Can we have a unified theory of quality?

This paper examines a number of concepts of quality from Plato to Taguchi. That there is no generally accepted theory has led researchers to report various problems and adopt various devices to get round this difficult situation. Governmental concern with accountability and its implications in the current 'quality debate' are considered and a simple theory to meet all cases is proposed.     

Effects of CS preexposure on inhibition of delay

Two experiments examined the effects of preexposure to a stimulus on the subsequent acquisition of conditioned suppression by rats. Variations in the level of suppression within conditioning trials were noted so thatinhibition of delay (taken here to mean less suppression at the beginning of a trial than at the end) could be detected. Inhibition of delay was observed both during the acquisition of suppression and (in Experiment 1) when suppression began to wane with continued postasymptotic training. Preexposure to the to-be-conditioned stimulus retarded acquisition of suppression and slowed the appearance of inhibition of delay both in acquisition and (in Experiment 1) in postasymptotic performance. Experiment 2 demonstrated that inhibition of delay was attenuated during conditioning that followed preexposure in which the stimulus was paired with a weak reinforcer. These results provide no support for the suggestion that preexposure to a stimulus retards later conditioning because it allows the subject to acquire information about stimulus duration that in turn fosters the development of inhibition of delay. Rather, they are compatible with the suggestion that preexposure causes the stimulus to lose associability.     

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Educational technology research and development - This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to...     

A theoretically driven teaching and research framework: learning technologies and educational practice

The emphasis of this paper is on the derivation of design principles from qualitative analysis of student reflections based on their participation in authentic, collaborative and technology-mediated activities. This paper reports on the initial phases of a design-based research project at a comprehensive university in South Africa where the authentic nature of the activities contributed to the depth of student reflections and ultimately led to meaningful design principles based entirely on the experiences of students. Students’ reflective reports were analysed for their content using simple inductive coding techniques leading to the identification of themes and the derivation of design principles from further refinement of these themes. These design principles, therefore, have their origins in the specific theories underpinning the learning activities that were used in the teaching and learning process, and contribute once again in an innovative way to this same body of knowledge. This theory-driven praxis thus makes a contribution to both educational theory and teaching practice which is applicable across a variety of contexts and sectors worldwide. More importantly, this can be seen as meaningful research that is socially responsible, with a high theoretical and practical value, and of relevance to a wider international audience.