Against the iterative conception of set

According to the iterative conception of set, each set is a collection of sets formed prior to it. The notion of priority here plays an essential role in explanations of why contradiction-inducing sets, such as the Russell set, do not exist. Consequently, these explanations are successful only to the extent that a satisfactory priority relation is made out. I argue that attempts to do this have fallen short: understanding priority in a straightforwardly constructivist sense threatens the coherence of the empty set and raises serious epistemological concerns; but the leading realist interpretations---ontological and modal interpretations of priority---are deeply problematic as well. I conclude that the purported explanatory virtues of the iterative conception are, at present, unfounded

Serious Games for Mathematics Support in Higher Education

Serious games may complement existing content in higher education and promote student engagement with taught materials. A systemic review of serious games for mathematics support in higher education between 2008 and 2018 was undertaken. There was limited research in this specific area but key themes emerged. These were the application of ARCS theory for initial design, technical considerations in creating serious games for mathematics, consideration of student computing abilities and provision of clear instruction and training prior to use. The review will inform the development of a local gaming resource to support existing mathematics support materials

Developing an inter-university partnership: The importance of relationally-connected leaders

We have been involved in an inter-university partnership that supports, contributes to, and influences our own and others’ thinking and actions. As we have collaborated on teaching, learning, and research in the field of educational leadership, we recognise that we have developed our own leadership practice and created opportunities for others to do so. The partnership in which academics and students from the University of Central Oklahoma and the University of Waikato have been participating has evolved as a flexible and innovative endeavor over an eighteen month period. In this relatively brief time, we have discovered there are considerable possibilities for the partnership to be developed in a number of ways that will benefit academics, students, and our respective institutions. In this paper, we examine and discuss the findings generated by our initial inquiry as we seek to make sense of our inter university partnership in order to sustain and progress it. Our leadership during the initial phases of the partnership appears to have been a key element in its success. We have found that the presence of a relational connectedness has influenced and enhanced our own leadership practice and subsequently the quality of the partnership. It has enabled us to facilitate the growth of a community of practice and generate academic collaboration

The Workplace Simulation Project

Undergraduate students often seek voluntary placements in diagnostic laboratories in order to gain work experience to enhance their employment prospects. A combination of resource and legislation requirements limits the number of employers able to support such voluntary placements in the current climate. The Workplace Simulation Project is a summer course for second and final year undergraduates, which assists in the development of employment skills of those participating. The course is designed to include core elements of employment within the science and healthcare sectors, with generic aspects being common to all forms of employment. The laboratory where the course is based possesses small workload clinical chemistry and haematology analysers. Those attending will follow the requirements of the workplace, such as attendance, punctuality and professional behaviour. They will gain skills in the maintenance and quality checks of equipment, running of equipment, laboratory health and safety, internal quality control and external quality assessment, results reporting and dealing with unexpected or problematic situations. In addition there will be an introduction to external accreditation services as a small service run by the laboratory is currently being assessed by UKAS and a document management system operates. Learning will be facilitated through instruction, performance, competency assessment and regular verbal feedback. On successful completion of the course students receive a final report and a certificate. Likert-scale analysis of the student experience has shown a favourable response to the course

De Gustibus Asparagus: Habits, Trade, and Welfare from Out of Season Imports of Fresh Vegetables

Fresh vegetables, including asparagus, are now available in months outside of the domestic growing season for most U.S. consumers. We use the virtual price method to calculate the equivalent variation for increased availability in a demand system for fresh and frozen vegetables and find that virtual price of out-of-season asparagus is roughly 3 times higher than its in-season price in years prior to year round availability. We find the equivalent variation between 1986-1991 (when asparagus was available approximately half the year) and 1993-1999 (when it was available year round) to be 0.91 of consumer vegetable budgets, implying a welfare benefit of approximately $86 million annually. We also find evidence of habit formation for fresh but not frozen goods.vegetable, translog, asparagus, habits, virtual price, welfare, fresh, frozen, Consumer/Household Economics, Demand and Price Analysis, International Relations/Trade,

Habit Effects and Producer Welfare in the Fresh Vegetable Trade

trade, vegetable, free trade agreement, tariff, habits, NAFTA, Andean Trade Preference Act, Agricultural and Food Policy, Demand and Price Analysis, International Relations/Trade,