Linking research, teaching and learning within the discipline: evaluating student learning through real life research in sports development

The ways in which links between research and teaching are embedded within the curriculum and related to student learning are influenced by the discipline context (Griffiths, 2004; Healey, 2005a; Jenkins, 2000). The current paper evaluates how involving students as researchers impacted on their learning within a community sports development module. The paper shows how experience of "real life" evaluation can develop student research skills, develop their industry contacts, and prepare them to problem-solve as graduates in a complex and uncertain society (Barnett, 2000; Scott, 2002). Difficulties and obstacles to learning are also presented

Against Hayek

Presents a critical analysis of Hayek in the light of modern computability and economic computability theory.Hayek, Computability, Socialism

Enhancing teaching and learning with technology through collaborative research with students

There is increasing awareness that technological developments should enhance student learning experience and compliment traditional teaching methodologies (McGugan and Peakcock, 2005). The recently published JISC inquiry into the implications of Web 2.0 technology for higher education (2009), highlighted how learners make effective use of Web 2.0 technology in social contexts. However, at present our knowledge of how university students and staff engage with and use technologies, including Web 2.0 technology, both through the Virtual Learning Environment (VLE) and outside of it is limited. This project aimed to explore how Sport Sciences students expect, use, and would like to see, technologies used to enhance their learning whilst at university. The project adopted a collaborative approach by involving students in development of the study, particularly in assisting with design of data collection tools, participant recruitment and interpretation of findings. The study involved interviewing twenty-one students about their familiarity and use of Web 2.0 technologies. These students also gave ideas for potential technological enhancements within the sport curriculum. This data then formed the basis of a staff and a student questionnaire used to ascertain broader views of technologies as well as the perceived potential of such technologies to enhance student learning. The findings from this wider survey of staff (n = 17) and students (n = 323) informed curricular innovations in teaching and learning that involved introduction of Frequently Asked Questions (FAQs) and discussion boards in the institutional VLE as well as use of Facebook for specific student learning activity. The presentation will include a demonstration of how FAQs and Facebook have been utilised and report on initial staff and student evaluation of how these particular approaches to using technology enhance student learning. Issues associated with the use of these technologies are discussed

Engaging sport students in assessment and formative feedback

Sport as a discipline in higher education is grappling with the challenge of providing authentic and relevant assessment that engages students in their learning. The centrality of assessment to the student experience is now well accepted within the research literature (Brown and Knight, 1994; Rust, 2002). In particular, formative assessment, or assessment that creates feedback to support future teaching and learning experiences, can be a powerful tool for enhancing learning (see Black and Wiliam, 1998). Given that feedback is most effective if it is considered or reflected upon, one of the key challenges is to actively engage sport students in formative assessment processes. This guide offers advice in designing and facilitating sport students’ involvement in assessment and enhancing their engagement with the feedback they receive. The aim is to support sport programme teams by taking a pragmatic approach, combining a clear academic rationale based on assessment for learning principles with case study examples of successful formative assessment exercises emphasising innovative approaches to giving feedback. The guide consists of three key sections focused on: 1) Providing staff in HLST with background knowledge of formative assessment and formative feedback and how it relates to their subject. 2) Providing case study examples of how to effectively engage sport students with assessment feedback so that it feeds-forward to aid learning. 3) Providing a resource of references and sources of support for tutors wishing to further their learning in this area

MAJOR AGRICULTURAL POLICY QUESTIONS OF THE NEXT FIFTEEN YEARS

Agricultural and Food Policy,

RX J2115-5840: confirmation of a new near-synchronous polar

Schwope et al (1997) suggested that the newly discovered Polar RX J2115-5840 is a near-synchronous system. We have obtained circular polarisation observations of RX J2115-5840 which show that the spin and orbital periods differ by 1.2%. We find the first direct evidence of `pole-switching' in a near-synchronous Polar. Further our data requires that the accretion flow must be directed onto the same magnetic field line at all spin-orbit beat phases implying that at some phases the flow must follow a path around the white dwarf before accreting.Comment: To be published in Proc Annapolis workshop on magnetic CVs, held in July 199

Modelo de diseño de sistemas urbanos de alcantarillado pluvial, con una aplicación en MS Excel

Proyecto de Graduación (Licenciatura en Ingeniería en Construcción). Instituto Tecnológico de Costa Rica. Escuela de Ingeniería en Construcción, 2005El siguiente proyecto consiste en el desarrollo de un modelo de diseño de alcantarillados pluviales urbanos en Costa Rica, para ello fue necesario hacer una compilación del material relacionado con el diseño de alcantarillados pluviales y con el diseño de canales abiertos. El principal objetivo de este proyecto consiste en desarrollar una aplicación que permita diseñar y analizar de manera rápida y precisa, sistemas urbanos de alcantarillado pluvial. Los materiales necesarios para realizar el proyecto fueron básicamente bibliográficos, además se utilizó el método científico. Los principales resultados de este proyecto son el aporte de las ecuaciones que solucionan de manera rápida la ecuación de Manning y las ecuaciones de intensidad de lluvia de la zonas del Pacífico, Atlántico y Huetar norte. La principal conclusión de este proyecto es que en Costa Rica hace mucha falta la publicación de un estudio moderno que contemple los cambios climáticos y el comportamiento de las intensidades para las diferentes zonas del país, porque sin este, hacer cálculos precisos a nivel hidráulico se vuelve inútil, pues si el caudal de diseño no refleja las situaciones reales, contar con un número muy exacto, no tiene ningún sentido

Computadores y democracia económica

El colapso del socialismo anteriormente existente obedeció a causas integradas en su mecanismo económico, que no son inherentes a todos los socialismos posibles. El artículo muestra que la teoría económica marxista, junto con la informática, proporciona el fundamento para adelantar un programa económico socialista viable y que el desarrollo de la informática y de Internet hace posible la planificación económica. Además, argumenta que el movimiento socialista nunca desarrolló un programa constitucional correcto y que la tecnología moderna abre nuevas oportunidades para la democracia. Por último, revisa los argumentos austriacos contra la posibilidad del cálculo socialista a la luz de la nueva capacidad informática y de las limitaciones del Protocolo de Kyoto

An evaluation of the efficacy of the exercise on referral scheme in Northumberland, UK: association with physical activity and predictors of engagement. A naturalistic observation study

Objectives Exercise on referral schemes (ERS) are widely commissioned in the UK but there is little evidence of their association with physical activity levels. We sought to assess the Northumberland exercise on referral scheme in terms of increased levels of physical activity and identify predictors of engagement. Design A naturalistic observational study. Setting 9 local authority leisure sites in Northumberland. Participants 2233 patients referred from primary and secondary care between July 2009 and September 2010. Intervention A 24-week programme including motivational consultations and supervised exercise sessions for participants. Outcome measures Uptake, 12-week adherence, 24-week completion, changes in Godin Leisure-Time Exercise Questionnaire scores after 24-weeks and attendance levels at supervised exercise sessions during the scheme. Three binary logistic regressions were used to examine demographic and referral factors associated with initial uptake, 12-week adherence and 24-week completion. Results Uptake was 81% (n=1811), 12-week adherence was 53.5% (n=968) and 24-week completion was 42.9% (n=777). Participants who completed significantly increased their self-reported physical activity levels at 24-weeks t (638)=−11.55, p<0.001. Completers attended a mean of 22.87 (12.47 SD) of a target 48 supervised sessions. Increasing age, being female and leisure site were associated with uptake, increasing age, Index of Multiple Deprivation and leisure site were associated with 12-week adherence and Body Mass Index and leisure site were associated with 24-week completion. Each regression significantly increased the prediction accuracy of stage of exit (non-starters vs starters 81.5%, dropouts before 12 weeks vs 12-week adherers 66.9%, and dropouts between 13 and 24 weeks 82.2%). Conclusions Completers of the Northumberland ERS increased physical activity at 24 weeks, although the levels achieved were below the current UK guidelines of 150 min of moderate exercise per week. Leisure site was associated with uptake, adherence and completion