Experimental Investigation and Modelling for the Optimisation of Conduction Cooled HTS Hybrid Current Leads for SMES

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The elaboration theory of instruction: A model for sequencing and synthesizing instruction

This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A zoom-lens analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions.     

古希腊神示所之谜

当科学与宗教在古希腊神示所狭路相逢,它们的关系比学者们原先预想的要融洽得多. 举世闻名的阿波罗神殿,座落在希腊德尔斐风景如画的山区,是古希腊最重要的宗教场所,因为法力无边的德尔斐神示所就在这座神殿里.在重男轻女的古希腊异乎寻常的是,Pythia必须是女性,而且职位的继承与家族的显赫无关.     

Tertiary teachers and student evaluations: never the twain shall meet?

Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students’ learning experiences.     

Weiterentwicklung der Rankingsysteme im Reitsport

A critical analysis of the existing ranking systems of German and international horse sports could identify weak points with regard to their implicit evaluations of the horses’ performances. This study is aimed at developing a feasible and more performance-related valuation method and comparing it with the existing cumulative ranking systems of the German and international equestrian umbrella organizations. On the one hand, the modeling is based on a method using average points per competition; on the other hand, by considering additional points and drawbacks. We investigated a sample of 50 top-ranked jumping horses and monitored the differences towards the existing ranking systems. The modification proposed results in significant implications on the rankings. The validity in relation to the horses’ performance evaluation could be improved. As a consequence, the interests of different stakeholder groups are better served than before. It is recommended to further develop the existing ranking system accordingly and to analyze a more differentiated placing of points.     

You can’t teach me: exploring academic resistance to teaching development

Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive. This paper reports research that critically examined the commonalities between a pre-established set of discourses about resistance to teaching development and views about teaching and learning in academics’ comments on student evaluations of teaching. The comparative study and the identification of commonalities are used to speculate about implications for academic development approaches both with teachers and institutions.     

Enhancing postgraduate supervision through a process of conversational inquiry

This paper argues for, outlines and begins to evaluate a process of building a critical and reflective community of postgraduate supervisors who can develop their supervision practice through reflective conversations, with the sharing of best practice and reference to research-based evidence. In 2009, the initiative of the Postgraduate Supervisors' Conversations was set up through the collaboration of the Pro Vice-Chancellor (Postgraduate) and the Teaching Development Unit at the University of Waikato, New Zealand. This initiative was designed to complement the compulsory workshops for postgraduate supervisors that are intended to provide foundation skills. We aimed to create a professional development opportunity that could meet institutional requirements as well as enhance supervisors' capacity to manage the ongoing interpersonal and academic complexity of the supervision process and its dynamic character. This paper outlines the rationale for the Postgraduate Supervisors' Conversations, describes its implementation and discusses the implications of an initial evaluative focus-group discussion with attendees.     

Neue Reitsportmotive jenseits des klassischen Turniersports

While the traditional equestrian disciplines of dressage and show jumping are losing members, other equestrian sports have become established in Germany and are enjoying increasing popularity. This empirical study examines the background behind this trend. A total of 1,814 horse riders were asked about their motives for riding. By applying factor and cluster analysis, a typology of riders was developed in order to reveal differences in motives between these groups. The performance-orientated riders are more represented in the classic equestrian disciplines, while the newer equestrian disciplines are mostly dominated by motives of pleasure. Overall, there is a clear trend towards more relaxation, recreation and self-fulfillment in equestrian sports. The desire to achieve success and to compete with others in one’s leisure time only remains important for a small proportion of riders. Therefore, riding clubs must try to balance the demands of performance-oriented and leisure riders and apply target group marketing to expand and to secure their member base.