Participatory knowledge mobilisation: an emerging model for international translational research in education

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education

Becoming a networked researcher: using social media for research and researcher development

Unable to conduct PhD fieldwork overseas, Dr Sarah-Louise Quinnell found herself searching for new ways to communicate with actors dispersed across the globe. Now, her website, a virtual research environment, has become the hub of her research and she utilises forums, blogs and twitter to interact with more actors and increase her impact through different audiences

Multi-dimensional modelling for the national mapping agency: a discussion of initial ideas, considerations, and challenges

The Ordnance Survey, the National Mapping Agency (NMA) for Great Britain, has recently begun to research the possible extension of its 2-dimensional geographic information into a multi-dimensional environment. Such a move creates a number of data creation and storage issues which the NMA must consider. Many of these issues are highly relevant to all NMA’s and their customers alike, and are presented and explored here. This paper offers a discussion of initial considerations which NMA’s face in the creation of multi-dimensional datasets. Such issues include assessing which objects should be mapped in 3 dimensions by a National Mapping Agency, what should be sensibly represented dynamically, and whether resolution of multi-dimensional models should change over space. This paper also offers some preliminary suggestions for the optimal creation method for any future enhanced national height model for the Ordnance Survey. This discussion includes examples of problem areas and issues in both the extraction of 3-D data and in the topological reconstruction of such. 3-D feature extraction is not a new problem. However, the degree of automation which may be achieved and the suitability of current techniques for NMA’s remains a largely unchartered research area, which this research aims to tackle. The issues presented in this paper require immediate research, and if solved adequately would mark a cartographic paradigm shift in the communication of geographic information – and could signify the beginning of the way in which NMA’s both present and interact with their customers in the future

The reasons why women with small for gestational age babies stop breastfeeding : a thesis presented in partial fulfilment of the requirements for the Master of Arts in Midwifery at Massey University

There has been a multitude of research literature on breastfeeding benefits, incidence and duration of breastfeeding, characteristics of women who breastfeed and formula feed, and variables associated with breastfeeding initiation and success in the 'general' breastfeeding population. Unfortunately there has been very little written about breastfeeding in women who deliver small for gestational age (SGA) babies. The literature has demonstrated that women with SGA babies have different characteristics to women in the general breastfeeding population as illustrated in the adjacent literature review. The literature review, which accompanies this thesis, has highlighted the multiple advantages associated with breastfeeding, which may be particularly beneficial for SGA babies. Whether women delivering SGA babies have different breastfeeding experiences, or reasons for discontinuing breastfeeding, however has never been investigated. The research presented in this thesis is part of a randomised-controlled trial entitled "The effect of educational information on the duration of breastfeeding in small for gestational age babies". Only one arm of this larger study has been analysed due to the restraints of a 75-point thesis. The full program of study is in progress. The primary aim of this arm was to determine why women with small for gestation age babies stop breastfeeding. Other influences on breastfeeding success were also investigated to determine if these external influences were statistically significant. The findings from this research project have demonstrated that women with SGA babies have the same breastfeeding concerns as women in the general breastfeeding population. The most commonly cited reason for stopping breastfeeding were concerns about 'not enough milk'. Forty four percent of the women cited the midwife as being the most 'valuable' support with their breastfeeding experience. Overall the women with SGA babies had very good breastfeeding rates at 3 and 6 months postnatally compared with the general breastfeeding population statistics. This is a credit to the midwives caring for these women and babies and may also be related to the fact that term SGA babies have been undernourished in utero and can often be hungry babies with 'catching up' to do. These research findings also support the idea that the introduction of supplementary bottles administered on the postnatal wards can have a detrimental effect on future breastfeeding success. However, small for gestational age infants are at increased risk of hypoglycaemia and supplemental feeding may be necessary if the infant is feeding poorly or shows evidence of hypoglycaemia. Any strategies that can improve the breastfeeding duration for SGA infants can result in a wide range of health benefits. The adjacent literature review demonstrates that breastfeeding is the best form of infant feeding and may be even more so for small term babies

Problems in the reorganization of household science and arts teaching in the junior high school

Thesis (M.A.)--Boston Universit

Awakening of the Sleeping Lion. EUMA Papers, Vol.4 No.2 January 2007

[From the introduction]. The constitution of the European Union, a common security policy and further enlargement: Three big challenges - if not the largest - to the modern European Union. Challenges that need to be solved and understood, this paper will argue, if the EU is to grow into its full potential as a global political and economical power

The introductory astronomy course at the University of Cape Town: probing student perspectives

We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire (IAQ), which we administered as pre- and post-tests to students enrolled in the course. The instrument comprised a small number of questions which probed three areas of interest: student motivation and expectations, astronomy content, and worldview. Amongst our findings were that learning gains were made in several conceptual areas, and that students appeared to develop a more nuanced view of the nature of astronomy. There was some evidence that the course had a positive impact on students' worldviews, particularly their attitudes towards science. We also identified a promising predictor of course success that could in future be used to identify students requiring special teaching intervention.Comment: 19 pages, 2 figures. Accepted for publication in Physical Review Special Topics - Physics Educatio

The Making of a MOOC: Reflections from the Journey!

The Making of a MOOC': Any relevance to "normal" learning and teaching? MOOCs (massive open online courses) are a hugely topical area of educational policy and practice. The University of Glasgow is developing two new courses in partnership with FutureLearn, a free, open, online platform for courses from multiple UK and international universities. The university will initially offer two courses, one from the School of Medicine and one from the School of Law, beginning in May/June 2014.'Cancer in the 21st Century: The Genomic Revolution' has been developed by the School of Medicine in collaboration with the Institute of Cancer Sciences. In this presentation we will provide an introduction to MOOCs and reflect on our own experiences in the development of the cancer genetics MOOC over the past year. Specific areas of potential relevance to traditional course design such as student retention, student engagement, peer-assisted learning and peer review will be considered. We will review our approach to course design and discuss how factors such as online accessibility, the size of the student cohort, and the varying levels of background knowledge amongst students have influenced our decision making process. The design of the student surveys for the course and how the data generated will impact our model of sustainability for the MOOC in future academic sessions will also be discussed

Energy conservation in the one-phase supercooled Stefan problem

© . This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/A one-phase reduction of the one-dimensional two-phase supercooled Stefan problem is developed. The standard reduction, employed by countless authors, does not conserve energy and a recent energy conserving form is valid in the limit of small ratio of solid to liquid conductivity. The present model assumes this ratio to be large and conserves energy for physically realistic parameter values. Results for three one-phase formulations are compared to the two-phase model for parameter values appropriate to supercooled salol (similar values apply to copper and gold) and water. The present model shows excellent agreement with the full two-phase model.Peer ReviewedPostprint (author's final draft

Developing and testing green performance measures for the supply chain

Performance measurements evolve as new challenges are met and the natural environment is one of the biggest challenges facing society and the evolution of performance measurement today. Consequently, a cross-disciplinary interest in the field of green supply chain management (GSCM) has grown amongst researchers and practitioners in recent years because of climate change issues, diminishing raw materials, excess waste production, increasing levels of pollution and because it is a source of competitive advantage. Yet, there has been little work done in developing and incorporating green measures into the existing bank of supply chain performance measures. Only 18 articles have been published in the last 18 years on green supply chain performance measurement (GSCPM). The aim of this thesis is to address this challenge by empirically developing and testing green performance measures for the supply chain.Based on an extensive literature review, five research questions were proposed for this thesis to address gaps in the body of knowledge. This is a new area of theory development and demanded theoretical and methodological triangulation to maximize the amount of data collected to explore the research phenomena from different perspectives. The study used a rigorous three-phased methodological framework originally developed by Churchill (1979) for items and scales development. The first phase comprised generating variables and constructs from the extant literature and focus groups. The second phase involved testing these items and constructs in a survey. Finally, a focus group was conducted in Phase Three to verify and validate the overall results.The thesis proposes a battery of 29 GSCPM variables and 12 GSCPM constructs that can be used by organisations to measure their impact on the environment. The study found that GSCPM variables used by organisations, such as usual performance measures, remain primarily driven by cost. Furthermore, there are significant differences in the capabilities and the way in which organisations view the importance, enablers, barriers and benefits of GSCPM. This thesis contributes to knowledge by proposing a universal set of GSCPM variables and reporting tools that organisations can use to manage their GSCPM. Finally, the use of methodological pluralism in this research has helped to provide a more complete picture of this phenomenon and represents one of only a few studies which have explored GSCPM in this way