The student review of the science curriculum

This paper presents some of the main findings of a student-led review of the science curriculum in England. Over 350 students, aged 16-19, designed possible questions for a web-based questionnaire at regional meetings held across England. In the six weeks to 8th February 2002, a total of 1,493 questionnaires were submitted. Analysis of these responses shows considerable student dissatisfaction with the science curriculum. A list of 10 student recommendations is provided

The influence of thermal storage on microgeneration flexibility

In a future power system, the ability to manipulate generation and load will be a critical factor in providing a secure and stable supply of electrical energy to consumers. Using a simulation-based approach, this study assesses the ability of thermal storage to help deliver flexibility in the operation of domestic micro-generation technologies without sacrificing householder comfort and convenience. A typical UK detached dwelling is modelled along with its heating system, which features a retro-fitted air source heat pump (ASHP). The model is used to determine the maximum possible temporal shift for different capacities and configurations of thermal storage, taking into account the influence of climate, building fabric, control settings and occupancy. The limits of time shifting are dictated by the living space temperature and the hot water temperature delivered to the occupants. The storage mechanisms examined are: the basic thermal inertia of the building fabric; increasing the space heating set point temperatures to increase fabric storage and inserting a dedicated thermal buffer between the ASHP and the heat distribution system. The simulation results indicate that back-shifting of the ASHP start/stop times of between one and two hours are possible without causing serious discomfort or inconvenience to the occupants

The influence of thermal storage on microgeneration flexibility

In a future power system, the ability to manipulate generation and load will be a critical factor in providing a secure and stable supply of electrical energy to consumers. Using a simulation-based approach, this study assesses the ability of thermal storage to help deliver flexibility in the operation of domestic micro-generation technologies without sacrificing householder comfort and convenience. A typical UK detached dwelling is modelled along with its heating system, which features a retro-fitted air source heat pump (ASHP). The model is used to determine the maximum possible temporal shift for different capacities and configurations of thermal storage, taking into account the influence of climate, building fabric, control settings and occupancy. The limits of time shifting are dictated by the living space temperature and the hot water temperature delivered to the occupants. The storage mechanisms examined are: the basic thermal inertia of the building fabric; increasing the space heating set point temperatures to increase fabric storage and inserting a dedicated thermal buffer between the ASHP and the heat distribution system. The simulation results indicate that back-shifting of the ASHP start/stop times of between one and two hours are possible without causing serious discomfort or inconvenience to the occupants

The use of therapeutic untruths by learning disability nursing students

Background: The use of therapeutic untruths raises a number of ethical issues, which have begun to be explored to some extent, particularly in dementia care services, where their use has been found to be high. Little is known, however, about their use by health professionals working in learning disability services. Research question: The study aimed to explore the frequency of use of therapeutic untruths by student learning disability nurses, and by their colleagues; how effective the students perceived them to be as a means of responding to behaviours that challenge; and their level of comfort with using them. Research design: A correlational design was used to gather data from an online version of the Best Interest Scale, adapted for a learning disability context. Participants were 30 learning disability student nurses (female = 28, ages 18–48 years, M = 26.8, standard deviation = 7.3) studying at a university in the North-East of England. Ethical considerations: The study was reviewed and received ethical approval from the first author’s university ethics committee. Findings: Overall, 96% of participants reported using therapeutic untruths. ‘Omission’ was the most frequently used type of therapeutic untruths, the most effective and the type that the students felt most comfortable using. Frequency of use of therapeutic untruths correlated significantly and positively with perceived effectiveness and the level of comfort that the students felt when using them, for all types of therapeutic untruths. Conclusion: The use of therapeutic untruths by the student nurses was consistent with that found in research in dementia care services in the United Kingdom and abroad. Further research to explore the generalisability of the results to the wider context of learning disability services is needed. The study highlights that there may be a need for more formal guidance and educational input to student nurses in the use of therapeutic untruths with people with a learning disability

Use of Multimedia Games for Biology Vocabulary Instruction

Vocabulary knowledge is considered fundamental to learning. However, students typically find learning scientific vocabulary quite difficult, and that is especially true for biology vocabulary. Games are well established as effective tools for vocabulary instruction. Multimedia instruction is likewise recognized as aiding vocabulary learning. To date, however, there seems have been little examination of the use of multimedia games in biology vocabulary instruction. This study, therefore, compared the effectiveness of digital multimedia games and traditional instruction in teaching biology vocabulary. A two-group, quasi-experimental study was carried out over the course of 61 days. Participants were a convenience sample of 10 high school biology classes (N = 276). Fixed-effects multivariate analysis of covariance (MANCOVA) was used for three dependent variables: 1) scores on tests of biology vocabulary; 2) scores on tests of biology concepts; and 3) vocabulary feedback and Reduced Instructional Materials Motivation Survey (RIMMS) scores. The multimedia group put more work into the vocabulary practice at Time 1 (27 days) and Time 2 (59 days) than did the traditional-instruction group, to a degree that was statistically significant. In addition, at Time 2 the multimedia group indicated a greater feeling that the practice was helping them learn the vocabulary, once again to a degree that was statistically significant. RIMMS data collected after the end of instruction also showed that the multimedia instruction group scored higher on measures of learner satisfaction than the traditional instruction control group, to a statistically significant degree. Contrary to what previous research would predict, there was no statistically significant difference in vocabulary learning between groups using multimedia games and those using traditional instruction. In keeping with previous research, use of multimedia games for instruction led to higher learner motivation, expressed as a greater level of satisfaction with the instructional materials and a greater willingness to spend more time on task when compared to learners receiving traditional instruction. Thus one implication of this study is that the use multimedia games for biology vocabulary instruction has the potential to increase learner satisfaction and motivation

The Development of explosives competencies, training and education in the UK

Competent explosives workers in the Armed Forces and in the civil sector are critical to the safe production, testing and use of explosives. Moreover we need competent explosives specialists to combat the challenge from terrorism and clean up the planet from the explosive hazards that are the legacy of past conflicts. Unfortunately many countries are witnessing a significant loss of capability in this area and are looking at ways of replenishing vital expertise. This paper describes the work done in recent years by the authors and others in the UK to establish numbers of people working in the sector and to consider the skills and knowledge required to carry out their work. It outlines the concept of national occupational standards and the framework of professional and vocational qualifications that are available or are being developed for explosives specialists. It also describes some of the educational and e-learning programmes designed to support this initiative. Ultimately the aim is to address the professionalism of all personnel who deal with explosives in order to reduce the incidence and consequence of accidents and maintain national capability