Use interactive multimedia to improve your programming course

This paper reports first year students’ experiences with multimedia-based learning for programming and its influence on students obtained from two case studies at Napier and Brunel universities. Engineering students at the universities have taken programming courses from their first year and many have showed difficulties in their learning. The main reason is that it is a very abstract domain, which means that both lecturers and students can have difficulties in explaining and understanding abstract concepts verbally. Considering the strengths of Interactive Multimedia(IMM), i.e. interactivity and visualisation, we decided to use it to improve students’ learning. An empirical study was planned and IMM materials were designed for this. A trial and two case studies were carried out from December 2000 to June 2001. The designed materials were integrated into the curriculum as a teaching aid and self-guided learning materials. The data gathered from the case studies indicated that many students felt the multimedia-based learning helped their understanding of the programming concepts, and some became very motivated in programming. Also, using the interactive multimedia materials for both teaching and learning enhanced students’ learning experience. At last, we found educating both lecturers and students on what is multimedia-based learning prior to a course can increase its effectiveness

Health and sustainable development

If sustainable development is to mean anything, people must be healthy enough to benefit from it and not have their lives cut off prematurely. Development without health is meaningless. But the processes which are likely to occur in a world undergoing globalisation, climate change, urbanisation, population increase and many other changes, will impact upon human health in complex ways. Some of them will benefit us, others will create new or augmented threats to survival and health, while many others will have a complex mixture of effects

Risk factors for infection with Giardia duodenalis in pre-school children in the city of Salvador, Brazil.

A cross-sectional study of 694 children aged 2 to 45 months selected from 30 clusters throughout the city of Salvador, Bahia (pop. 2.3 million) was carried out as part of a longitudinal study of diarrhoea in order to identify risk factors for infection with Giardia duodenalis. Variables studied included three social and demographic factors (such as mother's education and marital status), five relating to the peri-domestic environment (rubbish disposal, open sewers, paving of the street), seven relating to the home itself (house construction, susceptibility to flooding, water supply and sanitation) as well as a score for hygiene behaviour based on structured observation. After multivariate analysis using a hierarchical model, only four significant risk factors were found: (a) number of children in the household under five years (b) rubbish not collected from the house (c) presence of visible sewage nearby, and (d) absence of a toilet. All four were significant at the 1% level

Transverse Demagnetization Dynamics of a Unitary Fermi Gas

Understanding the quantum dynamics of strongly interacting fermions is a problem relevant to diverse forms of matter, including high-temperature superconductors, neutron stars, and quark-gluon plasma. An appealing benchmark is offered by cold atomic gases in the unitary limit of strong interactions. Here we study the dynamics of a transversely magnetized unitary Fermi gas in an inhomogeneous magnetic field. We observe the demagnetization of the gas, caused by diffusive spin transport. At low temperatures, the diffusion constant saturates to the conjectured quantum-mechanical lower bound $\simeq \hbar/m$, where $m$ is the particle mass. The development of pair correlations, indicating the transformation of the initially non-interacting gas towards a unitary spin mixture, is observed by measuring Tan's contact parameter.Comment: 8 pages, 6 figures. Accepted versio

Project Energize: intervention development and 10 years of progress in preventing childhood obesity

Prevention of childhood obesity is a global priority. The school setting offers access to large numbers of children and the ability to provide supportive environments for quality physical activity and nutrition. This article describes Project Energize, a through-school physical activity and nutrition programme that celebrated its 10-year anniversary in 2015 so that it might serve as a model for similar practices, initiatives and policies elsewhere. The programme was envisaged and financed by the Waikato District Health Board of New Zealand in 2004 and delivered by Sport Waikato to 124 primary schools as a randomised controlled trial from 2005 to 2006. The programme has since expanded to include all 242 primary schools in the Waikato region and 70 schools in other regions, including 53,000 children. Ongoing evaluation and development of Project Energize has shown it to be sustainable (ongoing for >10 years), both effective (lower obesity, higher physical fitness) and cost effective (one health related cost quality adjusted life year between $18,000 and$30,000) and efficient ($45/child/year) as a childhood 'health' programme. The programme's unique community-based approach is inclusive of all children, serving a population that is 42 % Ma¯ori, the indigenous people of New Zealand. While the original nine healthy eating and seven quality physical activity goals have not changed, the delivery and assessment processes has been refined and the health service adapted over the 10 years of the programme existence, as well as adapted over time to other settings including early childhood education and schools in Cork in Ireland. Evaluation and research associated with the programme delivery and outcomes are ongoing. The dissemination of findings to politicians and collaboration with other service providers are both regarded as priorities