This article examines an example of how academic research may inform how we teach. In this case study, we look at the use of auto/biography as a method in the sociological study of crime. Goodey"s (2000) use of a "biographical continuum" to identify "epiphanal moments" in the life course was adopted by one of the authors of this paper for his PhD research on the experiences of war veterans. This was later adapted for use with first-year criminology students as part of their preparation for an essay assignment on identity formation which required them to utilise their own auto/biographical accounts. Despite the well-documented tension between research and teaching in universities, it is argued that our teaching can be enhanced by the appropriate use of research methods and findings.
This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a 'skills framework' to enable students to develop a range of academic skills alongside their study of the subject.The pegagogical and institutional background to the decision to adopt this 'integrated' approach is summarised and the staff and student experiences are then evaluated using both quantitative and qualitative methods. Primarily concerned with evaluating staff and student responses to the new programme, this paper also raises some issues with regard to the methodologies of evaluation.
There are two great truths in design: If it's not tested, it's broken. And if it's not simple, it's broken. This talk will focus on aspects of both issues. Code is the natural form of communication between designer and compiler; yet most code is demonstrably not simple; hence it is broken. Drawings are the natural form of communication between engineers, and user documents are how we communicate to customers. Yet typically, these documents are not executable, and thus not tested; hence they are all broken. Similarly, state machines and inter-module interfaces are often many orders of magnitude more complex than needed; they are quantifiably not simple, hence broken. In this talk I will explore the underlying causes of these problems, and propose some solutions.
High level synthesis provides significant benefit to a few users on a few specific problems, most notably video and audio processing. But after more than a decade of use, many users -as well as critics -state that it is not yet ready for wide-spread adoption. This talk discusses why high level synthesis is limited in its appeal and scope, and what must be done to overcome these limitations. In particular, it describes the problems of source language, verification strategy, and the challenges of describing control logic at a high level. It concludes with some suggestions for bridging the gap between high level synthesis and RTL design, and using this as a strategy for overcoming the major roadblocks to broad adoption of high level synthesis.
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