scholarly journals Historic Mortuary Archaeology: A Case Study in High Impact Learning Experiences

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Kathryn A. King
Keyword(s):  
Learning Experiences ◽  
High Impact ◽  
Mortuary Archaeology

scholarly journals Sensitivity Analysis of Fuzzy Activity-Based Life Cycle Costing

2018 ◽  
Vol 225 ◽  
pp. 05002
Author(s):  
Freselam Mulubrhan ◽  
Ainul Akmar Mokhtar ◽  
Masdi Muhammad
Keyword(s):  
Sensitivity Analysis ◽  
Life Cycle ◽  
Interest Rate ◽  
Life Cycle Costing ◽  
High Impact ◽  
Final Output ◽  
Left And Right ◽  
The Interest Rate ◽  
Operation Cost

A sensitivity analysis is typically conducted to identify how sensitive the output is to changes in the input. In this paper, the use of sensitivity analysis in the fuzzy activity based life cycle costing (LCC) is shown. LCC is the most frequently used economic model for decision making that considers all costs in the life of a system or equipment. The sensitivity analysis is done by varying the interest rate and time 15% and 45%, respectively, to the left and right, and varying 25% of the maintenance and operation cost. It is found that the operation cost and the interest rate give a high impact on the final output of the LCC. A case study of pumps is used in this study.

“Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic

2021 ◽  
pp. 107769582110232
Author(s):  
Zoe L. Lance ◽  
Chelsea J. Reynolds
Keyword(s):  
Empirical Evidence ◽  
High Impact ◽  
Theoretical Frameworks ◽  
Staff Members ◽  
Course Planning ◽  
Virtual Instruction ◽  
Professional Self ◽  
Working Media ◽  
High Impact Practice

This case study documents a large, 4-year university magazine’s transition to virtual instruction during the initial months of the COVID-19 pandemic. Using theoretical frameworks from Kuh’s work on high impact practices (HIPs), this analysis offers empirical evidence that virtual student newsrooms may provide impactful learning experiences during crisis situations. Based on interviews, surveys, and newsroom observation, 23 magazine staff members reported improvements in their professional self-efficacy as they overcame logistics challenges and interpersonal hurdles similar to working media professionals. The case study also identifies strengths and weaknesses of crisis pedagogy. Implications for post-pandemic pedagogy and course planning are discussed.

scholarly journals Designing a Transit Oriented Development with a Trackless Tram System—Case Study Bulawayo

2021 ◽  
Vol 4 (2) ◽  
pp. p117
Author(s):  
Vinnet Ndlovu ◽  
Peter Newman
Keyword(s):  
Urban Development ◽  
21St Century ◽  
Land Development ◽  
High Impact ◽  
Sustainable Urban Development ◽  
Transit Oriented Development ◽  
Transit System ◽  
Developing Cities ◽  
Two Phases

The need for a mid-tier transit system and the opportunities created by 21st century transit technologies like Trackless Trams System (TTS) has been analysed in an earlier paper to show TTS could be a leapfrog solution for the future of sustainable urban development in developing cities. This paper outlines how the TTS can be created as a part of Transit Oriented Development (TOD). Informed by literature, this study identified four factors that are important for enabling transition towards TOD. Using three of these factors a framework for assessing and evaluating TOD is formulated. The study then applies the formulated framework to the potential corridors that could potentially enable a transition towards a successful TOD for Bulawayo and enable the TTS to be delivered in a partnership with urban land development. The findings do reveal that most of the station precincts that are closer to the CBD have a higher potential to enable transition to TOD. This could suggest that the TTS could be implemented in two phases, the first phase covering the high impact station precincts.

scholarly journals Media freedom in Fiji: Journalism challenges facing Wansolwara, an independent, campus-based newspaper

2015 ◽  
Vol 21 (1) ◽  
pp. 151
Author(s):  
Eliki Drugunalevu ◽  
Irene Manarae
Keyword(s):  
Student Learning ◽  
Learning Experiences ◽  
South Pacific ◽  
Media Freedom ◽  
Media Reporting ◽  
Mainstream Media ◽  
Student Training ◽  
State Coercion ◽  
The University

This article is a case study of Wansolwara, the University of the South Pacific (USP) journalism programme student training newspaper. The article compares the outcomes of Wansolwara’s coverage of the 2000 and 2006 Fiji coups in relation to student learning and an alternative media voice in a climate of restrictions. Interviews with student journalists and lecturers involved in the coup coverage indicate that Wansolwara’s status as a campus-based newspaper has been a strategic benefit in filling some gaps in mainstream media reporting, besides providing students with empowering learning experiences. The case study illustrates the importance of an independent, campus-based newspaper somewhat less restrained by commercial pressures and less exposed to direct state coercion.

scholarly journals The evolution and evaluation of an online role play through design-based research

2016 ◽  
Author(s):  
Elizabeth Ann Beckmann ◽  
Sango Mahanty
Keyword(s):  
Indigenous Peoples ◽  
Role Play ◽  
Learning Experiences ◽  
Communication Technologies ◽  
Postgraduate Students ◽  
Design Based Research ◽  
Pedagogical Design ◽  
Private And Public ◽  
Iterative Improvement

<p>This paper presents selected findings from a 5-year design-based research case study of the evolution of an online role play that allows postgraduate students to explore the complexities inherent in land rights negotiations between indigenous peoples and others. In the context of Laurillard’s (2002) conversational framework and a design-based research methodology, diverse private and public discussion forum spaces were created for group negotiations on a learning management system (LMS) platform. Our analysis of the conversational framework structure in the evolved role play showed that all four stages – discursive, adaptive, integrative, and reflective – were evidenced, with the adaptive and integrative stages cycling through multiple times. The online role play, whilst implemented as a simple virtual world, facilitated personal, deep and socialised learning experiences focused on consultation, negotiation and decision-making. We also found that student anonymity was not necessary for full engagement in role play, and that students chose to incorporate communication technologies outside the LMS into their learning activities. This research shows that with a strong pedagogical design, and attention paid to an evidence-based iterative improvement cycle, online role plays can provide powerful collaborative learning experiences.</p>

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

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