Content delivery and challenges in education hybrid students

Traditionally, taught postgraduate programmes placed students in well-defined categories such as 'distance learning' and 'on-campus' or 'part-time' and 'full-time'. The practical reality is that postgraduate students rarely fall into such simple, diametric roles and can be more suitably generalised under the concept of the 'hybrid student'. Hybrid students are dynamic, with changing requirements in relation to their education. They expect flexibility and the ability to make changes relating to module participation level, study mechanism and lecture attendance, in order to suit personal preference and circumstance. This paper briefly introduces the concept of the hybrid student and how the concept has been handled within the School of Electronic Engineering at DCU. Following this, some discussion is provided in relation to a number of the content delivery technologies used in programmes facilitating these students: HTML, PowerPoint, Moodle, DocBook and Wiki. Finally, some of the general challenges, which have been encountered in supporting such diverse students, are briefly discussed

An analysis of final year student project performance in mechanical engineering

This paper describes a statistical analysis of the students' results in mechanical engineering Final Year Project (FYP) at undergraduate level eight. Project marks of the final year students obtained over the past six years (2002-2008) were recorded and analysed. A detailed and comprehensive assessment of the marks achieved was examined. This included assessment of the presentation, report and progress results. This study provided an interesting insight into the trends of assessors' marking and students' performance. A gradual statistically significant reduction in student marks over these six years was noted. Reduced student performance over the last 10 years in Leaving Certificate mathematics along with the general fall of in the numbers of engineering students are discussed as possible contributing factors. Care must also be taken to ensure that marking is consistent and standard such that it fully and fairly expresses student performance

Implementation of video feedback to assist the learning of presentation skills

This paper describes the implementation of an online video resource for both postgraduate and undergraduate students with the aim to improve the learning of presentation skills. As part of the final year project in this last academic year, presentations were recorded at the start of the second semester. These were then made available to the students during week eight of the semester over the web via student specific portal pages. The student's marks and feedback from the lecture assessors on the presentations were also made available. The students were also recorded during their final presentations at the end of the semester. The changes in student grades were examined and compared to those over the previous six years when such feedback was not available. The resource was also designed to aid lecturers to view presentations they may have missed and enter marks for their allocated students

Online video resources to enable & enhance experiential learning

This paper describes the implementation of an online video resource for undergraduate students with the aim to improve the experiential learning. As part of the final year project for the last two academic years, presentations were recorded at the start of the second semester of 2007-2008 academic year. These were then made available to the students during week eight of the semester over the web via student specific portal pages. The student's marks and feedback from the lecture assessors on the presentations were also made available online. The students were also recorded during their final presentations at the end of the semester. The changes in student grades were examined and compared to those over the previous five years when such feedback was not available. The resource was also designed to aid lecturers in order for them to view presentations they may have missed and enter marks for their allocated students

New Professionals on tap? The human resource challenges in developing a new generation of municipal and local government managers in Nova Scotia

Canadian governments are facing significant human resource management challenges due to pending retirements, projected labour market shortages and the workplace expectations of New Professionals. This paper explores human resource recruitment planning initiatives, which have been undertaken by Nova Scotia municipalities, in order to attract and retain a new generation of municipal government managers. We will argue, in line with a recent Association of Municipal Administrators (AMA) of Nova Scotia municipal report that Nova Scotia municipalities must take intergenerational issues into account, for management succession planning to be successful. Our exploration of municipal succession planning will take place in the context of a larger study, which we have done on “New Professional” recruitment, retention and development initiatives in Canad

Laser-induced forces between carbon nanotubes

Carbon nanotubes are the focus of intense research interest because of their unique properties and applications potential. We present a study based on quantum electrodynamics concerning the optical force between a pair of nanotubes under laser irradiance. To identify separate effects associated with the pair orientation and laser beam geometry, two different systems are analyzed, For each, an analytical expression for the laser-induced optical force is determined, and the corresponding magnitude is estimated. © 2005 Optical Society of America

Simple Local Computation Algorithms for the General Lovasz Local Lemma

We consider the task of designing Local Computation Algorithms (LCA) for applications of the Lov\'{a}sz Local Lemma (LLL). LCA is a class of sublinear algorithms proposed by Rubinfeld et al.~\cite{Ronitt} that have received a lot of attention in recent years. The LLL is an existential, sufficient condition for a collection of sets to have non-empty intersection (in applications, often, each set comprises all objects having a certain property). The ground-breaking algorithm of Moser and Tardos~\cite{MT} made the LLL fully constructive, following earlier results by Beck~\cite{beck_lll} and Alon~\cite{alon_lll} giving algorithms under significantly stronger LLL-like conditions. LCAs under those stronger conditions were given in~\cite{Ronitt}, where it was asked if the Moser-Tardos algorithm can be used to design LCAs under the standard LLL condition. The main contribution of this paper is to answer this question affirmatively. In fact, our techniques yield LCAs for settings beyond the standard LLL condition

Developing a learning-centred framework for feedback literacy

There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy – that is, how students understand and can utilise feedback for their own learning – by analysing students’ views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards

Environmental mastery and depression in older adults in residential care

This study investigated the association between environmental mastery and depression in a sample of 96 older adults (aged 64&ndash;98 years) in residential care. The participants completed a scale that assessed depression along with measures for risk factors for depression such as functional capacity, self-evaluated physical health, bereavement experiences and environmental mastery. The results showed that 49 per cent of the variance in participants&rsquo; scores in depression could be attributed to their self-reported level of environmental mastery. Given the complexity of depression and the likelihood of reduced environmental mastery among older adults in residential care, the construct was further assessed as a mediating variable between the risk factors and depression. With environmental mastery taken as such, the explained variance in depression increased to 56 per cent. It was concluded that environmental mastery may be one of the more important factors affecting the mental health of older adults living in residential care and that strategies for increasing the residents&rsquo; environmental mastery are important to their psychological wellbeing. The discussion notes that among the questions needing further investigation are whether older adults who experience high environmental mastery make the transition from community living to residential nursing home care more successfully than others, and whether perceived mastery diminishes over time or occurs at the point of transition from community independent living to dependent supported living.<br /