55 research outputs found

    Student monitoring

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    The CETL initiatives addressed in the SAS CETL have been centred primarily on several of the issues around supporting and enabling the development and achievement of students. The main themes have been tracking and monitoring to promote retention and progression, PDP, ePortfolios and study skills to support student development and accessibility to ensure equality of access and support diversity. In the first years of the CETL, work was done to develop and promote effective strategies around these themes, but it was always recognised within the SAS group, that they would be best addressed through an accessible integrated approach which is embedded into School operational systems and practices.HEFC

    Treadle Driven Lathe

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    The main objective of this senior design project was to design and build a treadle-driven, metal-cutting lathe that has the ability to cut 3/4 diameter material and produce small parts up to 3 long. The main challenge in this project was to successfully generate enough power through the treadle driven system to successfully cut metal at the proper specifications, while simultaneously meeting all of the user-needs. The entire system needed to be operated and pedaled by a single person, which put constraints on the location of the treadle relative to the lathe itself so the user could comfortably operate both at the same time. Furthermore, in order to generate adequate power and RPM to cut metal, implementing an energy-storage element to the treadle system was crucial. A heavy flywheel (salvaged from an old exercise bike) was the main source of energy storage in the system. The flywheel, coupled with a drive-wheel and a proper gear ratio proved to generate enough power to drive the system. To further aid the user, especially when initially pedaling the treadle to get started, springs were added at the pivot point of the pedal to help the treadle make full revolutions while getting up to speed. Wood and metal supports were placed in critical locations in order to reduce vibrations and increase the structural rigidity of the system in order to withstand the continual input forces from the user. Once the treadle-driven lathe was in working condition, the last step was to ensure that the lathe could operate at multiple speeds, which was achieved. We were successfully able to meet all of our key design metrics and user needs

    Introduction and timetable

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    The problem of environmental assessment, which is addressed in this module, is much more about bringing together a very wide range of skills and approaches than investigating in depth from a single point of view. We have therefore adopted an empirical approach where you, the student, will start from a real problem and, under the supervision of a course team with a range of skills, will assemble a viable and holistic approach to its solution. [fragm. tekstu

    The lecture programme

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    Environmental management can be viewed as a complete spectrum along which society first identifies an issue or pro-blem, and subsequently assesses its importance, develops possible solutions, implements actions, then monitors (and evaluates) the effectiveness of the actions. There are different “players” or “actors” at each stage, e.g. the government or local authorities, nongovernmental organisations (NGOs), environmental consultants, scientists, individuals, etc. At each stage different actors can have an input into a particular process of varying significance, depending on the issue or problem identified. [fragm. tekstu

    Anthropogenic disturbance as a factor supporting the development of rare species as exemplified by Botrychium matricariifolium in the Silesia region of Poland : [poster]

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    Botrychium matricariifolium (Retz) A. Braun ex W.D. J. Koch (daisy-leaved moonwort; Ophioglossaceae), an endangered and strictly protected species ofmoonwort has lost significant number of its localitiesduring recent decades in Poland. From over 200 knownlocalities from the area of the entire country, only aboutthirty were confirmed in the period of last 30 years. Themajority of known populations usually consists of a fewindividuals or even a single individual plant. Little isknown about the life history of the species, and what ismore, until now no monitoring of the existing populations has taken place (Fragment tekstu)

    Understanding first year undergraduate achievement in a post-1992 university science department

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    The purpose of this study was to address the under-researched theme of achievement among students in a post 1992 university in the UK. The findings are based on a case study of a cohort of first year (FY) undergraduates in a science department in a post 1992 university. Three key research approaches were deployed within this case study, namely, grounded theory, phenomenography and survey research. These three distinctive approaches have been framed within a broad interpretivist perspective in which subjectivity is managed through researcher positionality and the triangulation of data where appropriate. The research findings demonstrate that the point of registration at higher education (HE) institutions does not constitute a successful student because such a constitution is a process of becoming, involving complex meaning-making processes over time. These processes are characterised by a movement from 'outsider and potential achiever' to 'insider and reflexive achiever'. Important phases within this movement are those of: attending; being engaged and solving self-identified difficulties. In the light of the evidence gathered and the review of the existing scholarship, a detailed exploration and theorisation of these phases is offered. The preoccupation with students who fail in some way has led to a lack of research into those who succeed. This research has sought to overcome this lack by exploring the active meaning-making processes that lead undergraduates to achieve. A dynamic is identified between students' reflexive management of their FY experience and aspirations to achieve and the institutional context. This dynamic is also held to undermine the notion of students as customers awaiting satisfaction, suggesting instead that students be regarded as reflexive actors in the shaping of undergraduate achievement. This study presents a novel alternative to the prevalent deficit model in the relevant research which tends to treat students as passive bearers of diverse levels of readiness for undergraduate study. It also offers an alternative to the prevailing research on why students fail to progress or stay at university.EThOS - Electronic Theses Online ServiceCentre for Excellence in Teaching and Learning (CETL), University of WolverhamptonGBUnited Kingdo

    Communications Biophysics

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    Contains reports on five research projects.National Science Foundation (Grant G-16526)National Institutes of Health (Grant MH-04737-02

    Multidimensional signals and analytic flexibility: Estimating degrees of freedom in human speech analyses

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    Recent empirical studies have highlighted the large degree of analytic flexibility in data analysis which can lead to substantially different conclusions based on the same data set. Thus, researchers have expressed their concerns that these researcher degrees of freedom might facilitate bias and can lead to claims that do not stand the test of time. Even greater flexibility is to be expected in fields in which the primary data lend themselves to a variety of possible operationalizations. The multidimensional, temporally extended nature of speech constitutes an ideal testing ground for assessing the variability in analytic approaches, which derives not only from aspects of statistical modeling, but also from decisions regarding the quantification of the measured behavior. In the present study, we gave the same speech production data set to 46 teams of researchers and asked them to answer the same research question, resulting insubstantial variability in reported effect sizes and their interpretation. Using Bayesian meta-analytic tools, we further find little to no evidence that the observed variability can be explained by analysts’ prior beliefs, expertise or the perceived quality of their analyses. In light of this idiosyncratic variability, we recommend that researchers more transparently share details of their analysis, strengthen the link between theoretical construct and quantitative system and calibrate their (un)certainty in their conclusions

    First year Humanities and Social Science students' experiences of engaging with written feedback in a post-1992 university

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    First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
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