Collaboration : a key competence for competing in the 21st century

It is now an accepted fact that in the 21st century competition will be between networks of organisations and individuals, which efficiently and effectively integrate their competencies and resources in order to compete in a global economy (Bititci et al, 2004). Similarly the SME'2000 conference, which was held in Bologna, concluded that 'SMEs belonging to networks are often more competitive and innovative than those operating in isolation. When working together, SMEs can increase their focus through specialisation in functions that are complementary within their networks'

An exactly solvable self-convolutive recurrence

We consider a self-convolutive recurrence whose solution is the sequence of coefficients in the asymptotic expansion of the logarithmic derivative of the confluent hypergeometic function $U(a,b,z)$. By application of the Hilbert transform we convert this expression into an explicit, non-recursive solution in which the $n$th coefficient is expressed as the $(n-1)$th moment of a measure, and also as the trace of the $(n-1)$th iterate of a linear operator. Applications of these sequences, and hence of the explicit solution provided, are found in quantum field theory as the number of Feynman diagrams of a certain type and order, in Brownian motion theory, and in combinatorics

Understanding the need for Induction Programmes for Beginning Teachers in Independent Catholic Secondary Schools in New South Wales

This article reports on the initial findings and justification for research undertaken in a Doctor of Education course at the University of Wollongong regarding induction programmes for beginning teachers in New South Wales independent Catholic high schools in the Sydney region. A review of relevant literature has identified seven elements of effective induction that have been utilised to select six Catholic independent high schools in Sydney to participate in a collective case study, which seeks to ascertain the nature of effective induction in these schools. The purpose of the case studies is to better understand the successes and limitations of these programmes and prepare policy recommendations for relevant bodies, such as the Association of Independent Schools (AIS) and the Independent Schools Council of Australia (ISCA), to inform the development of training programmes for school leaders to implement effective beginning teacher induction in their schools. The research will involve purposive sampling of schools that meet the criteria specified for effective induction; interviews of administrators and beginning teachers in the selected schools to better understand their perceptions and expectations of the programme; and, a document review of relevant policies, both from the schools and pertinent agencies, both government and private, that are related to the independent education sector. This paper will present the initial findings from the literature review that has culminated in the seven elements of ‘best practice’ in beginning teacher induction and the justification and the necessity of this research to enhance student learning and improve teacher retention

Reconceptualizing beginning teacher induction as organizational socialization: a situated learning model

The process of beginning teacher induction has gained widespread attention in the literature as a means to help newly appointed teachers negotiate the early years of their careers, which are characterized by high attrition rates, due in part to stress, burnout, heavy workloads, and lack of support. While there is empirical evidence to suggest that comprehensive teacher induction can curtail teacher attrition by up to 20%, there exists a lack of understanding with regard to how to develop and implement effective programs. Although new teachers face some distinctive challenges, all new career starters, irrespective of their field, have a period of adjustment to go through. This article presents a conceptual framework for understanding beginning teacher induction as a situated learning process through an organizational socialization framework more commonly used in business. By conceptualizing beginning teacher induction through a common framework, culminating in a shared understanding of induction, it is envisaged that more effective programs may be implemented to help support teachers in the early years of their career

The Importance of Induction Programmes for Beginning teachers in Independent Catholic Secondary Schools in New South Wales

Beginning teacher induction is an important process in acculturating teachers to their new profession (Kearney, 2010). Researchers argue that the first year of teaching is crucial in the success, retention and development of teachers (Smith & Ingersoll 2004). The aim of this research is to ascertain the effectiveness of induction programmes in Catholic Independent High Schools in NSW; establish whether those programmes are congruent with what the literature deems as best practice; and to determine the implications this has for policy for the independent school sector. The study will comprise: an extensive literature review; a document review of induction/mentoring policies in NSW and in the schools chosen for the research; and in-depth interviews with administrators and participants of induction programmes. Researchers point out that the support and guidance in the first year of teaching is critical in arresting growing attrition rates and enabling the capacity to establish beginning teachers as valuable members of the profession (Smith & Ingersoll 2004, Wong 2004). With a looming teacher shortage crisis in NSW, effective induction programmes could be the answer; however, there has been insufficient research, especially in the independent sector, with regards to these programmes

Regge models of hadronic elastic scattering at all angles

A Regge-based model for the elastic scattering of hadrons at all angles is developed, which combines the best features of a conventional Regge model with those of a quark interchange model. As t tends to - the meson Regge trajectories approach negative integers, while their residues vary like negative integer powers of t, the sum of the two integers being such that the Dimensional Counting Rule is satisfied. Within this framework nucleon-nucleon differential crosssections, polarizations and spin correlation parameters, and π(^±)p differential cross-sections are studied. It is found that the Regge pole terms dominate for -t < 1 (GeV/c)(^2) ; Regge cuts become important at intermediate t values, but at large angles the meson-Reggeons (with trajectories now approaching integers) re-emerge as the most important contributions. Fits are presented which give a good account of the experimental data at all angles for the pp, pn and pp differential cross-sections, polarizations and spin correlation parameters (where available) and the π(^±)p differential cross-sections

Potentiation of tumour growth by endotoxin in serum from syngeneic tumour-bearing mice.

The subcutaneous growth of 2 antigenically distinct syngeneic methylcholanthrene-induced murine fibrosarcomas, designated H1 and H7, were significantly augmented by the concomitant administration of E. coli endotoxin (LPS). Amounts as little as 0.2 micrograms i.p. potentiated tumour growth. The weakly antigenic tumour, H1, was more susceptible to provocation by LPS than the more strongly antigenic H7. Maximum provocation of H1 tumour growth occurred when LPS was injected 1 day before the administration of 5000 tumour cells. In contrast, significant anti-tumour resistance resulted if LPS was administered 6 days before the inoculation of tumour cells. Preliminary evidence indicates that low doses of LPS can facilitate the "sneaking through" phenomenon. Enhancement of tumour growth could not be demonstrated with sera or plasma from tumour-bearing mice, unless the samples were contaminated with endotoxin. The results illustrate the importance of excluding endotoxin from solutions used in studies of experimental tumours

Developing Students\u27 Capacity for Innovation, Creativity and Critical Thinking through Contemporary Forms of Assessment

In continuing with the forms and methods of assessment that for decades have pervaded higher education, are we devaluing the education we provide and disengaging students in the process? Why do we assess? What is our purpose and for whose benefit do we assess? Are these benefits achieved through current practices? These are the questions that need to be addressed. The demands on educators to provide valuable, student-centred assessment and feedback have never been greater. Feedback is one of the most powerful influences on learning and achievement (Hattie, 2007), and how we construct and evaluate these tasks to provide feedback determines the potency of such feedback. The focus of tertiary education needs to be on developing students’ capacity for innovation, creativity and critical thinking. The perpetuation of the dichotomy in universities between traditional approaches and the ideals of critical and lateral thinking, autonomy, and thoughtfulness in education, make current traditional practices impractical and unacceptable. The arbitrary nature of creating, marking and providing feedback for tasks without consideration for the learning that should result from the task seems illogical and counter-productive to the purpose of assessment. Peer assessment, self-assessment and the democratization of assessment for learning all need to become part of the repertoire of the university tutor, lecturer and professor if we want students to be engaged with and value their learning

Improving Engagement: The Use of ‘Authentic Self and Peer Assessment for Learning’ to Enhance the Student Learning Experience

The University system in the United States has been criticized for depersonalizing education (Tae 2009). The depersonalization of learning shows a lack of engagement on the part of the educator and the student and consequently the university. We ask the question: Can incorporating self and peer assessment into tertiary studies help to reengage students in their education? Innovative assessment practices have the capacity to significantly change the perceptions of students with regard to their tertiary studies. Assessment drives learning (Boud, 1990); however, the wrong type of assessment drives the wrong type of learning. Traditional tests, meaningless essays, research projects that do not have value outside of the classroom reinforce surface learning and memorization (Gardner, 1997). What is needed is a reinvigoration of authentic assessment practices that foster useful metacognitive skills and are focused on deep, sustainable, authentic learning. While initiating innovative assessment practices might not solve the problem of overcrowded lecture theatres, it may be able to guide learning and encourage students to be more engaged. In a recent study conducted at a small private university in Australia, we found that by incorporating the ASPAL Model (Authentic Self & Peer Assessment for Learning) (Kearney & Perkins, 2010), students were more engaged, had increased efficacy and felt that they were a part of the educative process, rather than being subjected to it. This paper will present initial, qualitative findings, from research conducted in the School of Education at the University of Notre Dame, Australia where 280 undergraduate primary education students were surveyed prior to undertaking ASPAL and after undertaking ASPAL. While the quantitative results are still being analysed, the students’ perceptions of the process in the post survey will be reported and discussed in this paper and some broad conclusions drawn with regard to the use of self and peer assessment in engaging students in their studies. AABRI International Conference, Las Vegas, October 6 - 8, 2011