The Life-Cycle Income Analysis Model (LIAM): a study of a flexible dynamic microsimulation modelling computing framework

This paper describes a flexible computing framework designed to create a dynamic microsimulation model, the Life-cycle Income Analysis Model (LIAM). The principle computing characteristics include the degree of modularisation, parameterisation, generalisation and robustness. The paper describes the decisions taken with regard to type of dynamic model used. The LIAM framework has been used to create a number of different microsimulation models, including an Irish dynamic cohort model, a spatial dynamic microsimulation model for Ireland, an indirect tax and consumption model for EU15 as part of EUROMOD and a prototype EU dynamic population microsimulation model for 5 EU countries. Particular consideration is given to issues of parameterisation, alignment and computational efficiency.flexible; modular; dynamic; alignment; parameterisation; computational efficiency

Educating and training mathematics teachers for secondary schools in Ireland: a new perspective on teacher education

This thesis is a record of experiments in the education of mathematics teachers for Irish Secondary schools conducted at Thomond College of Education, Limerick during the years 1975–77 inclusive. But it is more than a mere record of successes and failures. In its analyses and syntheses, based on experiments and programmes conducted under actual conditions, it endeavours in a true spirit of research in mathematical education to provide new insights. The research culminates in the redefinition of an old problem in mathematical education, and a first step towards a viable solution to the redefined problem is presented

Editorial

As contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcomes assessment all have substantive implications for altering educational practice. There is a great deal of evidence that we can enhance learning when as teachers we pay attention to the knowledge and beliefs that our students, our learners, bring to a learning task. We band terms such as learner centred, knowledge centred, assessment centred, community centred as new models of educational reform in our classrooms. Yet we still deliver directly to students via a traditional lecture based methods. We are not dismissing these, as they do have a significant part to play in our relationship with students in the learning process. However as 21st century educators we need to consider additional enhancements to the more ‘formal’ didactic delivery. As we present lectures, seminars, practice sessions and activity based scenarios are we conscious of the focus of pedagogy, does it matter, do we reflect on the process of engagement and interaction. What of the interplay between students, tutors, parents, employers in the learning process? Is this valuable? If so at what level and how does it integrate with what we have in terms of assessment. As we weave a tangled thicket of questions relating to our engagement in the practice of learning and teaching we need to be mindful of what is happening in the wider community.This journal provides an insight into a lively group of like minded individuals at UCLan all engaged in interacting in a variety of ways with their students. Real innovation is often driven by the passionate few, frequently developed in their own time and enthused by a real desire to make a difference to the learning of their students. This motivation is not unique, unusual or perhaps unexpected. However the real problem is in ‘mainstreaming’ this innovative practice or activity. The submissions within this journal reflect this passion and motivation and we hope that many of the papers encourage you, the reader, to take up some of the ideas, and to submit your findings to a future issue of the UCLan Journal of Pedagogic Research.

Reviews

Alan Clarke, Designing Computer‐Based Learning Materials, Aldershot: Gower, 2001. ISBN: 0–566–08320–5. Hardback, xviii+196 pages, £45.00

Comparing Thirty30 Tennis with Traditional Tennis

Thirty30 is a shorter format of tennis where games start at 30-30. This means that a greater proportion of points are game points or break points than would be the case in traditional tennis. The purpose of the current paper is to compare the probability of players of different abilities winning games, sets and matches between Thirty30 tennis and traditional tennis. This is done using probabilistic models of each format of tennis. The results show that there is reduced dominance of the serve and a greater probability of upsets in Thirty30 tennis than in traditional tennis. The models are also experimented with, adjusting the probability of winning points where the point is a game point or a break point. The paper shows that such scoreline effects have a greater impact in Thirty30 tennis than they do in traditional tennis. This has implications for player preparation for Thirty30 tennis

A comparison of the advantages and disadvantages of IT based education and the implications upon students.

There are a number of changes which have taken place within Higher Education (HE) and Further Education (FE) over the past decade, political, social and economic. Certainly within the UK, increasing numbers of people are being encouraged to apply to study at universities and colleges via a variety of formats, Scottish National Committee (1998). Research also suggests that more students are choosing to study online, Meyer (2003). There are many views that suggest this method of learning is suited to a variety of students. For instance, the increased flexibility it provides in terms of study time and location. There are also opposing views that suggest that online learning is only an option to those in society fortunate to be able to afford it financially, and that even those who are able to partake in IT based education are faced with the threat of isolation caused by reduced levels of interaction in the online environment. The aim of this study is to compare both the advantages and disadvantages that online learning can offer to students. The study will consider how online education is increasing the accessibility of higher education to many previously denied, as well as allowing for any evidence that may provide a link between performance levels of online students compared with their classroom counterparts. Providing an insight to how online graduates may potentially benefit the workforce and society. Opposing views, for example lack of face to face interaction, threats of isolation, and the potential creation of a social divide will also be covered, whilst considering how educational institutions may be able to reduce or even prevent these issues and aid the development of online educationThere are a number of changes which have taken place within Higher Education (HE) and Further Education (FE) over the past decade, political, social and economic. Certainly within the UK, increasing numbers of people are being encouraged to apply to study at universities and colleges via a variety of formats, Scottish National Committee (1998). Research also suggests that more students are choosing to study online, Meyer (2003). There are many views that suggest this method of learning is suited to a variety of students. For instance, the increased flexibility it provides in terms of study time and location. There are also opposing views that suggest that online learning is only an option to those in society fortunate to be able to afford it financially, and that even those who are able to partake in IT based education are faced with the threat of isolation caused by reduced levels of interaction in the online environment. The aim of this study is to compare both the advantages and disadvantages that online learning can offer to students. The study will consider how online education is increasing the accessibility of higher education to many previously denied, as well as allowing for any evidence that may provide a link between performance levels of online students compared with their classroom counterparts. Providing an insight to how online graduates may potentially benefit the workforce and society. Opposing views, for example lack of face to face interaction, threats of isolation, and the potential creation of a social divide will also be covered, whilst considering how educational institutions may be able to reduce or even prevent these issues and aid the development of online educatio

Synthesis of iminophosphine and phosphinoiminol cyclometallated Pt (II) and Pt (IV) chloro complexes and studies into their biological and photophysical properties

This thesis focuses on the synthesis and analysis of novel chloride based platinum complexes derived from iminophosphine and phosphinoamide ligands, along with studies on their reactivity towards substitution and oxidation reactions. Also explored here are the potential applications of these complexes for biological and luminescent purposes. Chapter one provides an extensive overview of platinum coordination chemistry with examples of various mixed donor ligands along with the history of platinum anticancer therapy. It also looks at metals in medicine, both for biological functions as well as for therapeutic purposes and gives a background to some other applications for platinum complexes. Chapter two outlines the design and synthetic strategies employed for the development of novel platinum (II) chloride complexes from iminophosphine and phosphinoamide ligands. Also reported is the cyclometallation of these complexes to form stable tridentate mixed donor platinum (II) compounds. In Chapter three the development of a direct method for displacing a chloride from a platinum metal centre with a desired phosphine is reported. Numerous methods for successful oxidation of the platinum (II) complexes will also be explored, leading to novel platinum (IV) complexes being reported here also. The importance of stabilisation of the displaced anion, chloride, by the solvent system will also be discussed in this chapter. Chapter four investigates the reactivity of the platinum (II) complexes towards two different biomolecules to form novel platinum bio-adducts. The potential application of the platinum (II) cyclometallates as chemotherapeutics will also be explored here using in-vitro cancer cell testing. Finally, luminescence studies are also reported here for the ligands and platinum complexes reported in chapter two and three to investigate potential applications in this field also. Chapter five provides a final conclusion and an overall summary of the entire project as well as identifying key areas for future work