Eyes wide shut? UK consumer perceptions on aviation climate impacts and travel decisions to New Zealand

The purview of climate change concern has implicated air travel, as evidenced in a growing body of academic literature concerned with aviation CO2 emissions. This article assesses the relevance of climate change to long haul air travel decisions to New Zealand for United Kingdom consumers. Based on 15 semi-structured open-ended interviews conducted in Bournemouth, UK during June 2009, it was found that participants were unlikely to forgo potential travel decisions to New Zealand because of concern over air travel emissions. Underpinning the interviewees’ understandings and responses to air travel’s climate impact was a spectrum of awareness and attitudes to air travel and climate change. This spectrum ranged from individuals who were unaware of air travel’s climate impact to those who were beginning to consume air travel with a ‘carbon conscience’. Within this spectrum were some who were aware of the impact but not willing to change their travel behaviours at all. Rather than implicating long haul air travel, the empirical evidence instead exemplifies changing perceptions towards frequent short haul air travel and voices calls for both government and media in the UK to deliver more concrete messages on air travel’s climate impact

My heart is racing! Psychophysiological dynamics of skilled racecar drivers

Our purpose was to test the multi-action plan (MAP) model assumptions in which athletes’ psychophysiological patterns differ among optimal and suboptimal performance experiences. Nine professional drivers competing in premier race categories (e.g., Formula 3, Porsche GT3 Cup Challenge) completed the study. Data collection involved monitoring the drivers’ perceived hedonic tone, accuracy on core components of action, posture, skin temperature, respiration rate, and heart rate responses during a 40-lap simulated race. Time marks, gathered at three standardized sectors, served as the performance variable. The A1GP racing simulator (Allinsport, Modena) established a realistic race platform. Specifically, the Barcelona track was chosen due to its inherently difficult nature characterized by intermittent deceleration points. Idiosyncratic analyses showed large individual differences in the drivers’ psychophysiological profile, as well as distinct patterns in regards to optimal and suboptimal performance experiences. Limitations and future research avenues are discussed. Action (e.g., attentional control) and emotion (e.g., biofeedback training) centered applied sport psychology implications are advanced

Accounting students' expectations and transition experiences of supervised work experience

Political and economic discourses position employability as a responsibility of higher education, which utilise mechanisms such as supervised work experience (SWE) to embed employability into the undergraduate curriculum. However, sparse investigation of students' contextualised experiences of SWE results in little being known about the mechanisms through which students derive employability benefits from SWE. The aim of this study is to examine the impact of students' expectation and conception of workplace learning on their transition into SWE. Analysis of accounting students' experiences reveal two broad conceptions of workplace learning, the differing impacts of which on transition experience are explored using existing learning transfer perspectives. Students displaying the more common 'technical' conception construct SWE as an opportunity to develop technical, knowledge-based expertise and abilities that prioritize product-based or cognitive learning transfer. Students with an 'experiential' conception were found to construct SWE primarily as an experience through which the development of personal skills and abilities beyond technical expertise are prioritized using process-based or socio-cultural learning transfer. Further data analysis suggests that these two learning transfer approaches have differing impacts on students' employability development which may indicate a need for universities to consider how to develop appropriate student expectations of and approaches to SWE and meaningful support for students' SWE transition

The pseudogap state in superconductors: Extended Hartree approach to time-dependent Ginzburg-Landau Theory

It is well known that conventional pairing fluctuation theory at the Hartree level leads to a normal state pseudogap in the fermionic spectrum. Our goal is to extend this Hartree approximated scheme to arrive at a generalized mean field theory of pseudogapped superconductors for all temperatures $T$. While an equivalent approach to the pseudogap has been derived elsewhere using a more formal Green's function decoupling scheme, in this paper we re-interpret this mean field theory and BCS theory as well, and demonstrate how they naturally relate to ideal Bose gas condensation. Here we recast the Hartree approximated Ginzburg-Landau self consistent equations in a T-matrix form. This recasting makes it possible to consider arbitrarily strong attractive coupling, where bosonic degrees of freedom appear at $T^*$ considerably above $T_c$. The implications for transport both above and below $T_c$ are discussed. Below $T_c$ we find two types of contributions. Those associated with fermionic excitations have the usual BCS functional form. That they depend on the magnitude of the excitation gap, nevertheless, leads to rather atypical transport properties in the strong coupling limit, where this gap (as distinct from the order parameter) is virtually $T$-independent. In addition, there are bosonic terms arising from non-condensed pairs whose transport properties are shown here to be reasonably well described by an effective time-dependent Ginzburg-Landau theory.Comment: 14 pages, 5 figures, REVTeX4, submitted to PRB; clarification of the diagrammatic technique added, one figure update

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

Towards a repertoire-building approach: multilingualism in language classes for refugees in Luxembourg

This contribution examines how the diverse language resources that teachers and learners bring to the classroom can support the process of language learning. It draws on a range of linguistic ethnographic data collected at a French language course that was attended mostly by Syrian and Iraqi refugees in Luxembourg. Drawing on the analysis of multilingual interactional practices, the article sheds light on some of the opportunities for learning that emerged as a result of translation, translanguaging and receptive multilingualism. It discusses the relevance of these practices for building a repertoire of resources that enables forced migrants to communicate in multilingual contexts such as Luxembourg

Interpersonal emotion regulation in team sport: mechanisms and reasons to regulate teammates' emotions examined

The interpersonal dimension of emotion regulation in the field of sport has lately received a burgeoning interest. Nevertheless, how and why athletes regulate their teammates' emotions in competitive setting remains unclear. Across two studies within a team sport context, we uncovered athletes' mechanisms for, and reasons to regulate teammates' emotions during competition. In Study 1, we investigated how rugby (N = 22 males) players' emotions were self- and interpersonally regulated during games. Findings revealed the emergence of a continuum of self-involvement in the regulatory processes, wherein two forms of emotion regulation co-existed: self-regulation (total self-involvement) and interpersonal regulation, which included co-regulation (partial self-involvement; regulation with others) and extrinsic regulation (no self-involvement; regulation by/of others). In Study 2, we examined the motives that lead rugby (n = 30 males) players to use interpersonal extrinsic regulation strategies during games. Interview data indicated that players regulated teammates' emotions for altruistic reasons (to help a teammate), egoistic reasons (for one's own benefits), or both. Overall, our findings further knowledge to better understand interpersonal emotion regulation within competitive team sport contexts. From an applied perspective, findings highlight the role that both individual goals and ego involvement may play in optimising efficient interpersonal regulation during competition at team level

Relational experiences of people seeking help and assessment for subjective cognitive concern and memory loss

Objective: To understand the experience of people who seek help for subjective cognitive concern and memory loss, including people not referred for further assessment. To understand the patients’ perspective of the medical process of receiving a cognitive assessment. This work is situated within the context of policy priorities for dementia diagnosis. Methods: Participants with and without dementia were recruited through NHS trusts and community organisations in four regional areas in England. Data were collected using longitudinal qualitative interviews. Transcript data were thematically analysed. Results: Sample of 41 people (mean 75 years, 25 dementia diagnoses). Interpretative thematic analyses focused on the presence or absence of trust in relational experiences. There were three transition points where trust could be specifically developed or undermined: 1) deciding to seek help; 2) healthcare practitioners’ response to help-seeking; 3) process and outcome of assessment. Triggers for help-seeking for subjective cognitive concern were being prompted by family and knowing a relative with dementia. When participants perceived healthcare practitioners’ behaviour as dismissive, they had less trust in the outcome of the healthcare encounter. Misunderstandings and absence of trust in assessment processes led to participants stating they did not fully agree with the outcomes of the assessment. Conclusions: Healthcare practitioners have an important role in supporting people with subjective cognitive concern ensuring patients have trust in assessment outcomes. Where the validity of the assessment process is seen as ambiguous, people can be left dealing with uncertainty, rather than being clear about ways they can manage their condition, situation or status

Spin pumping and magnetization dynamics in metallic multilayers

We study the magnetization dynamics in thin ferromagnetic films and small ferromagnetic particles in contact with paramagnetic conductors. A moving magnetization vector causes \textquotedblleft pumping\textquotedblright of spins into adjacent nonmagnetic layers. This spin transfer affects the magnetization dynamics similar to the Landau-Lifshitz-Gilbert phenomenology. The additional Gilbert damping is significant for small ferromagnets, when the nonmagnetic layers efficiently relax the injected spins, but the effect is reduced when a spin accumulation build-up in the normal metal opposes the spin pumping. The damping enhancement is governed by (and, in turn, can be used to measure) the mixing conductance or spin-torque parameter of the ferromagnet--normal-metal interface. Our theoretical findings are confirmed by agreement with recent experiments in a variety of multilayer systems.Comment: 10 pages, 6 figure

Redesign and initial validation of an instrument to assess the motivational qualities of music in exercise: The Brunel Music Rating Inventory-2

In the present study, a measure to assess the motivational qualities of music in exercise was redesigned, extending previous research efforts (Karageorghis et al., 1999). The original measure, the Brunel Music Rating Inventory (BMRI), had shown limitations in its factor structure and its applicability to non-experts in music selection. Redesign of the BMRI used in-depth interviews with eight participants (mean age 31.9 years, s¼8.9 years) to establish the initial item pool, which was examined using a series of confirmatory factor analyses. A single-factor model provided a good fit across three musical selections with different motivational qualities (comparative fit index, CFI: 0.95 – 0.98; standardized root mean residual, SRMR: 0.03 – 0.05). The single-factor model also demonstrated acceptable fit across two independent samples and both sexes using one piece of music (CFI: 0.86 – 1.00; SRMR: 0.04 – 0.07). The BMRI was designed for experts in selecting music for exercise (e.g. dance aerobic instructors), whereas the BMRI-2 can be used both by exercise instructors and participants. The psychometric properties of the BMRI-2 are stronger than those of the BMRI and it is easier to use. The BMRI-2 provides a valid and internally consistent tool by which music can be selected to accompany a bout of exercise or a training session. Furthermore, the BMRI-2 enables researchers to standardize music in experimental protocols involving exercise-related tasks