Values, ethics and empowering the self through cooperative education

Following the recent global financial crisis and the collapse of major organisations such as Lehman Brothers, and the earlier corporate failings of Enron and HIH, there has been a shift of focus towards the role of ethics education in the formation of business professionals. In other professional settings, such as policing and medicine, similar major crises have highlighted the significance of the early development of ethical practice in emerging professionals. This paper considers the nature of professional ethics for an emerging professional, arguing that professional ethics should be a key factor in cooperative education programs. The paper considers the role of values and ethics education in empowering the emerging professional to shape and change their workplace. Building on this argument, the paper suggests foundational elements of an approach to professional ethics in cooperative education programs concluding with a suggested research path for further exploration of the content and nature of such an approach

Students' perceptual change of professional ethics after engaging in work-integrated learning

When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be consideration that ‘work-readiness’ includes professional identity and professional ethics. Identity development is strongly related to how a student engages with professional work-life (Reid, Dahlgren, Peticz, & Dahlgren, 2008). Perhaps not surprising then that increasingly values education, enhancing ethical knowledge and conduct, and professional identity development are being seen as important facets of student development (Campbell & Zegwaard, 2011a; Herkert, 2000; Keown, Parker, & Tiakiwai, 2005; Trede, Macklin, & Bridges, 2011). However, students engaged in undergraduate studies, tend to hold narrow conceptualisations of professionalism (Grace & Trede, 2011). The literature argues that to have effective development of professional ethical awareness and practice, then explicit emphasis must be placed in the curriculum on the learning and development of professional identity and professional ethics (Campbell & Zegwaard, 2011b; Trede, 2012)

Extracting Product Performance by Embedding Sensors in SFF Prototypes

SFF has been instrumental in improving the design process by providing designers with prototypes that assist them in the communication of design information and design visualization prior to creating fully functional prototypes. Embedding sensors at key locations within an SFF part to extract further data and monitor parameters at critical locations not accessible to ordinary sensors can help immensely in building functional SFF parts. However, this approach requires data acquisition of information such as temperature and strain values from interiors of products. In this work, the authors propose new techniques for embedding thermal sensors and strain gauges into fully dense DuraForm™ during Selective Laser Sintering (SLS) process. The embedded sensors have been used to measure temperatures and strains. They provide higher sensitivity, good accuracy, and high temperature capacity.Mechanical Engineerin

Work integrated learning

In the coming decades, environmental, cultural, economic and social changes will have a profound global impact (Hajkowicz, Cook & Littleboy, 2012). The higher education sector is under pressure to transform the way it operates in response to these forces (Ernst & Young, 2012). The emerging knowledge economy, progressing technological capabilities, increasing global mobility, and growing demands for economic productivity, require a proficient, innovative and competitive work force. Education is perceived as a key mechanism for preparing the population to meet the global demands of the 21st century. Work integrated learning (WIL) is internationally recognized and nationally endorsed as a strategy for ensuring students are exposed to authentic learning experiences with the opportunity to apply theoretical concepts to practice-based tasks, ultimately enhancing graduate employability (Knight & Yorke, 2004; Peach & Matthews, 2011)

"Not Soundin' like Yourself": Thoughts on the Adaptation of Other Communicative Genres in the Formation of an Auditory Media Ideology during the Vietnam War

Richard Bjornson Award for best essay by a graduate student - Honorable Mention: Matthew Campbell, "'Not Soundin’ like Yourself': Thoughts on the Adaptation of Other Communicative Genres in the Formation of an Auditory Media Ideology during the Vietnam War,” in Dorothy Noyes' CS 7350.01, Theorizing Folklore: Tradition and Transmission, Autumn 2012

Worse Than Death

Latin American literature has often reminded us that there are fates far worse than death. In fact, it often portrays death as a natural part of the cycle of life and only sometimes uses it as a gulf to di vide character interaction. A character dead for many years can often still be found communicating and influencing the living characters in a Latin American work of art. For example, Isabel Allende\u27s The House of the Spirits takes its very title from the spirits of life and death that move about in the house on the corner. In contrast to this continued influence, this paper will examine the things that halt this interaction, including many of the political and economic atrocities that still persist in Central and South America today. The disappeared have been robbed of the influence their voice and their spirit might have on the living, thus suffering a fate worse than death

Provenance history of a Late Triassic-Jurassic Gondwana margin forearc basin, Murihiku Terrane, North Island, New Zealand: petrographic and geochemical constraints

The Murihiku Terrane in the North Island was a forearc basin adjacent to a volcanic arc along the eastern margin of Gondwana during the Mesozoic. The rocks that infill the basin are mainly volcaniclastic sandstones and mudstones, often turbiditic, with sparse shellbeds, rhyolitic tuffs, carbonaceous sandstones, plant beds, concretionary horizons, and rare thick granitoid-rich conglomerates. Petrographic studies of the rock fragments in the sandstones show that andesites are the dominant lithic type, but there is a wide range of other lithologies, including dacites, rhyolites, ignimbrites, granitoids, quartzofeldspathic mica schists, rare amphibolites, and reworked mudstones and sandstones. The sandstones are texturally and mineralogically immature and suggest deposition relatively close to a source of high relief, undergoing physical rather than chemical weathering in cool- to cold-temperate conditions. Geochemical analyses of 67 whole-rock volcaniclastic sandstones and siltstones indicate that they were derived from an active and dissected volcanic arc in a convergent margin setting built upon relatively thin continental crust. Modal petrographic data and whole-rock geochemistry both confirm that there were systematic variations with time in the composition of clastic material being supplied to the basin. From the Late Triassic to Middle Jurassic, there was a decrease in silicic volcanic material, plutonics, and metamorphics, and an increase in the supply of andesitic detritus. This was followed in the Late Jurassic by a broader range of volcanic detritus, varying from basaltic andesite to rhyolite, which may have been caused by progressive extension of the volcanic arc and thinning of the crust, a precursor to the breakup of Gondwana in the Early-Middle Cretaceous. Comparison with the Southland segment of the Murihiku Terrane in the South Island suggests that there were significant along-arc source variations, with relatively less silicic but greater andesitic and continental crust contributions in the North Island than in Southland. This may be analogous to the modern Taupo-Kermadec arc where there is a south-north along-arc transition from a continental to an oceanic arc