Short geodesics in hyperbolic 3-manifolds

For each $g \ge 2$, we prove existence of a computable constant $\epsilon(g) > 0$ such that if $S$ is a strongly irreducible Heegaard surface of genus $g$ in a complete hyperbolic 3-manifold $M$ and $\gamma$ is a simple geodesic of length less than $\epsilon(g)$ in $M$, then $\gamma$ is isotopic into $S$.Comment: 12 pages, corrected Lemma

Curvature bounds for surfaces in hyperbolic 3-manifolds

We prove existence of thick geodesic triangulations of hyperbolic 3-manifolds and use this to prove existence of universal bounds on the principal curvatures of surfaces embedded in hyperbolic 3-manifolds.Comment: 21 pages, 9 figures, published version, added figures, fixed typo

A task based approach to global design education

This paper provides a new perspective for managing and delivering a global design class, and a clear alternative to the traditional joint project for participating institutes. The ‘task-based approach’ used to structure a Global Design class at the University of Strathclyde is described. This entailed the creation of a series of short design exercises to be run in conjunction with three partner institutions: the University of Malta in Msida, Malta; Swinburne University of Technology in Melbourne, Australia; and Stanford University in Palo Alto, USA. These exercises focussed on specific aspects of distributed working, including synchronous working, asynchronous working and digital library support, according to the location and facilities afforded by each institution. This provides a number of pedagogical and organisation benefits. Students are required to take a more strategic approach to their design work, developing a higher evaluative understanding of the tools and processes required to produce a successful design. Staff members have a greater level of control afforded by a shared collaborative class component, including assessment, timetabling and learning objectives, rather than simply having a joint project. This potentially makes global design classes a more flexible and viable option for institutions interested in participating in such programme

The Development of a Catholic School Leadership Program at Saint Louis University

The development of a new Catholic leadership degree program at Saint Louis University was directly impacted by the Danforth Foundation, which funded a program for the preparation of public school administrators for the city of St. Louis. The lessons learned through this program over the past five years and the presence of a cooperative preparation program for Catholic school principals with the Archdiocese of St. Louis formed the basis for the development of this new program. This article provides a brief review of the program and explains the use of cohorts for the preparation of Catholic school leaders

A reflective approach to learning in a global design project

This paper describes a three-week project run jointly between the University of Strathclyde, Scotland, Franklin W. Olin College of Engineering, MA and Stanford University, CA. The purpose of this class was to provide students with an understanding of the technological and organisational issues involved in global product development teams, and to provide an experience which would prepare them for work in such environments. Reflective learning techniques were applied, including reviews of relevant literature, analyses of case studies, and a critical review of the completed project. The main result of this approach was that students had a more considered attitude towards the project process than in typical, more output-focussed student design assignments. This was crucial given the cultural and pedagogical variations across institutions. The Global Team Design Project was successful, particularly for the first year of implementation, and provides a potential framework that other institutions could employ in similar project classe

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches