Lunar International Observers Network operation during the Apollo 10 mission

Lunar International Observers Network operation during Apollo 10 missio

Operation LION - Report for period of the flight of Apollo 11

Observations by Lunar International Observers Network and astronauts of lunar phenomena during Apollo 11 fligh

Chronological Catalog of Reported Lunar Events

Chronological catalog of reported lunar events or temperature changes on moon recorded between 1540 and 1967

Quality enhancement for e-learning courses: the role of student feedback

The collection of student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in Higher Education Institutions. The increasing use of technology to support face-to-face, blended and distance courses has led managers as well as practitioners to become increasingly concerned to identify appropriate ways of assuring the quality of this e-learning provision. This paper presents a study of the collection of student feedback in higher education elearning courses and the use of this feedback for quality assurance and enhancement. We carried out a series of case studies of the procedures in place in four e-learning courses, and in each case study we collected the quality assurance documentation and interviewed stakeholders (administrators, educational technologists, tutors and students). The comparative examination of these two sets of data showed that the main strategies for collecting student feedback - module evaluations and student representation - were both strongly affected by the distinctive features of the mode of delivery in e-learning courses, and as a consequence they were not able to adequately support quality enhancement. The remote location of the students impacted on both student representation and on the response rates for module evaluations. The enhancement function of the module evaluations were adversely affected by lack of appropriate course management arising from the disaggregation of course processes and the resulting ambiguity in the allocation of responsibilities

A preliminary study on post-occupancy evaluation of four office buildings in the UK based on the Analytic Hierarchy Process

There is a lack of a systematic decision-making criterion to select appropriate indicators for Post-Occupancy Evaluation (POE) analysis due to the fact that significant levels of various POE determinants are indeterminate. The present work aims to identify the degree of importance of a set of POE determinants based on Analytic Hierarchy Process (AHP). A case study of POE for four office buildings in the UK has been conducted using the AHP to ascertain the significance levels of three main factors identified, namely, Indoor Environment Quality (IEQ), Occupants’ Performance (OP) and Workplace Quality (WQ) as well as three groups of sub-factors affiliated to the main factors based on questionnaire surveys of the building occupants. The results show that the priority factors of the three main evaluation metrics, IEQ, OP, WQ are 0.595, 0.183 and 0.222, respectively, indicating that of these three factors the IEQ is the paramount factor in relation to the POE level of the office buildings. Moreover, the global priorities of all sub-factors linked to the main factors are obtained, providing a strategy reference of choosing indicators as per the priorities for a continuing POE in the further survey and measurement

UK teaching quality under the microscope : what are the drivers?

Under the newly elected government in the UK (May 2015), sweeping changes to quality assurance and the regulatory system for higher education are proposed in England.  Proposals include a new emphasis on ‘teaching excellence’ to balance a long-term emphasis on measuring ‘research excellence’ and further marketization.  The UK higher education system has had a strong reputation for quality over decades, so international observers may speculate on the rationale for the government’s proposals.  This article explores some of the underlying political, economic and social drivers behind the government’s proposals. 

In the land of becoming: the gendered experience of communication doctoral students

This article investigates two aspects of the experience of communications graduate students. It examines their relations with their departments and the academic staff most close to their work (supervisors and mentors), and the existence and impact of other factors, such as age and dependants, on the duration of their studies. Despite the differences of the educational systems and socio-economic factors between countries, the findings show that the experience of the communications doctoral student is gender specific. To that a number of factors may play an important role such as academic environment and personal/private life commitments