scholarly journals Honesty Honestly, an Alternative Approach to Academic Honesty

2021 ◽  
pp. 351-365
Author(s):  
John Royce
Keyword(s):  
Good Practice ◽  
Main Difficulty ◽  
Academic Honesty ◽  
Alternative Approach ◽  
Teachers And Students ◽  
Teacher Librarians ◽  
Research Studies

Research studies and experience suggest that many students just do not understand citation and referencing. They say they know the rules, they seem to know the rules, yet still they make mistakes, sometimes with heavy consequences. For those who do understand, there is no problem. For those who understand what is expected by way of good practice, the main difficulty may be understanding the understandings of those who do not understand, those who do not mean to cheat but who still break "the rules." In this paper, I investigate sources of confusion, and possible disconnects between those who teach citation and referencing and those who learn and use these techniques. The study includes a series of surveys of librarians, teachers and students. Strategies and techniques to promote better understanding and better practice are suggested. Teacher-librarians are well-placed to promote and ensure good practice.

Training Performance Raters Through Error-based Experiential Learning

2001 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Shelda Debowski
Keyword(s):  
Experiential Learning ◽  
Good Practice ◽  
Human Resource Managers ◽  
Training Performance ◽  
Training Strategy ◽  
Learning Platform ◽  
Resource Managers ◽  
Alternative Approach ◽  
Traditional Training ◽  
Rater Error

AbstractHuman resource managers need to understand issues relating to rater error. There are well-established ways to introduce these concepts to those training in the field. However, they require a substantial period of training to be successful. Their use in a tertiary setting can be severely constrained by time limitations. An alternative approach to these traditional training styles is that of error-based experiential learning. This training strategy immerses students in erroneous experiences that are then explored and used as a learning platform to build models of good practice. The training process used to structure the exercise is described in detail, illustrating the various errors committed by the trainees. Student feedback from the exercise and some likely risks attached to the activity are also discussed.

scholarly journals Professional Training for Media Specialists, School Librarians, and Teacher-Librarians: A Program Proposal

2021 ◽  
pp. 259-264
Author(s):  
Blanche Woolls
Keyword(s):  
Distance Education ◽  
Professional Training ◽  
Rapid Expansion ◽  
Full Time ◽  
Media Specialists ◽  
School Librarians ◽  
Teachers And Students ◽  
Part Time ◽  
Teacher Librarians ◽  
Full Time Employment

Programs to prepare librarians and information professionals of all types often begin with on-the-pb training of volunteers, students, and paraprofessionals who go to work in a library while they are in school or as part-time of full-time employment when such non-professional jobs are available. On-site training is not unusual. In early days of libraries, librarians were often trained through an apprentice-type program. The newest methods for training librarians include an expansion of a tried and true 'distance' plan, the 'corspondence' course method where lessons were mailed to the students and the responses returned to the instructor through the mail. The newest form of 'mail' is now electronic. In addition, students are able to 'attend' classes through electronic transmission in a variety of formats. This paper traces the beginning of a distance education program at a single institution and highlights the rapid expansion because of an acute need for school librarians. It details the plans for the future which has a forecase for exchange of teachers and students via distance education between sites throughout the world.

Disciplinary Literacy: From Infusion to Hybridity

2019 ◽  
Vol 51 (4) ◽  
pp. 525-536 ◽  
Author(s):  
Kathleen A. Hinchman ◽  
David G. O’Brien
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Subject Area ◽  
Disciplinary Literacy ◽  
Teacher Resistance ◽  
The Road ◽  
Alternative Approach ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
The One

This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.

Training Performance Raters Through Error-based Experiential Learning

2001 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Shelda Debowski
Keyword(s):  
Experiential Learning ◽  
Good Practice ◽  
Human Resource Managers ◽  
Training Performance ◽  
Training Strategy ◽  
Learning Platform ◽  
Resource Managers ◽  
Alternative Approach ◽  
Traditional Training ◽  
Rater Error

AbstractHuman resource managers need to understand issues relating to rater error. There are well-established ways to introduce these concepts to those training in the field. However, they require a substantial period of training to be successful. Their use in a tertiary setting can be severely constrained by time limitations. An alternative approach to these traditional training styles is that of error-based experiential learning. This training strategy immerses students in erroneous experiences that are then explored and used as a learning platform to build models of good practice. The training process used to structure the exercise is described in detail, illustrating the various errors committed by the trainees. Student feedback from the exercise and some likely risks attached to the activity are also discussed.

An Alternative Approach to Time Delay Prior to Inspection for Hydrogen Cracking

2018 ◽  
Author(s):  
William A. Bruce ◽  
Jared Proegler ◽  
Brad Etheridge ◽  
Steve Rapp ◽  
Russell Scoles
Keyword(s):  
Time Delay ◽  
Delay Time ◽  
Good Practice ◽  
Welding Process ◽  
Time Dependent ◽  
Hydrogen Cracking ◽  
Slow Cooling ◽  
Alternative Approach ◽  
Delay Times ◽  
Hydrogen Assisted Cracking

Hydrogen-assisted cracking in welds, which is also referred to as ‘hydrogen cracking’ or ‘delayed cracking,’ often requires time to occur. The reason for this is that time is required for the hydrogen to diffuse to areas with crack susceptible microstructures. Prior to inspection for hydrogen cracking, general good practice indicates that a sufficient delay time should be allowed to elapse — to allow any cracks that are going to form to do so and for the cracks to grow to a detectable size. What is a ‘sufficient’ delay time? Why does a delay time tend to be required for some applications (e.g., installation of a hot tap branch connection) and not for others (e.g., construction of an offshore pipeline from a lay barge)? This paper will address these and other related questions and present the results of recent experimental work on this subject. When determining appropriate delay times prior to inspection, it is important to consider not only the time-dependent nature of hydrogen cracking, but also the expected susceptibility of the weld to cracking. From a time-dependent nature standpoint, longer delay times decrease the chance that cracking can occur after inspection has been completed. From a probability standpoint, if measures can be taken to assure that the probability of cracking is extremely low, then determining an appropriate delay time becomes a moot point. In other words, if the weld is never going to crack, it does not matter when you inspect it. The probability of cracking can be minimized by using more conservative welding procedures (i.e., by designing out the risk of hydrogen cracking during procedure qualification). For example, if hydrogen levels are closely controlled by using low-hydrogen electrodes or a low-hydrogen welding process, or if the hydrogen in a weld made using cellulosic-coated electrodes is allowed to diffuse away after welding by careful application of preheating and slow cooling, or the use of post-weld preheat maintenance (i.e., post-heating), the probability of cracking is significantly reduced, and immediate inspection may be justified. This alternative approach to time delay prior to inspection for hydrogen cracking, which can allow for immediate inspection, will be presented.

Conceptual Analysis of Validation Therapy

1988 ◽  
Vol 26 (3) ◽  
pp. 161-168 ◽  
Author(s):  
Leonard Babins
Keyword(s):  
Present Article ◽  
Conceptual Analysis ◽  
Physical Characteristics ◽  
Old People ◽  
Alternative Approach ◽  
Theoretical Assumptions ◽  
Humanistic Approach ◽  
The Relationship ◽  
Validation Therapy ◽  
Research Studies

The present article examines the conceptual aspects of Validation Therapy. Validation Therapy is a humanistic approach used to give disoriented old-old people, eighty years and older, an opportunity to resolve their life's unfinished conflicts by encouraging them to express their feelings. This approach emphasizes the relationship between the old-old person and the caregiver by focusing on empathy, acceptance, and acknowledgment. Four stages of disorientation, ranging from mild to severe, are described on the basis of emotional and physical characteristics. The theoretical assumptions and underlying principals of Validation Therapy are discussed. Finally, research studies are outlined to evaluate the effectiveness of Validation Therapy. It is concluded that although Validation Therapy is a well-formulated, alternative approach to helping disoriented individuals, further research is needed to determine its validity.

scholarly journals Assessment and Evaluation for Learners in Multilingual Societies at Technical Civil Engineering Ekasakti University

2016 ◽  
Vol 3 (2) ◽  
pp. 104-117
Author(s):  
Ungsi A.O. Marmai ◽  
Elda Martha Suri
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Secondary Level ◽  
Language Of Instruction ◽  
Assessment And Evaluation ◽  
Alternative Approach ◽  
Teachers And Students ◽  
Multilingual Societies ◽  
The University

This analysis examines some of the problems that are faced by teachers and students in the teaching and learning of English for special purposes (ESP) in multilingual nations. A survey recently found that although 98 percent knew that English was the sole language of instruction at the institution, only 49 percent expected to study English as a subject in any form as part of their curriculum. Many students looked upon English as a subject of study necessary only to gain entrance into the university, and had little motivation to study it past the secondary level. Other problems faced by teachers and students include the multilingual background of the learners, lack of cooperation from teachers of other subjects, the need to import language materials, poor levels of language teacher training, and large class sizes. An alternative approach to ESP is suggested, one in which the learner's native language and other languages in the learner's environment play a major role in tertiary education. The importation of culturally and educationally irrelevant materials is noted along with the urgent need for teacher training reform.

Considerations for Selecting the Optimum Bolt Assembly Stresses for Piping Flanges

2006 ◽  
Author(s):  
Warren Brown ◽  
David Reeves
Keyword(s):  
Stainless Steel ◽  
Carbon Steel ◽  
Stress Level ◽  
Good Practice ◽  
Stress Range ◽  
Practical Application ◽  
Alternative Approach ◽  
Bolt Stress ◽  
Standard Value ◽  
The Difference

In order to minimize the likelihood of leakage from flanged piping joints, it is a good practice to maximize the initial bolt assembly stress. Present bolting guidelines (ASME PCC-1 [1]) use a standard percent of bolt yield to set the assembly stress level. This approach does not allow for the difference in strength between standard pipe flange sizes, differences in material yield strengths (carbon steel versus stainless steel), raised face (RF) versus ring type joint (RTJ) flange configurations and the actual gasket stress achieved across all flange sizes and classes. Since there is no assessment of stresses, such an approach may cause failure of joint components. In addition, because the standard percentage of bolt yield technique does not look at gasket stress, it is prone to gasket leakage due to low stress or gasket destruction due to over-compression for some joints. In addition, some joints may require bolt loads well in excess of the standard value to develop an acceptable gasket stress level in order to prevent leakage. This paper examines an alternative approach, based on the actual gasket and flange stresses. The approach examines the minimum and maximum gasket stress levels to determine what bolt stress range is acceptable and then looks at the flange stresses and flange deformation issues to ensure that the flange will not be permanently damaged, while maximizing the specified bolt load. The practical application of this method is in the development of standard bolt assembly stress (or torque) tables for standard pipe flanges using a given gasket type.

scholarly journals Using Better Management Thinking to Improve Conservation Effectiveness

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Simon A. Black ◽  
Jim J. Groombridge ◽  
Carl G. Jones
Keyword(s):  
Systems Thinking ◽  
Conservation Management ◽  
Good Practice ◽  
Natural Systems ◽  
Alternative Approach ◽  
Systems Thinking Approach ◽  
And Control ◽  
Current Paradigm ◽  
Inform Decision Making ◽  
Management Thinking

The current paradigm for effective management in biodiversity conservation programmes is dominated by three broad streams of thinking: (i) traditional “command-and-control” approaches which are commonly observed in, but are not exclusive to, bureaucratic government-administered conservation, (ii) more recent notions of “adaptive management,” and (iii) emerging “good practice” management frameworks for conservation. Other variations on these themes suggested by the literature tend to endorse additions or enhancement to one or more of these approaches. We argue that instead a more fundamental alternative approach to conservation management is required, based on “systems thinking.” The systems thinking approach should encompass (i) an understanding of natural systems, (ii) a sense of how human behaviour is influenced, (iii) an understanding of how knowledge should inform decision-making and problem solving, and (iv) an approach based on an understanding of variation in natural systems. Our argument is that the current paradigms of conservation management fail to address these four fundamentals and therefore do not represent the most effective way to manage conservation programmes. We suggest that the challenge for the conservation community is so great that conservation managers should seriously consider better ways of designing and managing programmes, setting goals, making decisions, and encouraging learning and improvement.

scholarly journals Commentary on “What are the experiences of professionals working with parents with learning disabilities? A meta-ethnography”

2021 ◽  
Vol 26 (1) ◽  
pp. 28-33
Author(s):  
Gillian MacIntyre ◽  
Ailsa Stewart
Keyword(s):  
Learning Disabilities ◽  
Design Methodology ◽  
Good Practice ◽  
Further Training ◽  
Training And Education ◽  
Content Type ◽  
Research Studies

Purpose The purpose of this paper is to provide a commentary on Pytlowana and Stenfert Kroese’s article on the experiences of professionals working with parents with learning disabilities by exploring challenges and good practice in this area. Design/methodology/approach Key areas of practice were identified for further exploration by drawing on research studies with parents with learning disabilities. Findings While there is growing evidence of good practice around working with parents with learning disabilities, a number of challenges around communication and relationship-based practice remain. The paper recommends further training and education for those working in this complex area of practice. Originality/value The paper adds value by bringing together evidence from across a number of studies to highlight good practice.

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