On the representation dimension of skew group algebras, wreath products and blocks of Hecke algebras

We establish bounds for the representation dimension of skew group algebras and wreath products. Using this, we obtain bounds for the representation dimension of a block of a Hecke algebra of type A, in terms of the weight of the block. This includes certain blocks of group algebras of symmetric groups.Comment: 8 page

A Generalised Song

We consider parallels between words and music. We call a triple of structures, one verbal, one musical, and one mathematical, in which the mathematical structure is related to the verbal and musical structures, a generalised song. With the intention of exhibiting the potential of this form, we describe a generalised song called ‘Cube’

Strategic Plan Workbook 2003-2004

https://thekeep.eiu.edu/eberly_strategicplan/1000/thumbnail.jp

Strategic Plan Workbook 2003-2004

https://thekeep.eiu.edu/eberly_strategicplan/1000/thumbnail.jp

Developing and Sustaining Perpetual School University Partnerships

A Bachelor of Education course was developed at Edith Cowan University (ECU) Joondalup in 2002 with a significant focus on creating and sustaining mutually productive relationships with partner schools. These industry partnership links have afforded authentic workplace opportunities for prospective teachers to develop contextually, whilst undertaking field placements and making valid contributions to partner school priorities and children‘s learning. This has involved all stakeholders developing collegiality and professional interaction from a position of trust, respect and sense of contribution to the whole (Marlow and Nass-fuka, 2000). The involvement of industry partners is of a completely voluntary nature and hinges, almost entirely, on a commitment to teacher education and peripherally associated benefits. Sustaining the principles, processes and relationships on which partnerships have been developed is however, a consistent challenge. This paper outlines the development of professional relationships, the provision of service to schools through intensive teaching units and the central role of professional practice in the course, with explicit links between practice and theory. A model has evolved which supports the retention of stakeholders with the partnership at various developmental junctures of their careers that reflects the key elements of interdependency and mutually beneficial relationships for stakeholders within the school-university partnerships at ECU Joondalup. The partnership model affords stakeholders access and re-access points from undergraduate level to post-retirement and aims to retain school/industry partnership commitment, lifelong links to ECU and a sustainability provision for the future

On Reading Timbre and Tempo from the Score

Peer reviewedPublisher PD

Algebraic Pure Tone Compositions Constructed via Similarity

We describe a family of musical compositions constructed by algebraic techniques, based on the notion of similarity between musical passages

Classroom assistants in primary schools: Employment and deployment

The study investigates the ways in which classroom assistants in primary schools are deployed in classrooms, and the terms and conditions under which they are employed. The number of classroom assistants in primary schools has grown considerably in recent years, but very little is known about their work. Despite this, government policy is paying increasing attention to their potential to contribute to raising standards of achievement. The study aimed to understand the range of practices which govern the employment of classroom assistants, and the range of ways in which they are deployed in classrooms. The study sought to understand the factors that determine employment practices and patterns of deployment, and the way in which these are interrelated. The study contributes to the growing debate on professional and para-professional roles in primary schools. The study uses a combination of large sample survey and small scale case study methodology. In the first phase, policy and practice in three LEAs were explored through semi-structured interviews with key informants among LEA staff and representatives of trade unions and professional associations. In the second phase, questionnaires were sent to a large sample of schools in these three LEAs for completion by the head teacher, a classroom assistant and a teacher. The returns from LEA 3 were very low and therefore not included in this phase. Finally, three schools in LEA 1 and two schools in LEA 2 were chosen for in-depth case studies, drawing data from non-participant observation and semi-structured interviews with school staff