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Search Results: 1 - 10 of 2589 matches for " Terry Macdonald "
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The liberal battlefields of global business regulation
Kate Macdonald,Terry Macdonald
Ethics & Global Politics , 2010, DOI: 10.3402/egp.v3i4.5751
Abstract: The global justice movement has often been associated with opposition to the broad programme of ‘neoliberalism’ and associated patterns of ‘corporate globalisation’, creating a widespread impression that this movement is opposed to liberalism more broadly conceived. Our goal in this article is to challenge this widespread view. By engaging in critical interpretive analysis of the contemporary ‘corporate accountability’ movement, we argue that the corporate accountability agenda is not opposed to the core values of a liberal project. Rather, it is seeking to reconfigure the design of liberal institutions of individual rights-protection, adjusting these for new material conditions associated with economic globalisation, under which powerful corporations alongside states now pose direct and significant threats to individual rights. This activist agenda is, therefore, much less radical in its challenge to the prevailing liberal global order than it may initially appear, since it functions to buttress rather than corrode many core normative commitments underpinning the liberal political project.
Working to Improve Classroom Climate Using a Ten Point Scale and Focusing on the Development of the Classroom Management Skills of Individual Teachers  [PDF]
Terry Haydn
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.622241
Abstract: The working atmosphere in the classroom is an important variable in the process of education, with several studies suggesting that classroom climate has a significant impact on student attainment. Recent international studies have suggested that deficits in classroom climate are prevalent in many countries, pointing out that these deficits are more serious and prevalent in some systems compared to others. Attention has also been drawn to the phenomenon of “in-school variation”, with levels of classroom control varying not just between schools, but also, within them. The paper describes the use of a 10 point scale for conceptualising the working atmosphere in the classroom as a continuum between a climate which is ideally conducive to learning (level 10), to a level where learning is severely constrained by the poor behaviour of some pupils (level 1). The scale encourages teachers, student teachers, school managers and school governors to reflect on the factors influencing the working atmosphere in the classroom. In England, there has been a tendency to see school leaders as the key to levels of classroom control (Ofsted, 2014; Wilshaw, 2014). However, this does not explain the phenomenon of “in-school variation” in classroom climate. The research outlined in this paper supports Elliott’s view (Elliott, 2009) that the classroom management skills of individual teachers are one of the key determinants of classroom climate and good pupil behaviour, and therefore more time and effort need to go into developing this dimension of teacher authority. Working with teachers and student teachers, using the 10 point scale to develop their understanding of factors influencing classroom climate offers one way of developing teachers’ skills in this area. Given that deficits in classroom climate and pupil behaviour are not limited to the UK, the scale may be of use and interest to those involved in teaching and teacher education in other countries.
Climate Coalitions and Punishments  [PDF]
Terry Eyland
Theoretical Economics Letters (TEL) , 2017, DOI: 10.4236/tel.2017.72014
Abstract: Studies that demonstrate that climate change is human induced are becoming more and more prevalent. Even though most world leaders are aware of this urgency and know that we must work at mitigating it quickly, little has been accomplished in terms of widespread participation in an International Environmental Agreement (IEA). The purpose of this paper is to create a link between studies on the use of border tax adjustments (BTAs) and coalition formation. The main contribution is that the punishment will be based on relative emissions between signatories and defectors. It is a structure that is more likely be accepted by the World Trade Organization (WTO) since it may be seen as fair due to the fact that if signatories and defectors emit the same amount of pollution then there will be no punishment. The main results indicate that this form of punishment may lead to small, partial, or full cooperation, depending on the parameter values. Additionally, at any equilibrium level, the signatories have a punishment structure that induces defectors to reduce their emissions by the same amount. In the end, this punishment may be seen as a credible threat because at equilibrium no punishment is imposed, yet if we remove the possibility of punishment it breaks down to a situation wherein no large coalitions are feasible.
Craft Working and the “Hard Problem” of Vocational Education and Training  [PDF]
Terry Hyland
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.59021
Analogies are drawn between the “hard problem” of philosophy of mind consisting in the attempts to reconcile mental and physical phenomena and the similarly long-standing intractability of a core problem in vocational education and training (VET) concerning the vocational/academic divide and the inferior status of vocational studies in systems of education. Previous reconciliation strategies in relation to upgrading vocationalism have included recommendations for VET curriculum and assessment reform, changes in the nature and organisation of apprenticeships, new forms of partnerships between employers and trainers, and suggestions for alternative philosophical perspectives on the nature of work, training and education. Staying mainly within this latter philosophical domain, it is suggested here that recent works on conceptions of craft and craftworking—particularly the links between intellectual, ethical and manual activity—offer valuable insights, which can inform the perennial debate on these issues. Reflections on the central problems in consciousness studies may also help to illuminate the reimagining of the traditional dualisms of theory and practice, thinking and doing, the intellectual and the practical which are at the heart of the vocational/academic divide.
Emergency Preparedness Nursing Education: Learner and Faculty Perspectives  [PDF]
Geraldine Jody Macdonald
Open Journal of Nursing (OJN) , 2015, DOI: 10.4236/ojn.2015.511108
Abstract: Over the past decade, entry-to-practice emergency preparedness competencies have been identified as an essential component of nursing education. In this paper the author reports upon a small Canadian study which explores the perspective of undergraduate learners and faculty members who participated in and/or facilitated an Emergency Preparedness Simulation (EPS) module during a primary health care praxis course. The central purpose of this study was to explore the related experiences of learners and faculty who participated in or facilitated an Emergency Preparedness Simulation (EPS) module academic year and their perspectives on the effectiveness of the simulation in preparing learners to respond to emergencies in the future. The EPS module included a seminar followed by a mass-casualty simulation experience. The mass-casualty simulation experience included a “Teddy Bear” triage and an “Explosion” triage. The constructivist data analysis identified four related patterns for both the learner and faculty participants: Strengths (S), Objections (O), Suggestions (S), and Feelings (!) [SOS!]. Three themes were identified in each pattern: relevance, design, and engagement. In comparing the learner and faculty perspectives, there is a clear congruence between the strengths identified, the objections identified, and the power of feelings for both learners and faculty who participate in the emergency preparedness scenarios. Learners and faculty had different suggestions. Learners suggested more time on developing skills, particularly around first aid of individual clients, and recommended all students begin with the “Teddy Bear” triage. Faculty suggested a re-thinking of the “Explosion” triage simulation to emphasize community based emergency preparedness and responsiveness. Such re-focusing would support the integration of key primary health care principles and values including equity, social justice, and social determinants of health. Learners and faculty valued the EPS module and recommended it continue to be a learning component of the primary health care course.
Students’ Metaphors for Defining Their Learning Experience with Audio-Visible versus Invisible Authors. Results from a Case Study in a Social Science Discipline  [PDF]
Terry Inglese, Francesca Rigotti
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.23025
Abstract: This article summarizes an instructional experience designed and conducted at the University of Lugano – Communication Sciences – (Switzerland) within a Political Theory’s freshmen course, which involved disciplines like: philosophy, political science and epistemology. We offered students two types of authors to be learned: one through a multimedia video interview in combination with written texts of these authors, defined as the audio-visible authors, and one type of author offered only through a text-based format (the invisible author). We gathered quantitative data (students’ performance on their written exam compositions, their grades; the number of written words they wrote; and the number of times students mentioned the two types of authors in their written compositions). We also collected qualitative data (through semi-structured interviews and thinking aloud protocols), analyzing the metaphors students used to define the reading and learning experience with the audio-visible and the invisible authors. Results show that students perform better when the author to be studied is offered with more media instructional supports, they tend to establish a social relationship with the author, and the quality of their critical thinking and the level of interest in a new subject both increase. The article is divided in three parts: we will first give some definitions of what a metaphor is; second, we will describe our case study and the results of the data analysis; third, we will discuss the results.
Using Story as Sites of Dialogue, Disillusionment, and Development of Dispositions to Support Inclusive Education  [PDF]
Michelann Parr, Terry Campbell
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.33054
Abstract: This article reports on an ongoing action research project regarding stories and dialogue that can be used as experiences of difference and diversity, and their impact on the classroom environment/community and the teacher. Over a period of ten years, the researchers have engaged a total of 2400 teacher candidates, through their language and literacy course, in a discussion of what it means to be different and how these values and attitudes impact what happens in the classroom. Using children’s literature as a starting point, teacher candidates are encouraged to make connections between read alouds, reader response, critical literacy, and how this ultimately transforms their knowledge, values, and zones of comfort in both the teacher education classroom and the regular classroom.
A Secure Approach to Educating a Mobile World-Class Military —A Mobile Secure Concept for Accessing the Classroom from Around the World  [PDF]
Terry C. House
Communications and Network (CN) , 2013, DOI: 10.4236/cn.2013.53B2087

The “Mobile Secure Role Base Access Control Device” (MS-Ro-BAC) Device and database is a single unit system with the ability to instantly connect to secure databases around the world through Low Earth Orbit Satellite (LEO) using VPN wired communications. The capabilities provided by the MS-Ro-BAC device would support the“Global War on Terrorism” and increase the security of US force and Department of Defense Personnel around the world. Information dissemination in an austere environment is the focus of this seminal research; combat forces and DoD personnel depend on timely strategic information before making life threatening decisions on the battle field. This manuscript provides the framework and a prototype to improve the information dissemination process in the modern day information scenario.

Why Krogdahl’s Flat Space-Time Cosmology Is Superior to General Relativity  [PDF]
Eugene Terry Tatum
Journal of Modern Physics (JMP) , 2017, DOI: 10.4236/jmp.2017.813127
Abstract: This paper briefly discusses existing problems with the theory of general relativity despite remarkable accuracy in most of its applications. The primary focus is on existing problems in the field of cosmology, particularly those pertaining to expectations of global cosmic space-time curvature in the absence of observational proof. The discussion centers on Krogdahl’s recent Lorentz-invariant flat space-time cosmology and its superiority to general relativity with respect to accounting for global cosmic space-time flatness and dark energy observations. The “cosmological constant problem” is briefly addressed as a problem for general relativity with respect to particle physics and quantum field theory. Finally, two very specific validation predictions in favor of Krogdahl’s flat space-time cosmology are made with respect to ongoing studies, including the dark energy survey (DES).
Why the Road to Unification Likely Goes through Krogdahl’s Relativity  [PDF]
Eugene Terry Tatum
Journal of Modern Physics (JMP) , 2017, DOI: 10.4236/jmp.2017.813128
Abstract: Deriving an acceptable quantum field theory of gravitation from general relativity has eluded some of the best scientific thinkers. It is gradually becoming more apparent that general relativity’s classical assumptions are simply incompatible with quantum mechanics. For instance, simultaneous certainty of the location and momentum of any moving body, regardless of size, is a fundamental feature of general relativity. And yet, special relativity and quantum mechanics (thru Heisenberg’s uncertainty) reject the very notion of simultaneity. Since special relativity is already fully integrated into quantum field theory concerning the other forces of nature, were it possible to remove the confounding smoothly curved space-time fabric of general relativity and replace it in the form of a new and improved Lorentz-invariant (flat space-time) gravitational theory, final unification might well be achievable. This brief review paper further informs the reader as to why Krogdahl’s recent Lorentz-invariant relativity model of gravitation improves on general relativity, thus providing a deeper understanding of black holes, the cosmological flatness problem and dark energy. Most importantly, since the smoothly curved space-time of general relativity may well have been the road block to unification, Krogdahl’s flat space-time model is predicted to lead to an acceptable quantum theory of gravitation (i.e., “quantum gravity”) and unification (i.e., a so-called “theory of everything”).
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