Secondary aerospace batteries and battery materials: A bibliography, 1969 - 1974

This annotated bibliography on the subject of secondary aerospace battery materials and related physical and electrochemical processes was compiled from references to journal articles published between 1969 and 1974. A total of 332 citations are arranged in chronological order under journal titles. Indices by system and component, techniques and processes, and author are included

Assessment at the boundaries: service learning as case study

This is the accepted version of the following article: Shay, S. 2008. Assessment at the boundaries: service learning as case study. British Educational Research Journal. 34(4): 525-540. DOI: 10.1080/01411920701609406., which has been published in final form at http://dx.doi.org/10.1080/01411920701609406.This article explores the value systems which inform assessment practices in higher education, specifically how particular forms of knowledge valued in the curriculum shape and constrain assessment practices. The data for this article is drawn from two courses which participated in a service learning research and development project at the University of Cape Town. Drawing on Pierre Bourdieu and Basil Bernstein, the article argues that the location of these courses—within the field of higher education and a particular kind of institution, faculty and department—shapes their assessment systems, practices and outcomes in certain ways. What is valued in this field (Bourdieu) is a form of knowledge production which requires students 'to step out of the particularities'. This form of knowledge operates as a regulative discourse, constituting what counts as legitimate. Using the assessment system as a 'window', this article explores how these service learning courses constitute and are constituted by the regulative discourse of the field. While the constraints of the field are powerful, this project offers some hopeful signs of forms of curriculum, pedagogy and assessment that, at the very least, name and challenge these underlying value systems

Reclaiming the educative power of vocational placements: Experiences from agriculture education practice in Uganda

Amidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students’ learning and labour market outcomes. This article explores the “educative” potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts