The Organisational Impact of Implementing Integrated IS in HE institutions: a case study from a UK University

This paper explores the implementation process of integrated Information Systems (IS) in Higher Education (HE) institutions. This is achieved through the analysis of a HE institution’s strategy during the implementation process of the integrated IS and the impact that the new system had on the working practices of the HE institution. Through the use of interviews, the research indicates that there has been a growth of alternative power bases within the university, new roles and responsibilities for administrative staff and a different working environment for academics

Signifier of Kiwi Identity

Contested myths of origin surround one of New Zealand’s best-loved cultural icons, or ‘kiwiana’: a pull-along children’s toy called the Buzzy Bee. This paper clarifies those domains by presenting new information gleaned from Betty Schlesinger, widow of the bee’s inventor. Clarification is important because the Buzzy Bee is, as kiwiana, a material item strongly associated with Kiwi identity. As a Māori word, ‘Kiwi’ is a common, often self-ascribed, term identifying people from Aotearoa New Zealand. In clarifying the Buzzy Bee’s history, this paper adds new information to the knowledge base of what it means to be Kiwi. That knowledge base is enhanced, because this paper notes that the Buzzy Bee was invented and first manufactured here in New Zealand by Betty Schlesinger’s husband Maurice Schlesinger. Betty Schlesinger’s account contrasts more popular and well-known origin myths that have served to cloud the Bee’s definitive history. In clarifying the Buzzy Bee’s genesis using Betty Schlesinger’s narrative, this paper also emphasises the important link between identity, materiality and national identity

Development of a Cycling Policy for York Technical Report

In early 1983 York City Council and North Yorkshire County Council commissioned the Institute for Transport Studies to carry out a study of cycling in York. The terms of reference were to: Include an origin and destination survey of current movements by trip purpose and an assessment of future demand, indicating the likely mode from which any transfer will occur; Identify problem areas following discussions with various cycling groups and a study of accident statistics; Take into consideration any previous decisions of the City Council for investigation; Assess the appropriateness of the recommended standards for cycle facilities to a compact urban area; Propose various solutions to problems where appropriate, assess the effect on other road users, and formulate a basic cycling plan for York. Propose various solutions to problems where appropriate, assess the effect on other road users, and formulate a basic cycling plan for York. The Institute for Transport Studies at the Univeristy of Leeds was appointed to carry out the study with Professor A.D. May as the Director of the Study and Mr. D.A. Waring as Research Engineer. Work commenced on this project in June 1983 and was completd in May 1984. The recommendations arising from the study are contained in a separate Summary Report, available from the Institute as Working Paper 175

Trainee teachers' cognitive styles and notions of differentiation

Purpose – To compare the cognitive styles of trainee teachers with their notions of differentiation and perceptions of its place/location within their teaching and learning during a PGCE programme of ITE. Methodology – 80 trainee teachers completed the Cognitive Style Index (CSI) (Allinson & Hayes, 1996) at the beginning and at the end of their course. After completing the CSI measure trainees received instruction on cognitive styles. To assess their initial understanding and prior knowledge of differentiation, all trainees completed a questionnaire at the beginning at the end of their course. Findings – At the outset rudimentary understandings of differentiation were found to be held by the trainees, as well as stylistic differences between the four style groupings. Gains in understanding of differentiation and the use of cognitive style in school were evident in all trainees. Moderate changes in style were evident, with all trainees becoming more intuitive over the course of the programme. Research limitations – The sample size may be seen as a limitation in terms of generalisability. Practical implications –The predominant direction of cognitive style movement was from analytic to intuitive. The suggestion that cognitive style whilst relatively fixed is also something that can be developed, is a feature which should offer encouragement to those developing university courses through interventions such as this. Originality - Teaching sessions on how cognitive styles can be used in the classroom were used to enhance trainee understandings of individual learning differences and increase awareness of own style to facilitate understanding of differentiation

A Mutant \u3cem\u3edec-1\u3c/em\u3e Transgene Induces Dominant Female Sterility in \u3cem\u3eDrosophila melanogaster\u3c/em\u3e

The Drosophila dec-1 gene produces three proproteins required for female fertility and eggshell assembly. The three proproteins are distinguished by their C termini. Fc106, the most abundant proprotein, is cleaved within the vitelline membrane to three mature derivatives in a developmentally regulated manner. To define sequences within fc106 that are critical for its function, we created wild-type and mutant versions of an fc106 cDNA transgene. The functional consequences of the mutations were assessed in dec-14, a female-sterile splicing mutant that does not produce the fc106 isoform. The fertility of dec-14 females was restored by the introduction of either a wild-type transgene or a transgene bearing a C-terminal deletion that included fc106-specific sequences. Surprisingly, the removal of internal coding sequences created an aberrant DEC-1 proprotein that induced female sterility when introduced into wild-type flies. Dominant female sterility was not associated with larger deletions that included the fc106 N terminus, suggesting that abnormal juxtaposition of N- and C-terminal sequences in the aberrant proprotein interfered with endogenous DEC-1 proteins. Changes in the fractionation behavior of the endogenous fc106 C-terminal derivative, s60, and morphological changes in the endochorion in response to expression of the aberrant proprotein support this interpretation

Remote sensing of the seasonal variation of coniferous forest structure and function

One of the objectives of the Oregon Transect Ecosystem Research (OTTER) project is the remotely sensed determination of the seasonal variation of leaf area index (LAI) and absorbed photosynthetically active radiation (APAR). These measurements are required for input into a forest ecosystem model which predicts net primary production evapotranspiration, and photosynthesis of coniferous forests. Details of the study are given

The Effects of Wheel Clamps in Central London: Result of the Before Survey

This report presents the results of a before study of some effects of the introduction of wheel clamps in Central London. Park and visit, vehicle following, registration number and business interview surveys were conducted in two areas of Central London: Mayfair in which wheel clamps were to be introduced, and Bloomsbury where they were not. The surveys were designed to determine the availability of parking spaces, the extent to which vehicles searched for parking spaces, the time spent doing so and gaining access to destinations, the level of through traffic, and the parking problems perceived by businesses. They were complementary to a series of surveys conducted by consultants for TRRL. The report describes the design and piloting of the surveys, presents the results of the surveys, identifies the levels of change which it will be possible statistically to detect and makes recommendations for the after surveys. In particular it recommends that the park and visit and vehicle following surveys be repeated, and also presents arguments in favour of repeating the business survey and conducting a survey on trade

The effects of childbirth-related post-traumatic stress disorder on women and their relationships: a qualitative study

There is converging evidence that 1%-2% of women develop post-traumatic stress disorder (PTSD) as a result of childbirth. The current study aimed to explore the long-term effects of childbirth-related PTSD on women, their relationship with their partner and their relationship with their child. Semi-structured interviews were carried out with six women who reported clinically significant PTSD after birth, ranging from 7 months to 18 years beforehand. Interviews were transcribed and analysed using thematic analysis. Childbirth-related PTSD was found to have wide-ranging effects on women and their relationships. Women reported changes in physical well-being, mood and behaviour, social interaction, and fear of childbirth. Women reported negative effects on their relationship with their partner, including sexual dysfunction, disagreements and blame for events of birth. The mother-baby bond was also seriously affected. Nearly all women reported initial feelings of rejection towards the baby but this changed over time. Long-term, women seemed to have either avoidant or anxious attachments with their child. It is concluded that childbirth-related PTSD can have severe and lasting effects on women and their relationships with their partner and children. Further research is needed to compare this to normal difficulties experienced by women after having children

Higher education, Curriculum 2000 and the future reform of 14-19 qualifications in England

This article, which is based on research funded by the Nuffield Foundation, examines the responses of higher education institutions (HEIs) to the recent reform of advanced level qualifications in England, Wales and Northern Ireland, known as Curriculum 2000. The research, undertaken in late 2002 and early 2003 following the ‘graduation’ of the first cohort of Curriculum 2000 learners, combined documentary analysis, use of national survey findings and interviews with a sample of university admissions tutors from new (post-1992) and old (pre-1992) universities in England. The research shows that HEIs were generally well-informed about most aspects of the advanced level reforms and, at the level of public statements, welcomed the possibility of a broader advanced level curriculum. However, this relatively positive approach was not reproduced in terms of offer-making to candidates: admissions tutors, particularly in the pre-1992 universities, continued to make offers largely on the basis of predicted grades in three main A Levels. We argue that the reason for this cautious approach by the HEIs was not simply a result of their traditional support for subject specialisation, but also stemmed from systemic problems related to the Curriculum 2000 qualifications, their voluntarism and their less than universal up-take by schools, colleges and learners. We conclude by looking briefly at the implications of these research findings for the future reform of 14-19 curriculum and qualifications in England