Some effects of the award algorithm on honours degree classifications in UK higher education

In earlier work the Student Assessment and Classification Working Group (SACWG) found that up to 15% of honours classifications in UK higher education might be different if the results had been fed through another institution's award algorithm. In this article a more sensitive analysis has been applied to two blocks of institutional results that have been treated to reflect two variations that can be found in the range of honours degree award algorithms in use in UK higher education: (a) the relative weighting of performances in the second and third (or final) year of full‐time study; and (b) the number of results that can be ‘dropped’ in determining the degree classification. The analyses indicate that a student's honours degree classification may be affected by the way in which a degree classification is computed. Dropping the ‘worst’ 30 credit points from the normal 240 of the final two years of study might raise one classification in six, and (separately) changing the weightings of Year 2:Year 3 results from 50:50 to 25:75 might change one in ten, the majority of changes being upwards.     

给领导者的八大忠告

Whether you're running a department or a multinational corporation, the same rules should determine how you treat employees and customers. 无论你所管理的是一个部门或是某个跨国公司,在对待雇员和客户的问题上,你都应该遵循同样的法则。     

Implementing and sustaining educational reforms: the case for little “r”

The increasing importance of schools and learning in the changing patterns of work and society is widely recognized. However, implementing and sustaining educational reforms pose major problems in all countries. This paper briefly: (1) summarizes conceptual trends in implementing educational change, (2) reviews the complexities of educational policy and the changing patterns of educational governance and management common to many countries, (3) discusses the evolving roles of researchers in this shifting environment, and (4) makes an argument for the utility of certain kinds of research and evaluation or what the author calls ‘little r,’ with particular attention directed toward the contribution of little r in developing schools as learning organizations.

Educational psychology and the adult learner

The middle years of life, from the 20s through the 50s, have been neglected by psychology in general and educational psychology in particular. The current increase in numbers of mature learners calls for more, better, and better-understood psychological data so that learning can be enhanced in this age group. This issue of Contemporary Educational Psychology addresses five relevant questions: (1) What does research tell us about the capacities of adults to learn and retain? (2) What factors other than cognitive functioning affect adult performance? (3) How and in what ways does the adult wish to involve himself as a learner? (4) How might we go about guiding the mature learner, using present knowledge? (5) What theoretical concerns arise from consideration of the foregoing?     

Improving study success and diversity in Dutch higher education using performance agreements

Tertiary Education and Management - More and more governments have started to introduce elements of performance in the funding mechanisms for their higher education institutions. An example is a...     

Psychosocial impact of mothers with perinatal loss and its contributing factors: an insight

Objective:To evaluate the psychosocial impact among mothers with perinatal loss and its contributing factors.Methods:A cross sectional study was conducted in University Kebangsaan Malaysia Medical Centre (UKMMC) from April 2008 to May 2009 using Edinburgh Postnatal Depression Scale (EPDS) and self administered questionnaire.Results:Sixty-two respondents were included and most of them were working mothers (77.4%).The mean age of the respondents was (31.0±5.6) years and a majority of the subjects aged between...     

Analysis on fused deposition modelling performance

Fused deposition modelling （FDM） is one of rapid prototyping （RP） technologies which uses an additive fabrication approach.Each commercially available FDM model has different types of process parameters for different applications.Some of the desired parts require excellent surface finish as well as good tolerance.The most common parameters requiring setup are the raster angle,tool path,slice thickness,build orientation,and deposition speed.The purpose of this paper is to discuss the process parameters of FDM Prodigy Plus （Stratasys,Inc.,Eden Prairie,MN,USA）.Various selected parameters were tested and the optimum condition was proposed.The quality of the parts produced was accessed in terms of dimensional accuracy and surface finish.The optimum parameters obtained were then applied in the fabrication of the master pattern prior to silicone rubber moulding （SRM）.These parameters would reduce the post processing time.The dimensional accuracy and surface roughness were analyzed using coordinate measuring machine （CMM） and surface roughness tester,respectively.Based on this study,the recommended parameters will improve the quality of the FDM parts produced in terms of dimensional accuracy and surface roughness for the application of SRM.