Past is Prologue: Victorian Women Leaders of the Global Student Christian Movement

https://place.asburyseminary.edu/firstfruitspapers/1160/thumbnail.jp

The FX/90: A proposal in response to a low Reynolds Number station keeping mission

The FX/90 is a remotely piloted vehicle designed to fly at Reynolds numbers below 2 x 10 to the 5th power. Several applications exist for this type of flight, such as low altitude flight of very small aircraft. The design presented here allows investigation into the unique problems involved in low Reynolds number flight, which will, in turn, further understanding of this flight regime. The aircraft will operate in a steady flight environment, free from significant atmospheric turbulence and weather effects. The F-90 has a 39 in. fuselage which is constructed of balsa and plywood. The landing gear for the aircraft is a detachable carriage on which the aircraft rests. The aerodynamic planform is a rectangular wing (no taper or sweep) with a chord of 9 in., a wingspan of 72 in., and is constructed entirely out of styrofoam. The propulsion system is a puller configuration mounted on the front of the fuselage. It consists of an Astro 05 engine and a 10-6 two bladed propeller. Control of the aircraft is accomplished through the use of two movable control surfaces: elevators for pitch control, and a rudder for yaw control. The aircraft is soundly constructed, highly maneuverable, and adequately powered. Furthermore, the investigation into alternative technologies, most notably the styrofoam wing and the detachable landing gear, holds promise to improve the performance of the aircraft

Using Virtual Cities in Teaching Architecture and Urban Planning:: Auroville

The paper describes the Auroville project, which is in essence, the creation of a virtual and fictional city for use in architectural education. The project is firstly a didactical method for teaching fundamental Computer Aided Architectural Design (CAAD). Furthermore, by encouraging the design of infrastructure projects for the city, the students are initiated in cooperative work practices. Thirdly, as the virtual city has grown, the students have been confronted with urban planning issues such as conservation and renewal. Auroville is a fictive city based on the writings of the Guru Sri Aurobindo. The authors have mapped out the city using CAD software and essentially have created a palette of lots on which students can "build". The lots are assigned or acquired by each student at the beginning of the semester and in a series of exercises stretching over the semester, a built environment is created for these lots. The lot descriptions are connected to a central CAAD server so that a complete threedimensional city file structure is created. This allows the students to see the city as a whole as well as the urban effects of their designs (as well as those of their neighbour's.) In the past three years, approximately 900 students have taken part in the Auroville project. Indeed, the city, as originally laid out, is well nigh full. This led the organisers to focus work on infrastructure issues such as urban transit. Nonetheless, many students wish to continue work on individual parcels. This has also led to planning proposals by the students to "remove and replace" so called unsightly buildings. This has allowed urban planning issues to be raised. As well, the group has attempted to find ways to democratically resolve conflicting views. These resolutions are also used to plan larger scale infrastructure projects. A seminar dedicated to designing light rail transit lines and their stations focused on the balance between commonality and individuality. Auroville can be seen as a microcosm of current urban planning problems. The accelerated speed of development in the city serves the pedagogical role well. The negligible monetary costs in renewing the lots serve to highlight the other costs involved in real-world urban fragment issues such as cultural heritage, time and the image of the city. Current work is focused in three areas. Firstly, on a social engineering level, the authors are seeking to establish a "city council" in order to allow the students to autonomously direct the development of Auroville. Secondly, the technical conversion of the CAAD files into immersive VR files will allow real time exploration of the city. Lastly, the extension and structuring of the CAAD files could allow a wider range of analysis to take place. Additional functionality through and time-based simulation will allow technical issues such as solar gain, wind movement, traffic analysis, etc to be taught using the virtual city Auroville

Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action

Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's (1975) ‘essential principles’ of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions

Coherence and Collaboration in Teacher Education Reform

Traditional teacher education programs, frequently criticized for ineffectiveness, are changing at several Canadian universities. A range of literature on reform in teacher education suggests that coherence among program elements and collaborative environments are key features of successful reforms. Using a framework of critical analysis, we examined shortcomings of traditional programs and considered some characteristics of alternative approaches, including authorizing prospective teachers’ voices and experiences, school-university collaboration, and scaffolded induction into the profession. Without direct attention to coherence in program design and delivery and collaboration among stakeholders, reform efforts seem unlikely to succeed. L’étude analyse les lacunes des programmes traditionnels de formation à l’enseignement et se penche sur certaines caractéristiques des nouvelles approches, dont la prise en compte des opinions et expériences des enseignants en formation, la collaboration entre l’université et l’école et l’encadrement des nouveaux enseignants durant leur période de probation. La cohérence entre la conception et la prestation des programmes et la collaboration entre les intéressés sont essentiels pour le succès des efforts de réforme.

The return of moral motivation in predicting collective action against collective disadvantage

The social psychology of collective action against collective disadvantage has hitherto underspecified, not to say neglected, the profound power of moral motivations. This is particularly important because moral motivations can unite disadvantaged and advantaged group members to fight for a joint cause (e. g., civil rights). After a brief review of the literature on collective action and moral motivation, we propose that moral convictions, defined as strong and absolute stances on moralised issues, represent an essential part of moral motivation. Hence, any violation of a moral conviction motivates individuals to change the situation. Because this motivation leads to identification with the relevant group, it effectively integrates moral conviction with the Social Identity Model of Collective Action (SIMCA; Van Zomeren, Postmes & Spears, 2008). This model suggests that a relevant social identity is the psychological basis for undertaking collective action motivated by group identification, group-based anger, and group efficacy. Our approach thus explains how seemingly individualistic moral convictions can have collective consequences

On conviction's collective consequences:Integrating moral conviction with the social identity model of collective action

This article examines whether and how moral convictions predict collective action to achieve social change. Because moral convictions defined as strong and absolute stances on moral issues tolerate no exceptions, any violation motivates individuals to actively change that situation. We propose that moral convictions have a special relationship with politicized identities and collective action because of the potentially strong normative fit between moral convictions and the action-oriented content of politicized identities. This effectively integrates moral conviction with the Social Identity Model of Collective Action (Van Zomeren, Postmes, & Spears, 2008), which predicts that, on the basis of a relevant social identity, group-based anger and efficacy predict collective action. Results from two studies indeed showed that moral convictions predicted collective action intentions (Study 12) and collective action (Study 2) through politicized identification, group-based anger, and group efficacy. We discuss theoretical and practical implications of our integrative model

ELECTRICITY DEREGULATION: WHAT'S IN STORE FOR THE ENVIRONMENT?

We test the: degree to which electricity consumers will trade off price and environmental attributes, effectiveness of environmental certification, and effectiveness of voluntary versus mandatory environmental disclosure. The type and consistency of information, the degree of difference in environmental attributes and the individual's characteristics all impact the choice of electricity product.Environmental Economics and Policy,