Scholarly collaboration across time zones

The barriers to global collaboration of yesteryear were, for example, country boundaries and time zones. Today however, in a world where communication is thriving on new technologies, these barriers have been overcome, not only by the technology itself, but also by the collaborators in a desire (and need) to extend knowledge, seize opportunities and build partnerships. This chapter reports on one such collaboration: a case study where the focus is the writing of a scholarly article between authors from Australia, England and South Africa. The challenges of different time zones, academic calendars, and managing the collaboration are outlined in this chapter. Findings from the case study suggests that the key elements of success are related to the individuals and project management techniques, and not the technology per se. The constructivist learning theory as well as the e-Moderation model are supported by this work and thus extend their application to the academic writing process

The Wister Mud Pot Lineament: Southeastward Extension or Abandoned Strand of the San Andreas Fault?

We present the results of a survey of mud pots in the Wister Unit of the Imperial Wildlife Area. Thirty-three mud pots, pot clusters, or related geothermal vents (hundreds of pots in all) were identified, and most were found to cluster along a northwest-trending line that is more or less coincident with the postulated Sand Hills fault. An extrapolation of the trace of the San Andreas fault southeastward from its accepted terminus north of Bombay Beach very nearly coincides with the mud pot lineament and may represent a surface manifestation of the San Andreas fault southeast of the Salton Sea. Additionally, a recent survey of vents near Mullet Island in the Salton Sea revealed eight areas along a northwest-striking line where gas was bubbling up through the water and in two cases hot mud and water were being violently ejected

Information technology team projects in higher education: an international viewpoint

It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this ‘real’ project do they get the chance to experience something similar to what is expected of them when they embark on their chosen profession; that is, as an information technology professional. The high value of ‘near real life’ educational experience is recognized by many universities across the globe. The aim of this paper is to present examples from three countries - Australia, United Kingdom and South Africa, of the delivery of these team, capstone or industrial experience projects; their curricula and management processes. Academics from institutions in each of the countries share experiences, challenges and pitfalls encountered during the delivery of these information technology projects within their institutions. An overview of each institution’s strategies is provided and highlights specific issues such as the selection of projects, allocation of teams to projects, legal requirements, assessment methods, challenges and benefits. The pedagogies presented here are not exhaustive; however, the three institutions do have in common the implementation of a combination of constructivism with a community of practice approach in delivering the project unit. The three universities recognize the need for industrial experience and learning of applied skills, and therefore make these projects a compulsory part of the curriculum. The projects tend to be real life business problems which are solved over a period of two semesters, and in the case of Cape Town it could be two consecutive years of two semesters each. These projects tend to involve practical development (for example databases and web sites). The process of project-to-team allocation is generally similar in all cases. Despite their differences, team work related problems are quite similar in all three cases presented, and seem to appear as a result of team work complexity, and the number of stakeholders involved. The intention of this paper is not to propose solutions to these problems (as these would be context dependent), but to draw the attention to the main problem categories for similar schemes, these are; • project selection, • management of students, • management of academic staff, • student team motivation, • equality and diversity, • passengers, and • assessment. Furthermore, it is not the intention of the authors to portray one approach as better than another, however, the approaches are representative of how team projects are being delivered across the globe, and in particular, in the contributing institutions. It is hoped that the assimilation and dissemination of information regarding the various approaches presented will nurture further discussion, and open communication across the globe with the view to enhancing the teaching and learning experience of such projects

Context dependent learning: its value and impact for workplace education

Purpose – The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and performance. The case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of the context in which learners utilise their knowledge and skills. Design/methodology/approach – Quantitative and qualitative strategies were used to provide an evaluation of the impact of a management development programme in a group of companies. A questionnaire, focus groups and semi-structured interviews were used to collect data on three cohorts of supervisors and middle managers at different stages of the programme. A triangulated approach was adopted towards data analysis that illuminated a broad and deep change process. Findings – Positive cultural change was a significant benefit to the host organisation from the training programme. It was apparent that training can move beyond individual development to bring about organisational gains. Research limitations/implications – Future research might adopt a longitudinal design and facilitate a co-researcher approach using students’ learning logs of workplace experiences. Practical implications – Situated approaches to learning in higher education and the workplace need to be developed further to enhance workplace performance. A proposal is made for “learning consultants” to move between the two environments and facilitate knowledge exchange and improve understanding of the variety of learning contexts in business and educational settings.</p

Massachusetts Health Reform in 2008: Who Are the Remaining Uninsured Adults?

Profiles residents still uninsured after the individual mandate was implemented: young, single, urban, male racial/ethnic minorities and non-citizens with limited English proficiency. Outlines lessons on outreach to those eligible for public coverage

GETTING THE MOST FOR OUR MONEY IN FARMLAND PRESERVATION

This paper looks at the design and operation of the main program in Maryland, the Maryland Agricultural Land Preservation Fund (MALPF). We examine the features of the program in comparison to possible alternative designs. Our broader purpose is to examine the nature of farmland preservation and the implications for how to best design farmland preservation programs.Agricultural and Food Policy,

Effectiveness of nurse home-visiting for disadvantaged families: results of a natural experiment

Extent: 9p.Objective: To evaluate the effects of a postnatal home-visiting programme delivered by community health nurses to socially disadvantaged mothers in South Australia. Design: The intervention group of 428 mothers lived in metropolitan Adelaide and the comparison group of 239 mothers lived in regional towns where the programme was not yet available. All participating mothers met health service eligibility criteria for enrolment in the home-visiting programme. Participants in both groups were assessed at baseline (mean child age=14.4 weeks SD=2.3), prior to programme enrolment, and again when the children were aged 9, 18 and 24 months. Setting: State-wide community child health service. Participants: 667 socially disadvantaged mothers enrolled consecutively. 487 mothers (73%) completed the 24-month assessment. Intervention: Two-year postnatal home-visiting programme based on the Family Partnership Model. Primary outcome measures: Parent Stress Index (PSI), Kessler Psychological Distress Scale and the Ages and Stages Questionnaire. Results: Mixed models adjusting for baseline differences were used to compare outcomes in the two groups. The mothers in the home-visiting group reported greater improvement on the PSI subscales assessing a mother's perceptions on the quality of their relationship with their child (1.10, 95% CI 0.06 to 2.14) and satisfaction with their role as parents (0.46, 95% CI −0.15 to 1.07) than mothers in the comparison group. With the exception of childhood sleeping problems, there were no other significant differences in the outcomes across the two groups. Conclusions: The findings suggest that home-visiting programmes delivered by community health nurses as part of routine clinical practice have the potential to improve maternal–child relationships and help mothers adjust to their role as parents.Michael Gifford Sawyer, Linda Frost, Kerrie Bowering, John Lync