The impact of a living learning community on first-year engineering students

The purpose of this study was to investigate the impact of an engineering living and learning community (ELC) on first-year engineering students. A control group of non-ELC students was used to compare the experiences of the ELC participants. Analysis of survey data showed that there was significant differences between the ELC students and the non-ELC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the College of Engineering and the institution as a whole. Particularly, there were significant differences between ELC and non-ELC students for questions related to feeling like part of an engineering community, having strong relationships with peers, belonging to a supportive peer network, studying with engineering peers, and spending time with classmates outside of class.     

‘Supportive’, ‘real’, and ‘low-cost’: implicit comparisons and universal assumptions in the construction of the prospective college-based HE student

This paper first argues for the importance of continued analysis of marketising discourses in Higher Education (HE), both despite and because of their ubiquity. Secondly, the paper looks specifically at college-based HE provision in English Further Education (FE). Using the ‘possible selves’ concept alongside critical discourse analysis, the paper analyses the representations of prospective students on marketing web pages for HE provision in FE colleges. Arguing that the web pages reveal more than just the limited language of HE marketing strategy, the paper highlights common representations of the college-based HE student across policy, research and marketing sources. By exploring both the celebratory and the limiting nature of these representations, the paper therefore asks what the pages’ projections of future or prospective students can tell us about current understandings of English college-based HE.     

Speaking Subjects: the Development of a Conceptual Framework for the Teaching and Learning of Spoken Language

Although the National Curriculum demands a wide range of speaking and listening activities in the primary classroom and the National Oracy Project has stimulated a rich variety of empirical work by teachers on children's spoken language, there is still an underdeveloped conceptual framework to the primary oracy curriculum as a whole. This article argues that the recent SCAA (School Curriculum and Assessment Authority) Exemplification of Standards booklet and video sent to every primary school in the country only raises once again some of these unresolved conceptual issues. It attempts to begin to construct a useful conceptual framework for classroom oracy using different concepts which help to frame the familial culture of the young child, the oral culture of the media and the cognitive and rational culture of school discourse.     

Determinants of success during triathlon competition

Eleven male triathletes were studied to determine the relationships between selected metabolic measurements and triathlon performance. Measurements of oxygen uptake (VO2), pulmonary ventilation (VE), and heart rate (HR) were made during submaximal and maximal 365.8 m freestyle swimming (FS), cycle ergometry (CE), and treadmill running (TR). Submaximal workloads were 1 m/s for swimming, 200 W for cycling, and 201.2 m/min for running. The mean VO2 max (l/min) was significantly (p less than .05) lower during FS (4.17) than CE (4.68) or TR (4.81). Swimming, cycling, and running performance times during the Muncie Endurathon (1.2 mile swim, 56 mile cycle, 13.1 mile run) were not significantly related to the event-specific VO2 max (ml/kg/min): -.49, -32 and -.55, respectively. The VO2 max expressed in l/min was found to be significantly (p less than .05) related to cycling time (r = -.70). A significant (p less than .05) relationship was observed between submaximal VO2 (ml/kg/min) during TM and run performance time (r = .64), whereas swimming and cycling performance times were significantly (p less than .05) related to submaximal VO2 max (l/min), r = .72 and .60, respectively. The percentage of VO2 (%VO2 max) used during the submaximal tests was significantly (p less than .05) related to swimming (.91), cycling (.78), and running (.86) performance times. Time spent running and cycling during triathlon competition was significantly (p less than .05) related to overall triathlon time, r = .97 and .81, respectively. However, swimming time was not significantly related (.30) to overall triathlon time. This study suggests that economy of effort is an important determinant of triathlon performance.     

Living learning theory through My Fair Lady

In My Fair Lady ( Lerner & Lowe, 1956 ), the play, the renowned linguistics professor, Henry Higgins, attempts to instruct the common flower‐vendor, Eliza Doolittle, in proper English etiquette and speech. Revisit the colourful story from the perspective of a twenty‐first century instructional designer. Set in the 1910s, but written in the heyday of behaviourism, the play reflects the idea that behavioural change is the evidence of learning. As we analyse Professor Higgins's applied theory of learning and instruction, we find unique examples of behaviourism, cognitivism and constructivism at work in the instructional strategies and activities and in the good professor's interpretations of Ms Doolittle's actions and attitudes toward learning.     

In Seven Countries and Six Time Zones: Working Together across the Globe to Serve Our Students

At Webster University, solo librarians manage libraries on six campuses in Africa, Europe, and Asia. On the home campus in St. Louis, ten librarians at a traditional library serve faculty, staff, and students at metro and military campuses across the U.S., at international campuses, and online. To ensure consistency for users, librarians have constructed a network to communicate and collaborate across borders. The librarians meet on a monthly basis using WebEx software and collaborate asynchronously on instructional projects using LibGuides. Library committees have international librarian representation. The libraries have centralized cataloging and electronic resources at the home campus library. As librarians built an instructional webinar series, they worked together to brainstorm topics and partnered to deliver content to all students. This paper will discuss how this network was built, challenges to communication, and the benefits of tapping into the diversity and expertise of librarians around the world.     

Quick,incidental word learning in educational media: all contexts are not equal

Educational technology research and development - Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single...     

埃迪·兰恩的父亲

Mr Lane, Eddie Lane's Dad, came out the door of the betting shop at the end of Davis Road. With long, slow steps he walked across Davis Road, across the car