Nova light curves from the Solar Mass Ejection Imager (SMEI) - II. The extended catalogue

We present the results from observing nine Galactic novae in eruption with the Solar Mass Ejection Imager (SMEI) between 2004 and 2009. While many of these novae reached peak magnitudes that were either at or approaching the detection limits of SMEI, we were still able to produce light curves that in many cases contained more data at and around the initial rise, peak, and decline than those found in other variable star catalogs. For each nova, we obtained a peak time, maximum magnitude, and for several an estimate of the decline time (t2). Interestingly, although of lower quality than those found in Hounsell et al. (2010a), two of the light curves may indicate the presence of a pre-maximum halt. In addition the high cadence of the SMEI instrument has allowed the detection of low amplitude variations in at least one of the nova light curves

Graduate attributes: implications for higher education practice and policy: Introduction

The higher education landscape is shifting under neo-liberal forces that are increasingly aligning the goals of business, government and education. This shift is engendering debate around the world about the role of higher education institutions in producing employable graduates to feed national prosperity in the emerging knowledge economy. As this evolution continues, we need to consider how we enhance generic graduate capabilities as well as the disciplinary expertise of our undergraduate students. Our graduates should possess the knowledge, skills and values to enable them to cope with dynamic employment opportunities, but they must also understand, through the benefits and constraints of their disciplinary perspectives, who they are and how they might contribute positively to the heterogeneity they will encounter in their local, regional and global communities

Examining increased flexibility in assessment formats

There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process (Boud and Falchikov 2006; Nicol and MacFarlane-Dick 2006; Taras 2002). This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples of flexible assessment practice in Higher Education. The benefits of this flexible assessment format approach are highlighted, along with a discussion of classic assessment considerations such as validity, reliability and marking concerns. The role of technology in facilitating assessment method choice is considered, in terms of new opportunities for providing student choice in the way they evidence their learning and present their work. Considerations for implementing flexible assessment choices into the curriculum are presented, along with a call that further research into such practice is needed to develop a comprehensive set of practical recommendations and best practice for implementation of flexible assessment choice into the curriculum. The article should be of interest to curriculum developers and academics considering implementing changes to the assessment process to increase student ownership and control

Supporting learners’ agentic engagement with feedback:a systematic review and a taxonomy of recipience processes

Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions. Receiving feedback on one's skills and understanding is an invaluable part of the learning process, benefiting learners far more than does simply receiving praise or punishment (Black & Wiliam, 1998 Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7–74. doi:10.1080/0969595980050102[Taylor & Francis Online]; Hattie & Timperley, 2007 Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487[CrossRef], [Web of Science ®]). Inevitably, the benefits of receiving feedback are not uniform across all circumstances, and so it is imperative to understand how these gains can be maximized. There is increasing consensus that a critical determinant of feedback effectiveness is the quality of learners' engagement with, and use of, the feedback they receive. However, studies investigating this engagement are underrepresented in academic research (Bounds et al., 2013 Bounds, R., Bush, C., Aghera, A., Rodriguez, N., Stansfield, R. B., & Santeen, S. A. (2013). Emergency medicine residents' self-assessments play a critical role when receiving feedback. Academic Emergency Medicine, 20, 1055–1061. doi:10.1111/acem.12231[CrossRef], [PubMed], [Web of Science ®]), which leaves a “blind spot” in our understanding (Burke, 2009 Burke, D. (2009). Strategies for using feedback students bring to higher education. Assessment & Evaluation in Higher Education, 34, 41–50. doi:10.1080/02602930801895711[Taylor & Francis Online], [Web of Science ®]). With this blind spot in mind, the present work sets out to systematically map the research literature concerning learners' proactive recipience of feedback. We use the term “proactive recipience” here to connote a state or activity of engaging actively with feedback processes, thus emphasizing the fundamental contribution and responsibility of the learner (Winstone, Nash, Rowntree, & Parker, in press Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (in press). ‘It'd be useful, but I wouldn't use it’: Barriers to university students' feedback seeking and recipience. Studies in Higher Education. doi: 10.1080/03075079.2015.1130032[Taylor & Francis Online]). In other words, just as Reeve and Tseng (2011 Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267. doi:10.1016/j.cedpsych.2011.05.002[CrossRef], [Web of Science ®]) defined “agentic engagement” as a “student's constructive contribution into the flow of the instruction they receive” (p. 258), likewise proactive recipience is a form of agentic engagement that involves the learner sharing responsibility for making feedback processes effective

The expanding dusty bipolar nebula around the nova V1280 Sco

V1280 Sco is one of the slowest dust-forming nova ever historically observed. We performed multi-epoch high-spatial resolution observations of the circumstellar dusty environment of V1280 Sco to investigate the level of asymmetry of the ejecta We observed V1280 Sco in 2009, 2010 and 2011 using unprecedented high angular resolution techniques. We used the NACO/VLT adaptive optics system in the J, H and K bands, together with contemporaneous VISIR/VLT mid-IR imaging that resolved the dust envelope of V1280 Sco, and SINFONI/VLT observations secured in 2011. We report the discovery of a dusty hourglass-shaped bipolar nebula. The apparent size of the nebula increased from 0.30" x 0.17" in July 2009 to 0.64" x 0.42" in July 2011. The aspect ratio suggests that the source is seen at high inclination. The central source shines efficiently in the K band and represents more than 56+/-5% of the total flux in 2009, and 87+/-6% in 2011. A mean expansion rate of 0.39+/-0.03 mas per day is inferred from the VISIR observations in the direction of the major axis, which represents a projected upper limit. Assuming that the dust shell expands in that direction as fast as the low-excitation slow ejecta detected in spectroscopy, this yields a lower limit distance to V1280 Sco of 1kpc; however, the systematic errors remain large due to the complex shape and velocity field of the dusty ejecta. The dust seems to reside essentially in the polar caps and no infrared flux is detected in the equatorial regions in the latest dataset. This may imply that the mass-loss was dominantly polar

Hubble Space Telescope Observations of the Afterglow, Supernova and Host Galaxy Associated with the Extremely Bright GRB 130427A

We present Hubble Space Telescope (HST) observations of the exceptionally bright and luminous Swift gamma-ray burst, GRB 130427A. At z=0.34 this burst affords an excellent opportunity to study the supernova and host galaxy associated with an intrinsically extremely luminous burst (E(sub iso) greater than 10(exp 54) erg): more luminous than any previous GRB with a spectroscopically associated supernova. We use the combination of the image quality, UV capability and and invariant PSF of HST to provide the best possible separation of the afterglow, host and supernova contributions to the observed light approximately 17 rest-frame days after the burst utilising a host subtraction spectrum obtained 1 year later. Advanced Camera for Surveys (ACS) grism observations show that the associated supernova, SN 2013cq, has an overall spectral shape and luminosity similar to SN 1998bw (with a photospheric velocity, vph approximately 15,000 kilometers per second). The positions of the bluer features are better matched by the higher velocity SN 2010bh (vph approximately 30,000 kilometers per second), but SN 2010bh (vph approximately 30,000 kilometers per second but this SN is significantly fainter, and fails to reproduce the overall spectral shape, perhaps indicative of velocity structure in the ejecta. We find that the burst originated approximately 4 kpc from the nucleus of a moderately star forming (1 Solar Mass yr(exp-1)), possibly interacting disc galaxy. The absolute magnitude, physical size and morphology of this galaxy, as well as the location of the GRB within it are also strikingly similar to those of GRB980425SN 1998bw. The similarity of supernovae and environment from both the most luminous and least luminous GRBs suggests broadly similar progenitor stars can create GRBs across six orders of magnitude in isotropic energy

The influence of student gender on the assessment of undergraduate student work

The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two\ud undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed