Open University

About: Open University is a education organization based out in Milton Keynes, United Kingdom. It is known for research contribution in the topics: Context (language use) & Population. The organization has 11702 authors who have published 35020 publications receiving 1110835 citations. The organization is also known as: Open University, The & Open University.

Clouds, filaments, and protostars: The Herschel Hi-GAL Milky Way

Abstract: We present the first results from the science demonstration phase for the Hi-GAL survey, the Herschel key program that will map the inner Galactic plane of the Milky Way in 5 bands. We outline our data reduction strategy and present some science highlights on the two observed 2° × 2° tiles approximately centered at l = 30° and l = 59°. The two regions are extremely rich in intense and highly structured extended emission which shows a widespread organization in filaments. Source SEDs can be built for hundreds of objects in the two fields, and physical parameters can be extracted, for a good fraction of them where the distance could be estimated. The compact sources (which we will call cores' in the following) are found for the most part to be associated with the filaments, and the relationship to the local beam-averaged column density of the filament itself shows that a core seems to appear when a threshold around AV ~ 1 is exceeded for the regions in the l = 59° field; a AV value between 5 and 10 is found for the l = 30° field, likely due to the relatively higher distances of the sources. This outlines an exciting scenario where diffuse clouds first collapse into filaments, which later fragment to cores where the column density has reached a critical level. In spite of core L/M ratios being well in excess of a few for many sources, we find core surface densities between 0.03 and 0.5 g cm-2. Our results are in good agreement with recent MHD numerical simulations of filaments forming from large-scale converging flows.

An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

Abstract: Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning-claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

Emotions and affect in recent human geography

Abstract: This paper seeks to examine both how emotions have been explored in emotional geography and also how affect has been understood in affectual geography. By tracing out the conceptual influences underlying emotional and affectual geography, I seek to understand both the similarities and differences between their approaches. I identify three key areas of agreement: a relational ontology that privileges fluidity; a privileging of proximity and intimacy in their accounts; and a favouring of ethnographic methods. Even so, there is a fundamental disagreement, concerning the relationship – or non-relationship – between emotions and affect. Yet, this split raises awkward questions for both approaches, about how emotions and affect are to be understood and also about their geographies. As importantly, mapping the agreements and disagreements within emotional and affectual geography helps with an exploration of the political implications of this work. I draw upon psychoanalytic geography to suggest ways of addressing certain snags in both emotional and affectual geography.

Instruments for obtaining student feedback: a review of the literature

Abstract: This paper reviews the research evidence concerning the use of formal instruments to measure students’ evaluations of their teachers, students’ satisfaction with their programmes and students’ perceptions of the quality of their programmes. These questionnaires can provide important evidence for assessing the quality of teaching, for supporting attempts to improve the quality of teaching and for informing prospective students about the quality of course units and programmes. The paper concludes by discussing several issues affecting the practical utility of the instruments that can be used to obtain student feedback. Many students and teachers believe that student feedback is useful and informative, but for a number of reasons many teachers and institutions do not take student feedback sufficiently seriously.

Social Bricolage: Theorizing Social Value Creation in Social Enterprises

Abstract: Current theorizations of bricolage in entrepreneurship studies require refinement and development to be used as a theoretical framework for social entrepreneurship. Our analysis traces bricolage's conceptual underpinnings from various disciplines, identifying its key constructs as making do, a refusal to be constrained by limitations, and improvisation. Although these characteristics appear to epitomize the process of creating social enterprises, our research identifies three further constructs associated with social entrepreneurship: social value creation, stakeholder participation, and persuasion. Using data from a qualitative study of eight U.K. social enterprises, we apply the bricolage concept to social entrepreneurial action and propose an extended theoretical framework of social bricolage.