An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi’s [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger’s work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop

Power-law scaling in dimension-to-biomass relationship of fish schools

Motivated by the finding that there is some biological universality in the relationship between school geometry and school biomass of various pelagic fishes in various conditions, I here establish a scaling law for school dimensions: the school diameter increases as a power-law function of school biomass. The power-law exponent is extracted through the data collapse, and is close to 3/5. This value of the exponent implies that the mean packing density decreases as the school biomass increases, and the packing structure displays a mass-fractal dimension of 5/3. By exploiting an analogy between school geometry and polymer chain statistics, I examine the behavioral algorithm governing the swollen conformation of large-sized schools of pelagics, and I explain the value of the exponent.Comment: 25 pages, 6 figures, to appear in J. Theor. Bio

Enotah Yearbook

The Young Harris College yearbook from 1955 features photographs of students, organizations, and events