Law Learning in Action: An Action Learning Project to Evaluate Processes and Outcomes of using Law E-learning Objects in Social Work Education

This document reports on a research project funded by the Social Care Institute for Excellence to evaluate the processes and outcomes (for social work students and educators) of using a suite of e-learning objects within law teaching on social work degree programmes. The e-learning objects in question were published by SCIE in 2007, and those involved in their development were keen to explore how they were being used, and what their impact might be. The research, which started in 2008 and reached completion in 2010, has tracked a group of educators in 6 universities as they have engaged in a process of collaborative capacity building, through participation in a learning set designed to support their own engagement with e-learning and to develop skills in evaluating their outcomes for students. A full list of the SCIE law e-learning objects and their associated learning outcomes is given at Appendix 1

Reducing inequalities in school exclusion: learning from good practice

The research reported here was commissioned by the Office of the Children’s Commissioner’s to inform the second year of their on-going School Exclusions Inquiry. The first year of the inquiry culminated in the publication of the report They Never Give Up On You which included an analysis of recent national data on recorded exclusions from school that provided stark evidence of inequality for particular groups. Concerns about the disproportionate impact of school exclusion on specific groups of young people are not new and there have previously been attempts at policy level to reduce inequalities. However, the relationship between exclusion and other educational and social processes is complex and these inequalities persist. The over-arching objective of the research was therefore to identify characteristics of good practice in addressing inequalities in school exclusions, with particular attention to the following factors: Free School Meals; gender; ethnicity; and Special Educational Needs (SEN)

Observing the earliest moments of supernovae using strong gravitational lenses

We determine the viability of exploiting lensing time delays to observe strongly gravitationally lensed supernovae (gLSNe) from first light. Assuming a plausible discovery strategy, the Legacy Survey of Space and Time (LSST) and the Zwicky Transient Facility (ZTF) will discover $\sim$ 110 and $\sim$ 1 systems per year before the supernova (SN) explosion in the final image respectively. Systems will be identified $11.7^{+29.8}_{-9.3}$ days before the final explosion. We then explore the possibility of performing early-time observations for Type IIP and Type Ia SNe in LSST-discovered systems. Using a simulated Type IIP explosion, we predict that the shock breakout in one trailing image per year will peak at $\lesssim$ 24.1 mag ($\lesssim$ 23.3) in the $B$-band ($F218W$), however evolving over a timescale of $\sim$ 30 minutes. Using an analytic model of Type Ia companion interaction, we find that in the $B$-band we should observe at least one shock cooling emission event per year that peaks at $\lesssim$ 26.3 mag ($\lesssim$ 29.6) assuming all Type Ia gLSNe have a 1 M$_\odot$ red giant (main sequence) companion. We perform Bayesian analysis to investigate how well deep observations with 1 hour exposures on the European Extremely Large Telescope would discriminate between Type Ia progenitor populations. We find that if all Type Ia SNe evolved from the double-degenerate channel, then observations of the lack of early blue flux in 10 (50) trailing images would rule out more than 27% (19%) of the population having 1 M$_\odot$ main sequence companions at 95% confidence.Comment: 17 pages, 15 figures (including appendices). Accepted by MNRAS 3rd May 202

Transpersonal literature

What do you get if you apply Ken Wilber's theories of transpersonal psychological development within human consciousness to William Golding's Lord of the Flies or Conrad's Heart of Darkness, or Shakespeare's Hamlet? Can they provide a clear interpretative tool in order to uncover the intentional or unintentional aspects of consciousness development contained within them? Do these literary texts reveal a coherent quest for knowledge of human consciousness, the nature of good and evil, and the ineffable question of spirit? Is there a case for presenting a transpersonal perspective of literature in order to expound the theories of this psychological discipline? Can literary texts provide materials that are unique to that art form and can be explicated by knowledge of transpersonal psychology? Is there an evolutionary motion, which is not necessarily historically chronological but nonetheless displays a developmental map of human consciousness across literary works? In other words, can we see a hierarchical framework along the lines of consciousness development as proposed by Ken Wilber, that suggests a movement up the evolutionary ladder of consciousness from Lord of the Flies to Hamlet and beyond? Can we counter oppose Lord of the Flies and Hamlet, suggesting that the first is a fable of regression to transpersonal evil within a cultural community and the second sees Hamlet attempt to avoid this path in order to move toward the transcendence of ego and self, within the individual? If this is so then we should be able to plot both paths relative to the models of development traced in Wilber's theories and interpret the texts according to this framework. What is the relationship between transpersonal aspects of consciousness and literature? And what are the effects upon the cultural consciousness of human evolution that literature has had so much to inform? How do the literary works of individuals inform the cultural consciousness and transcend the age in which they are written? Equally we should be able to test the theories with the aid of some texts of literature - especially those works which are of, and about consciousness. What does this mean to the literary interpretation of these texts? How does it differ from other interpretations? What are the pitfalls and what disclaimers need to be put in place? Is the difference between the notion of a transpersonal evil and a transpersonal good simply a matter of individual moral choice

Dental health relevant to hedonic and eudaimonic wellbeing

There is scarce literature linked to wellbeing including hedonic and eudaimonic wellbeing in dentistry. Specifically, regarding dental diseases, pain and irritable feeling in person cause hedonic wellbeing, while, serious pain causes not only hedonic but also eudaimonic wellbeing because of malnutrition, insomnia, growth and development. Moreover, severe pain leads to lower physical activity, diminishing learning abilities and aggravating the absence of school. In addition, children's bad condition gives a serious impact on parent's work condition due to visiting dentist with children. Furthermore, a high level of tooth decay incurs in a crucial risk of hospitalization. Concerning periodontal disease, bleeding tooth movability in person cause hedonic wellbeing and bad breath brings about eudemonic as well as hedonic wellbeing owing to unpleasant smell in surrounding areas. Objectives Wellbeing comprising hedonic and eudaimonic theories with oral health is unveiled. Methods Two point of views based on hedonic and eudaimonic approach are implemented. Additionally, dental health is divided into three parts, tooth decay, periodontal disease and tooth loss. As a result, they can compare to three categories. Results It was indicated that tooth decay, periodontal disease and tooth loss have a great influence on hedonic and eudaimonic wellbeing. Conclusions Oral health has a robust integration to general health and wellbeing. In consequence, good oral health can advance eudaimonic and hedonic wellbeing. Eudaimonic wellbeing can enhance personal growth, promote positive relationships and purpose in life (achievement of goal), while hedonic wellbeing can promote hope, joy and pride (pleasure fulfilment)

How Effective Is a Video Review System in Soccer?

For the first time in soccer history, FIFA allowed additional technology to support referees’ decisions at the World Cup 2014. Debates are pursued regarding the implementation of a video review system. The present study aimed to take up this debate and investigate if different visual perspectives and the use of slow motion influence referees’ decisions. One hundred nine (inter)nationally licensed referees (Mage 1⁄4 30.8 years) took part in an online video test and judged 48 video clips on foul decisions in the penalty box. Each incident was randomly shown 4 times (3 different perspectives and 1 slow motion). Perspective A showed the typical television broadcast view, Perspective B showed the assistant, and Perspective C showed the additional assistant referees’ view. After each video clip, the referees indicated if the situation should be categorized as no foul, foul, yellow card, or red card. Decision accuracy (DA) was significantly higher for the slow-motion condition (M 1⁄4 69.8%, SD 1⁄4 13.55) com- pared with the real-time condition (M 1⁄4 64.98%, SD 1⁄4 13.16), t(109) 1⁄4 5.07, p , .01, d 1⁄4 0.48. Referees were most accurate in Perspectives A (M 1⁄4 63.53%, SD 1⁄4 15.37) and C (M 1⁄4 65.29%, SD 1⁄4 12.39), signifi- cantly better than Perspective B (M 1⁄4 59.10%, SD 1⁄4 12.85), F(2, 107) 1⁄4 16.81, p , .01, h2 1⁄4 .24. The highest DA was obtained at the 3rd viewing, F(3, 105) 1⁄4 5.38, p , .01, h2 1⁄4 .13. The results show that referees benefit from slow-motion video displays and repeated viewings, with a threshold after 3 viewings. The results also suggest that a video review system should include different video perspectives, with the broadcast and the close-up view behind the goal showing the greatest effects. These results seem interesting, considering current discussions about additional technology in soccer

The Impact of Microlensing on the Standardisation of Strongly Lensed Type Ia Supernovae

We investigate the effect of microlensing on the standardisation of strongly lensed Type Ia supernovae (GLSNe Ia). We present predictions for the amount of scatter induced by microlensing across a range of plausible strong lens macromodels. We find that lensed images in regions of low convergence, shear and stellar density are standardisable, where the microlensing scatter is < 0.15 magnitudes, comparable to the intrinsic dispersion of for a typical SN Ia. These standardisable configurations correspond to asymmetric lenses with an image located far outside the Einstein radius of the lens. Symmetric and small Einstein radius lenses (< 0.5 arcsec) are not standardisable. We apply our model to the recently discovered GLSN Ia iPTF16geu and find that the large discrepancy between the observed flux and the macromodel predictions from More et al. (2017) cannot be explained by microlensing alone. Using the mock GLSNe Ia catalogue of Goldstein et al. (2017), we predict that ~ 22% of GLSNe Ia discovered by LSST will be standardisable, with a median Einstein radius of 0.9 arcseconds and a median time-delay of 41 days. By breaking the mass-sheet degeneracy the full LSST GLSNe Ia sample will be able to detect systematics in H0 at the 0.5% level.Comment: 11 pages, 8 Figures. Accepted by MNRAS May 17 201