Embodied reflection ‐ exploring creative routes to teaching reflective practice within dance training

This article draws from a collaboration between Rambert School of Dance, University of Kent, University College London Institute of Education and an anthropological filmmaker. Together we took a creative and embodied approach to teaching reflective practice within a conservatoire to second-year dance students. In this article, we explore where this somatically inspired pedagogy sits within dance training. We discuss the nature of reflection for dance training, and in particular consider embodied reflective practice. Finally we offer effective methodologies for drawing out and capturing embodied practice

A search for starlight reflected from HD 75289 b

We have used a doppler tomographic analysis to conduct a deep search for the starlight reflected from the planetary companion to HD 75289. In 4 nights on VLT2/UVES in January 2003, we obtained 684 high resolution echelle spectra with a total integration time of 26 hours. We establish an upper limit on the planet's geometric albedo p < 0.12 (to the 99.9% significance level) at the most probable orbital inclination i ~ 60 degrees, assuming a grey albedo, a Venus-like phase function and a planetary radius R_p = 1.6 R_Jup. We are able to rule out some combinations of the predicted planetary radius and atmospheric albedo models with high, reflective cloud decks.Comment: 5 pages, 5 figures, MNRAS accepted 12 Oct 200

On the coexistence of stellar-mass and intermediate-mass black holes in globular clusters

In this paper, we address the question: What is the probability of stellar-mass black hole (BH) binaries co-existing in a globular cluster with an intermediate-mass black hole (IMBH)? Our results suggest that the detection of one or more BH binaries can strongly constrain the presence of an IMBH in most Galactic globular clusters. More specifically, the detection of one or more BH binaries could strongly indicate against the presence of an IMBH more massive than $\gtrsim 10^3$ M$_{\rm \odot}$ in roughly 80\% of the clusters in our sample. To illustrate this, we use a combination of N-body simulations and analytic methods to weigh the rate of formation of BH binaries against their ejection and/or disruption rate via strong gravitational interactions with the central (most) massive BH. The eventual fate of a sub-population of stellar-mass BHs (with or without binary companions) is for all BHs to be ejected from the cluster by the central IMBH, leaving only the most massive stellar-mass BH behind to form a close binary with the IMBH. During each phase of evolution, we discuss the rate of inspiral of the central BH-BH pair as a function of both the properties of the binary and its host cluster.Comment: 16 pages, 8 figures, 1 table, accepted for publication in MNRA

Evidence of Double Phonon Excitations in ^{16}O + ^{208}Pb Reaction

The fusion cross-sections for ^{16}O + ^{208}Pb, measured to high precision, enable the extraction of the distribution of fusion barriers. This shows a structure markedly different from the single-barrier which might be expected for fusion of two doubly-closed shell nuclei. The results of exact coupled channel calculations performed to understand the observations are presented. These calculations indicate that coupling to a double octupole phonon excited state in ^{208}Pb is necessary to explain the experimental barrier distributions.Comment: 6 pages, 2 figures, To be published in the Proceedings of the FUSION 97 Conference, South Durras, Australia, March 1997 (J. Phys. G

The Patchwork text assessment - an integral component of constructive alignment curriculum methodology to support healthcare leadership development

Background: A responsive and innovative postgraduate programme curriculum that produces an effective and competent multi professional healthcare leader whom can lead within the United Kingdom (UK) and international healthcare context offers a promising approach to contributing towards the challenging global healthcare agenda. Aims: The aim of the study is to evaluate the impact of utilising constructive alignment curricular methodology incorporating the Patchwork Text Assessment on the healthcare leadership development of UK and international postgraduate students. Design: Case study design, incorporating Kirkpatrick's Five Levels of Evaluation Model. Settings and Participants: 12 post graduate students (multi-professional, UK and international) studying on a healthcare leadership and management programme at one UK University in the North West of England. Methods: Retrieval of the critical commentary produced and submitted by students as part of the Patchwork Text Assessment process. Data Analysis: Thematic content analysis approach. Results: Four key themes emerged demonstrating how the success of constructive alignment and the Patchwork Text Assessment in promoting deep learning for UK and international postgraduate healthcare leadership students is underpinned by principles of good practice and these include: a) Curriculum planners incorporating work based learning activities into the generated learning activities b) Curriculum planners creating the best learning environment so the student can achieve the learning activities c) Providing the learning activities that reflect the real world of healthcare leadership d) Providing students with opportunities to contextualise theory and practice through relevant patchwork activity and learning activities e) Equipping students with the transferable postgraduate skills (through learning activities and patch working) to embark on a journey of lifelong learning and continuous professional development f) Targeting the postgraduate programme /module intended learning outcomes and assessment patches against contemporary leadership qualities frameworks g) Providing students with opportunities to reflect in multi- professional groups that remain constant in terms of facilitator and supervisor h) Creating the learning opportunities for students to apply their learning to their own healthcare organisatio

Embodied Reflection: Exploring somatic narratives within dance training

This article draws from a collaboration between Rambert School of Dance, University of Kent, University College London Institute of Education and an anthropological filmmaker. Together we took a creative and embodied approach to teaching reflective practice within a conservatoire to second-year dance students. In this article, we explore where this somatically inspired pedagogy sits within dance training. We discuss the nature of reflection for dance training, and in particular consider embodied reflective practice. Finally we offer effective methodologies for drawing out and capturing embodied practice