Connection and coherence between and among European instruments in the private international law of obligations

This article considers points of connection and coherence between and among the Rome I Regulation, the Rome II Regulation, and Regulation 1215, and relevant predecessor instruments. The degree of consistency in aim, design and detail of conflict of laws rules is examined, vertically (between/among consecutive instruments) and horizontally (across cognate instruments). Symbiosis between instruments is explored, as is the interrelationship between choice of court and choice of law. Disadvantaged parties, and the cohesiveness of their treatment under the Regulations, receive particular attention

The treatment of missing data on placement tools for predicting success in college algebra at the University of Alaska

Master's Project (M.S.) University of Alaska Fairbanks, 2014This project investigated the statistical significance of baccalaureate student placement tools such as tests scores and completion of a developmental course on predicting success in a college level algebra course at the University of Alaska (UA). Students included in the study had attempted Math 107 at UA for the first time between fiscal years 2007 and 2012. The student placement information had a high percentage of missing data. A simulation study was conducted to choose the best missing data method between complete case deletion, and multiple imputation for the student data. After the missing data methods were applied, a logistic regression with fitted with explanatory variables consisting of tests scores, developmental course grade, age (category) of scores and grade, and interactions. The relevant tests were SAT math, ACT math, AccuPlacer college level math, and the relevant developmental course was Devm /Math 105. The response variable was success in passing Math 107 with grade of C or above on the first attempt. The simulation study showed that under a high percentage of missing data and correlation, multiple imputation implemented by the R package Multivariate Imputation by Chained Equations (MICE) produced the least biased estimators and better confidence interval coverage compared to complete cases deletion when data are missing at random (MAR) and missing not at random (MNAR). Results from multiple imputation method on the student data showed that Devm /Math 105 grade was a significant predictor of passing Math 107. The age of Devm /Math 105, age of tests, and test scores were not significant predictors of student success in Math 107. Future studies may consider modeling with ALEKS scores, and high school math course information

The challenges of assessing evidence of practice learning (from an English perspective)

This paper discusses the complexities of evidencing and assessing work-based learning, within educational, professional programmes at post-qualifying levels. Through an exploration of how learning takes place in practice situations and the most commonly used method of evidence collection and assessment, portfolio-building, the paper debates the principles, rationale and characteristics underpinning assessment of practice in health and social care. The author concludes that there are two aspects of evidence collection and its assessment that must be clarified. One aspect being that the objectives of collecting evidence need to be understood by all stakeholders, particularly in respect of the interface between professional regulation and professional development. The second aspect relates to the format and focus of the assessment strategy. The paper offers a framework for understanding the nature and purpose of evidence collection and its place in the assessment of practice in the context of post-qualifying continuing professional education. The author’s objective is that this paper and the analytical model proposed, should contribute to the professional knowledge-base about ‘practical experiences in professional education’ by raising awareness and debate about how professional post-qualifying education and learning in practice is evidenced and assessed

Rationality and Emotion in primary school leadership; an exploration of key themes

This article discusses the symbiotic relationship between emotion and rationality in leadership in primary schools. It uses the literature of both emotion and leadership to ask whether school leadership has learnt some of the lessons from the recent interest in emotion and leadership. Drawing on recent research into the lives of primary school headteachers, it asks how far our knowledge of affective leadership has informed future research, and what it means for the practice of leadership in primary schools

American essayists of the last two decades; and how they have reacted to the international problem of peace

Thesis (M.A.)--Boston Universit