Ascending into order: A reflective analysis from a small open source development team     

Dave  Owen  Kirk   《International Journal of Information Management》2007,27(6):397-405

Open Source Software (OSS) has had a profound impact on the way in which software is developed and consequently on the perception of software development. This paper starts with a brief discussion of the eclectic techniques and processes, combinations of which may be used for OSS projects. A ‘real-world’ context will be examined using ‘Reflective Analysis’ focusing on the research and development team present within the Business, Logistics and Information Systems (BLIS) department at The University of Bolton. The reflective analysis explores some assumptions inherent in OSS development. Drawing on findings from experience, industry and background research, an attempt will be made to provide an insight into how in a small team, the use of OSS and associated techniques can lead to the successful development of software. Whilst early results show that smaller OSS projects may appear to have little or no formal structure with closer investigation it is clear this is not the case. Without at least some degree of management, the teams experience indicates that such projects may be prone to failure.  相似文献   

Improving commitment to basic education for the minorities in Botswana: A challenge for policy and practice     

Nkobi Owen Pansiri 《International Journal of Educational Development》2008

This paper is part of a study that assessed the level of commitment of primary schools of remote area dwellers (RADs) to basic education between October 2004 and April 2005. The research question focused on the level of commitment of schools to universal basic education, school–community partnership in school governance and parental involvement in the way the curriculum was delivered. Questionnaire and interviews were used. The results show a significant relationship between teachers’ perceptions and variables such as district, qualifications, age, location, and experience. There is consistency between teachers’ perceptions and children's academic performance. It has been found that learner achievement in RADs schools is low and that parents are not actively involved in their children's education due to the policy environment and school management practices.  相似文献   

Gender differences in lower limb frontal plane kinematics during landing     

Gerwyn Hughes  James Watkins  Nick Owen 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):333-341

The aim of this study was to investigate gender differences in knee valgus angle and inter-knee and inter-ankle distances in university volleyball players when performing opposed block jump landings. Six female and six male university volleyball players performed three dynamic trials each for which they were instructed to jump up and block a volleyball suspended above a net set at the height of a standard volleyball net as it was spiked against them by an opposing player. Knee valgus/varus, inter-knee distance, and inter-ankle distance (absolute and relative to height) were determined during landing using three-dimensional motion analysis. Females displayed significantly greater maximum valgus angle and range of motion than males. This may increase the risk of ligament strain in females compared with males. Minimum absolute inter-knee distance was significantly smaller, and absolute and relative inter-knee displacement during landing significantly greater, in females than males. Both absolute and relative inter-ankle displacement during landing was significantly greater in males than females. These findings suggest that the gender difference in the valgus angle of the knee during two-footed landing is influenced by gender differences in the linear movement of the ankles as well as the knees. Coaches should therefore develop training programmes to focus on movement of both the knee and ankle joints in the frontal plane in order to reduce the knee valgus angle during landing, which in turn may reduce the risk of non-contact anterior cruciate ligament injury.  相似文献   

Integrating social media in the marketing mix: the case of Best Practice     

Melinda KENNEWAY  Charlie RAPPLE 《Learned Publishing》2012,25(1):17-20

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Characteristics and Predictors of Transfer and Withdrawal Among Students Who Begin College at Bachelor’s Granting Institutions     

Crisp  Gloria  Potter  Charlie  Taggart  Amanda 《Research in higher education》2022,63(3):481-513

Research in Higher Education - This study models reverse transfer, lateral transfer, and college withdrawal behavior for a national sample of students who began college at bachelor’s granting...  相似文献   

Schooling for self-employment in Kenya: The acquisition of craft skills in and outside schools     

Thomas Owen Eisemon  Elkana Ong'esa  Lynn Hart 《International Journal of Educational Development》1988,8(4)

Primary schooling will continue to be the terminal stage of education for most Kenyan children, and it will have to prepare them for employment that they will create for themselves. What this might imply for the teaching of craft skills is examined. Soapstone carving was selected as the subject of study because it is an important form of self-employment in western Kenya. The acquisition of craft skills in and outside schools was compared using observational and experimental methods. It is argued that school instruction provides little opportunity to develop competence in carrying out cognitive and psychomotor tasks important to expert performance in this and perhaps many other craft occupations.  相似文献   

Through a Glass Darkly: The Teaching and Assessment of Drawing Skills in the UK Post‐16 Art & Design Curriculum     

Chris Owen 《The International Journal of Art & Design Education》2020,39(2):333-345

This article investigates the ways in which drawing is taught and assessed in post‐16 UK schools and colleges, with a particular focus on A Level art and design courses. Through an historical survey of the development of syllabi and assessment methods, it traces how the role of drawing in the curriculum has changed over the past sixty years. From a series of prescribed observational drawing exercises, the A level exam has evolved into a holistic exploration of each student’s creative process, and drawing is now seen mainly as an integral part of that process. The article demonstrates how the art history element of the syllabus has also been gradually integrated into practice, and thus into the drawing process itself. Questions are raised about how these changes have influenced the nature of the portfolios which students entering higher education bring to interview. In short, this article seeks to answer the question: do we now teach and assess observational drawing skills ‘through a glass darkly’, obscured by other considerations within the art educational curriculum?  相似文献   

Teachers’ acquisition of knowledge about English word structure   总被引：1，自引：0，他引：1  

Louise?Spear-SwerlingEmail author  Pamela?Owen?BruckerEmail author 《Annals of dyslexia》2003,53(1):72-103

Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Participants came from a special education certification program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however, prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific instruction about word structure improved their knowledge relative to a comparison group of teacher education students who did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction. Conclusions support the viewpoint that teacher education must include information about English word structure for educators who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge.  相似文献   

Validation of the attitude toward women in science scale for early adolescents     

Thomas Owen Erb  Walter S. Smith 《科学教学研究杂志》1984,21(4):391-397

The purpose of this study was to measure attitude of adolescents toward women in science careers. To do so, researchers in the Career Oriented Modules to Explore Topics in Science Project validated a 27-item instrument, the Women in Science Scale (WiSS). The scale had high reliability whether measured by estimates of internal consistency or test-retest reliability. The validity was established using the known groups and correlates procedures. The test clearly distinguished between known groups and resulted in the predicted pattern of correlations with measures of other constructs. The WiSS could prove to be a valuable instrument for basic research or curriculum evaluation where adolescent attitude toward women in science careers is a variable of interest.  相似文献   

Social Influences on False Belief Access: Specific Sibling Influences or General Apprenticeship?   总被引：5，自引：1，他引：5  

Charlie Lewis  Norman H. Freeman  Chrystalla Kyriakidou  Katerina Maridaki-Kassotaki  Damon M. Berridge 《Child development》1996,67(6):2930-2947

Some recent studies have found a relation between the number of siblings 3–4-year-old children have and their performance on false belief tasks. 2 experiments reported here examine a variety of factors in children's social environments, including daily contact with peers and adults as well as the numbers of their siblings, on a battery of false belief tests. In Experiment 1, 82 preschoolers were studied in Rethymnon, Crete, in order to obtain a range of extended kin available as a resource for the child. In Experiment 2, 75 Cypriot preschoolers were studied in Nicosia in order to examine the influences of each child's daily social contacts, as measured by maternal questionnaire. Logistic regression revealed that the factors which account for most of the predicted variance on the theory of mind tests were ( a ) the number of adult kin available (Experiment 1) or adults interacted with daily (Experiment 2), ( b ) the child's age, ( c ) the number of older siblings a child has, and ( d ) the number of older children interacted with daily. The results suggested that theory of mind is not simply passed from one sibling to another in a process of social influence. It seems more likely that a variety of knowledgeable members of her or his culture influence the apprentice theoretician of mind.  相似文献