typical peers but less so by those with SLI. Furthermore, a verbal input picture span task (involving hearing a list of words but requiring a nonverbal response) correlated strongly with the block recall task for children with SLI. This may provide preliminary evidence that visual encoding was being used as a central strategy by the SLI group to aid performance. Discussion: The findings have implications for our understanding of the nature of SLI and also for the use of verbal and visual content in the classroom and other real-life settings

Development of a robust method for creating arterial bloodstain patterns

A greater understanding of how blood behaves when ejected from a vessel under pressure will assist with interpretation of arterial bloodstain patterns and allow us to address questions such as; how far might blood be projected from an injury; how likely it is that an offender would be bloodstained; how much would clothing or covering of a wound reduce the extent of the blood projection? We are using a medical training device consisting of a cardiovascular pump and vessel pads containing synthetic arteries ranging from 2 mm to 8 mm diameter and imbedded within synthetic human skin and tissue. We will discuss our first steps in setting up this equipment to establish a reproducible and reliable mechanism to create arterial bloodstain patterns. We will also describe the results of our initial tests carried out using coloured water and progressing through to development of a synthetic blood substitute. We anticipate running trials using human blood in the near future and we hope to discuss the results of these trials at the conference. We will also discuss how we are using the pump and “injured” vessels to create arterial bloodstain patterns to investigate a range of pattern features; maximal distances travelled by blood spots; extent of bloodstain patterns produced; size of blood spots; and pulsatile wave patterns. The effect of varying factors such as size of injury, artery diameter, covering of the wound, and the position of the vessel pad (horizontal or vertical) on the resulting patterns will then be assessed