The Neolithic transition in Europe: archaeological models and genetic evidence

The major pattern in the European gene pool is a southeast-northwest frequency gradient of classic genetic markers such as blood groups, which population geneticists initially attributed to the demographic impact of Neolithic farmers dispersing from the Near East. Molecular genetics has enriched this picture, with analyses of mitochondrial DNA and the Y chromosome allowing a more detailed exploration of alternative models for the spread of the Neolithic into Europe. This paper considers a range of possible models in the light of the detailed information now emerging from genetic studies

Learning Experiences in Programming: The Motivating Effect of a Physical Interface

A study of undergraduate students learning to program compared the use of a physical interface with use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions characterized by the HUMAINE scheme were analysed, identifying the links between the emotions experienced during programming and their origin. By capturing the emotional experiences of learners immediately after a programming experience, evidence was collected of the very positive emotions experienced by learners developing a program using a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface

Learning Dimensions: Lessons from Field Studies

In this paper, we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies involving a range of age groups to explore how programming tasks could best be framed to motivate learners. Our empirical findings from these four studies, described here, contributed to the design of a set of programming "Learning Dimensions" (LDs). The LDs provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. This paper describes the background to the identification of these LDs and how they could address the design and delivery of highly engaging programming learning tasks. A web application has been authored to support educators in the application of the LDs to their lesson design

All for One and One for All! Disparity Between Overall Crew’s and Individual Rowers’ Pacing Strategies During Rowing

Purpose: This study examined individual contributions to overall pacing strategy during 2- and 5-km rowing trials in a cox-less-4 boat. Methods: A crew of 4 male rowers performed maximal-effort on-water trials over 2 and 5 km, and power output during every individual stroke was measured for each crew member. Mean overall boat and individual rower stroke power were calculated for each 25% epoch (25% of total strokes taken), and power for each individual epoch was calculated as a percentage of mean power maintained over the entire distance. The coefficient of variation was used to determine stroke-to-stroke and epoch-to-epoch variability for individual rowers and the overall boat. Results: In both trials, the overall pacing strategy consisted of a high power output in the initial 25% that decreased in the middle 50% and increased again in the final 25%. However, individual rower data indicate wide variation in individual power profiles that did not always mimic the overall boat profile. Conclusions: This study demonstrates that overall boat power profiles during 2- and 5-km rowing trials are similar to velocity profiles previously reported for individual ergometry and on-water racing events. However, this over-all profile is achieved despite considerable variation in individual rower profiles. Further research is warranted to determine the mechanisms through which individual contributions to overall pacing strategy are regulated and the effectiveness or oth-erwise of seemingly disparate individual strategies on overall performance

Variables Related to the Successful Completion of the First Course in Business Calculus at Three Jamaican Universities

Problem. Many students at all levels of the education system in Jamaica perform poorly at mathematics. In particular, the results of both the Caribbean Examinations Council and Business Calculus 1 at the university level have reflected a declining trend in mathematics performance in recent years. Consequently, this study sought to investigate the variables related to the successful completion of the first course in business calculus at Jamaican universities. To this end, the study looked at perceptions of students and their professors regarding students\u27 cognitive, affective, and professor effectiveness variables impacting success. Method. The sample for this study consisted of 389 business calculus students and 12 professors from three Jamaican universities. The survey research method was used to ascertain the perceptions of the students and their professors. The Statistical Package for the Social Sciences was used to analyze the data by way of descriptive statistics, cross tabulation, chi-square, discriminant analysis, and the t test for independent samples. Results. Eleven hypotheses were tested to solicit from the students and professors their perceptions of the variables related to the successful completion of the first course in business calculus. Both successful and unsuccessful students and their professors perceived that certain cognitive, affective, and professor effectiveness variables were important for success in Business Calculus 1. However, they perceived that ability and relevance were not as important as the other variables. Successful and unsuccessful students differed on the level of practice, relationship with fellow students, professor\u27s help, active class participation, professor\u27s clarity, use of calculus principles in everyday life, and out-of-class individual study required for success in Business Calculus 1. The students and their professors differed on the importance of relevance for success in Business Calculus 1. Conclusion. This study suggests that students and their professors in the three Jamaican universities are cognizant that certain cognitive, affective, and professor effectiveness variables are important for success in Business Calculus 1. However, more needs to be done to improve students\u27 perceptions of their possession of these variables. In addition, the universities and their professors need to do more to enhance students\u27 awareness of the relevance of Business Calculus 1 in particular and mathematics in general to everyday life

Critical re-assessment of conventional wisdom on the topic of Englishness is overdue

Is Englishness a contemporary invention or a resurgent sensibility? What is the shape and character of a re-awakened sense of English nationhood? The complexity and difficulties inherent in answering these and other questions means there is a growing imperative for political scientists to reflect more self-consciously upon questions of evidence, methodology and interpretation in this area, writes Michael Kenny

Pensions, fairness and Lamborghinis: Budget changes to the annuities market are a lesson in the fallacies of freedom

The change made to pension schemes in last week’s Budget calls into question the basic definition of what a pension is. True, the current annuities market is highly flawed, yet the new measure not only fails to address the existing problems sufficiently, it also brings about several perverse consequences. Craig Berry argues this is a measure that will fail spectacularly, even on its own terms

Whatever happened to the strange death of Tory England?

With more than 50 per cent of the popular vote in the general election going to parties on the right of the political spectrum, the intriguing question is whether Britain in 2015, or to be more precise England, has become increasingly conservative in outlook? Dave Richards and Martin Smith explore this questions and the challenges facing all the political parties