173 research outputs found
Short proofs of some inequalities of Horst Alzer
summary:We provide elementary proofs of some inequalities of Horst Alzer
The ULTRA project (the universities language teaching research agreement) : A joint investigation by Edith Cowan University, Western Australia and the Guangzhou foreign language university, the people\u27s republic of China, into the use of intensive and immersion approaches to language teaching and learning at university level
Using coaching to enhance the leadership capability of retail executives
Coaching has increasingly been used in organisations to develop
leadership capability. However, due to a lack of empirical research, very
little is actually known about what it is and how it works, resulting often in
organisations experiencing difficulties and frustration when they come to
use and review its effectiveness. Coaching carries many different
definitions, none of which is accepted as ‘universal’. This implies that the
term is complex. In order to understand coaching more clearly the thesis
dedicates a separate chapter to each of the following eight sub-questions: 1. What is understood by the term coaching?
2. What impact does the retail organisation have on the coachee?
3. What are the desirable characteristics of the coachee?
4. What skills does a person need to be able to coach?
5. What does the coach do?
6. What does the coachee experience during a coaching session?
7. What are the outputs from coaching for the organisation and the
coachee?
8. How can the organisational sponsors control the quality and
consistency of the coaching?
Qualitative research is gathered from coachees in a major UK retailer to
suggest four key coaching insights. Firstly the majority of coachees
experience a change in their ‘self’ as a result of their coaching. Secondly
coaching is valued highly by coachees as the only opportunity they get to
talk about themselves. Thirdly many of the potential benefits from linking
coaching to broader theories and philosophies do not appear to be
evidenced in this research. Fourthly there is little evidence to suggest
there has been any explicit transfer of capability from the coach to the
coachee.
The thesis concludes that coaching is a complex that can be used to raise
awareness in the multiple elements that constitute the self. In this way the coachee becomes more conscious of how they interpret events, more
considered in choices they reflect, more precise in decisions they make,
and more adept at controlling their reactions. Coaching can focus on
different dimensions of the self and change in what is done accordingly.
For example it can consider past events having similarities to therapy: it
can consider current events with a focus on organisational performance
and goals, and it can consider the coachee’s future potential to influence
transformational change with a focus on theories and philosophies.
Although changing depending on the element and dimension of self,
coaching often involves talking, listening, and reflection to increase
understanding.
By focusing on deepening self-awareness, coaching has the potential to
create a spiral of self-development. For this to be possible the coachee
must prepare for independence from the coaches by taking responsibility
for their own development. This is possible by firstly developing their own
self-learning mechanisms and secondly by developing a ‘life goal’ or
‘guiding philosophy’ capable of igniting an inner drive to carry out these
self-learning mechanisms on a continuous basis. The coaching
stakeholders are responsible for what coaching achieves. The coach has
a responsibility to make the other coaching stakeholders aware of its
complexity as well as providing a profound appreciation of its potential.
However the need for the coachee to be of the right mindset for coaching
(i.e. willing to face themselves and commit to the rigors of intrinsic
development) is a vital stakeholder characteristic if it is to be potentially
successful. Coaching impacts the coachee’s self-awareness, which leads
to greater ‘self-leadership’ capability, which is likely to impact their
behaviours and actions and enhance the interpretation they give to others
who recognise traits that may attract their followership
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Exploiting Smalltalk Modules In A Customizable Programming Environment
This paper describes how we have extended a module structure of the Smalltalk LearningWorks to provide a programming environment deigned for very large scale technology transfer. The ‘module’ is what we have termed the LearningBook, a set of classes and persistent objects, including an HTML browser, programming and visualization tools, and microworlds. The context for this development is a distance learning university course in object technology which has enrolled over 5,100 mature students in its first year – making it the largest such course in the world. While promoting a systems building approach, we have successfully added support for programming in the small and the needs of the isolated novice. Two principles have applied: (i) the programming environment and its modules fit into a consistent framework for personal management of study and (ii) details of complex facilities, such as the class library, are progressively disclosed as knowledge and sophistication grow. The paper shows how these principles have guided the exploitation of LearningBook modules. To provide context, relevant academic background is given. Early informal feedback is reported and a project currently underway to observe in detail how thousands of learners use the Smalltalk programming environment is sketched
Employing Object Technology to Expose Fundamental Object Concepts
We explore technical issues in the design of programming tools, development environments, simulations, code examples, user interface frameworks and pedagogies for a university-level course on object-oriented software development. The course, M206 Computing: An Object-Oriented Approach has been specifically developed for distance learning, and is enrolling over 5,000 students per year (average age 37) in the UK, Europe and Singapore. The course introduces computing via an object-oriented approach. M206 is substantial in extent representing one sixth of a degree. It embodies a practical, industry oriented view of computing and includes programming, analysis, design and group working. Considerable effort has been invested in making the simplicity, consistency and power of object technology accessible to and capable of being applied by beginners. A diverse set of educational media, such as CD-ROMs, TV and the Web, have been deployed as learning resources. We describe the agenda for the course; its object-oriented pedagogy and our strategy for delivery. We explain measures taken to avoid misconceptions about objects, our analysis and design method, and the Smalltalk programming environment we have developed specifically for learners and which is crucial to our approach. We outline how our adherence to the separation of view and domain model leads to technical innovations. Concluding remarks reflect on the benefits a reflexive strategy, both in education and training
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Evaluation of mountain pine beetle infestations, Yellowstone National Park, Wyoming, 1972
The mountain pine beetle, Dendroctonus ponderosae Hopk., infestation advanced north and eastward from the 1971 infestation boundary in Yellowstone National Park. Infested trees were found in Indian Creek Campground at the north end of the park and around the north end of Yellowstone Lake. A ground survey showed an average of 15.5 infested trees per acre. A decrease in number of infested trees occurred in older infestation centers in the southwest corner of the park. The infestation will continue at epidemic status in areas containing susceptible stands
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Evaluation of mountain pine beetle infestations, Yellowstone National Park, Wyoming, 1971
The mountain pine beetle, Dendroctonus ponderosas Hopk., showed a significant advance northward from the 1970 infestation boundary, encompassing almost one-third of the total Park acreage. A fall survey conducted in the Park showed an average of 71.1 trees per acre with red or fading foliage from previous year's attacks and 35.8 actively infested trees per acre attacked in 1971. Stocking levels were reduced from 276.2 trees per acre to 169.2 trees per acre
Using Patchxpress to Screen Blockers of the Cardiac Sodium Channel (Nav1.5) for Effects on Late INA, Peak INA, and Channel Kinetics
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Status of mountain pine beetle infestations, Yellowstone National Park, Wyoming, 1974
The mountain pine beetle, Dendroctonus ponderosae Hopk., infestation in Yellowstone National Park advanced north and eastward in 1974. New infestation centers were located along the east shore of Yellowstone Lake and south of the Promontory to the Park's southern boundary. Ground surveys indicated an average of 2.9 infested trees per acre. Average diameter of attacked trees was 11.0 inches. A decrease in number of infested trees continues to occur in older portions of the infestation in the southwestern corner of the Park. The outbreak has been declining since 1971 and the 1974 survey indicates a continued decline
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Status of mountain pine beetle infestations, Yellowstone National Park, Wyoming, 1973
The mountain pine beetle infestation has been epidemic in lodgepole pine in Yellowstone National Park since 1966. Infestation boundaries have advanced steadily northward and eastward. The infestation now encompasses nearly one-half of the total Park area. Surveys indicate a decline in tree mortality the last 2 years. In 1970, an average of 18.9 lodgepole pine was killed per acre. In 1971, 19.0 were killed per acre. In 1972 and 1973, these figures declined to 16.7 and 6.6 trees per acre respectively. Average diameter of attacked trees has decreased from 12.0 inches d.b.h. in 1971 to 10.0 inches d.b.h. in 1973. A decrease in number of infested trees occurred in older infestation centers in the southwest corner of the Park due to depletion of available hosts
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