The belief that engineering and technology are beneficial to all and can improve human lives has inspired the tireless endeavors of many creative individuals throughout history. Engineers and technologists have generally believed that their actions and designs need to be scientifically justified and logically dependable. In addition, due to the pragmatic nature of the field there is also an emphasis on systematic approaches and defining standard practices in engineering. Such a positivist approach is seen in all aspects of engineering and technological ventures. Consequently, such an approach exists in most engineering educators’ perspectives and belief structures regarding the contents of the curricular, student training, and the overall goal of engineering and technological education.
EDUCAUSE Quarterly Magazine, Volume 32, Number 1, 2009 By Elizabeth J. Aspden and Louise P. Thorpe Learning environment development has been a key part of the Academic Innovation Team’s remit for a number of years at Sheffield Hallam University (see About Us). Beginning with our research into the impact of e-learning on the student experience in 2002 — and recognizing the way e-learning influenced students’ views of physical spaces — we started to look more closely at the ways in which our students and faculty use on-campus spaces, and at ways in which our environments needed to evolve. A recurring theme that emerged was the importance of serendipitous meetings and the ad hoc use of those "in between" times: in between taught sessions, in between focused study, in between study and home.
Resources to support dementia carers from ethnically diverse families are limited. We explored carers’ and service providers’ views on adapting the World Health Organization’s iSupport Lite messages to meet their needs.
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