Affordances for learning in a non-linear narrative medium

A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning

Blossom Project 2: Longitudinal assessment of physical activity, sedentary behavior, diet quality, and weight gain during pregnancy

The benefits of physical activity (PA) during pregnancy have been well documented, but little is known about the contribution of activity sub-components including sleep, sedentary, light, moderate, and vigorous activity on gestational weight gain (GWG). Additionally, the relationship between diet quality and GWG has yet to be determined. A prospective, longitudinal study was conducted during 2nd and 3rd trimester to objectively quantify and identify modifiable aspects of total PA including sleep, sedentary, light, moderate, and vigorous activity, and dietary intake. Participants (n=46) wore a SenseWear Armband and an activPALTM activity monitor for seven consecutive days during which a weighed 3-day diet record was also completed. Paired t-tests were used to compare data across pregnancy and multiple regression was used to identify predictors of GWG. Time spent in nighttime sleep, naps, sedentary behavior (SB), and moderate PA did not change across pregnancy while light and vigorous PA significantly decreased. During both the 2nd and 3rd trimester women spent an average of 75% of time awake in sedentary behavior even though 65% (week 18) and 61% (week 35) met the prenatal PA recommendations. Additionally, prediction equations showed positive correlations between protein intake (P = 0.071) and MET-minutes (P = 0.038) with GWG at week 18 (R2 = 0.29, rMSEP = 2.18); and between carbohydrate intake (P = 0.098) and MET-minutes (P = 0.038) with GWG at week 35 (R2 = 0.19, rMSEP = 3.99). Due to the large portion of the day spent in SB regardless of whether or not prenatal PA recommendations were met, and the observed relationship between total activity (MET-minutes) and weight gain across pregnancy, an overall increase in activity during pregnancy should be promoted. Furthermore, dietary quality of CHO should be investigated with respect to GWG

LAPORAN INDIVIDU PRAKTIK LAPANGAN TERBIMBING (PLT)

Praktik Lapangan Terbimbing (PLT) Bimbingan dan Konseling di sekolah merupakan salah satu kegiatan kuliah yang bersifat intrakurikuler. Kegiatan ini diselenggarakan dalam rangka meningkatkan keterampilan, pemahaman, dan sinkronisasi antara ilmu yang dipelajari di kampus terhadap kondisi nyata di lapangan. Kegiatan PLT dilaksanakan mulai tanggal 15 September sampai 15 November 2017. Namun pada praktiknya, PLT sudah diawali berupa pengambilan data siswa dan observasi kondisi sekolah. Kegiatan PLT ini diselenggarakan di SMK Koperasi Yogyakarta yang meliputi penyusunan program kerja, pelaksanaan layanan Bimbingan dan Konseling, dan pembuatan laporan. Materi praktikBimbingan dan Konseling di sekolah mengacu pada kerangka kerja teoritik atau program kerja di sekolah tempat praktik. Terdapat empat komponen program yang direncanakan yaitu pelayanan dasar, pelayanan responsive, perencanaan individual, serta dukungan sistem. Program yang telah dilaksanakan adalah pelayanan dasar, pelayanan responsive, dan perencanaan individual

LAPORAN INDIVIDU PRAKTIK LAPANGAN TERBIMBING (PLT)

Praktik Lapangan Terbimbing (PLT) Bimbingan dan Konseling di sekolah merupakan salah satu kegiatan kuliah yang bersifat intrakurikuler. Kegiatan ini diselenggarakan dalam rangka meningkatkan keterampilan, pemahaman, dan sinkronisasi antara ilmu yang dipelajari di kampus terhadap kondisi nyata di lapangan. Kegiatan PLT dilaksanakan mulai tanggal 15 September sampai 15 November 2017. Namun pada praktiknya, PLT sudah diawali berupa pengambilan data siswa dan observasi kondisi sekolah. Kegiatan PLT ini diselenggarakan di SMK Koperasi Yogyakarta yang meliputi penyusunan program kerja, pelaksanaan layanan Bimbingan dan Konseling, dan pembuatan laporan. Materi praktikBimbingan dan Konseling di sekolah mengacu pada kerangka kerja teoritik atau program kerja di sekolah tempat praktik. Terdapat empat komponen program yang direncanakan yaitu pelayanan dasar, pelayanan responsive, perencanaan individual, serta dukungan sistem. Program yang telah dilaksanakan adalah pelayanan dasar, pelayanan responsive, dan perencanaan individual

Analysis of post-translational modifications of the blue light photoreceptor, phot1, by the CRL3NPH3 ubiquitin ligase complex

Plants are sessile by nature; because of this they have evolved many strategies to cope with the diverse environmental stimuli they encounter in nature. One such strategy is the phototropic response by which plants reorient the aerial organs toward and roots away from directional blue light. The blue light response can be broken down into three general steps: perception of light, signal leading to the lateral redistribution of auxin, and initiation of a differential growth response (resulting in phototropic curvature). Loss-of-function genetic screens have identified several key proteins involved in phototropic signal-response, including the primary photoreceptors, phototropins 1 and 2 (phot1 and phot2), and a BTB protein, NPH3. Recent studies in our laboratory have shown that NPH3, a phot1 interacting protein, can also interact with Cullin 3 (Cul3) as a substrate adapter in a Cul3-based E3 ubiquitin ligase designated CRL3NPH3. We have shown that the CRLNPH3 complex is necessary for the mono/multi- and polyubiquitination of phot1 under high fluence rate conditions in addition to the mono/multiubiquitination of phot1 under low fluence rate conditions. Preliminary evidence suggested that mono/multiubiquitination of phot1 is necessary for BL dependant receptor internalization which appears to be critical to phot1 mediated signal transduction. Interestingly, the photoreceptor is internalized in the absence of monoubiquitination signal, but recent evidence suggests that the mono/multiubiquitination signal is responsible for targeting the photoreceptor and is necessary for phototropism. We propose that phot-dependent phototropism is modulated in large part through the ubiquitination of phot1 by CRL3NPH3 and the subsequent internalization of phot1. We are currently working to elucidate the role of mono/multiubiquitination in phot1 internalization and receptor function. These ubiquitination responses represent the blue light-induced signal transduction events occurring prior to (and presumably required for) auxin redistribution, auxin-dependent changes in transcription, and development of differential growth

System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

Assessing the reproducibility of discriminant function analyses.

Data are the foundation of empirical research, yet all too often the datasets underlying published papers are unavailable, incorrect, or poorly curated. This is a serious issue, because future researchers are then unable to validate published results or reuse data to explore new ideas and hypotheses. Even if data files are securely stored and accessible, they must also be accompanied by accurate labels and identifiers. To assess how often problems with metadata or data curation affect the reproducibility of published results, we attempted to reproduce Discriminant Function Analyses (DFAs) from the field of organismal biology. DFA is a commonly used statistical analysis that has changed little since its inception almost eight decades ago, and therefore provides an opportunity to test reproducibility among datasets of varying ages. Out of 100 papers we initially surveyed, fourteen were excluded because they did not present the common types of quantitative result from their DFA or gave insufficient details of their DFA. Of the remaining 86 datasets, there were 15 cases for which we were unable to confidently relate the dataset we received to the one used in the published analysis. The reasons ranged from incomprehensible or absent variable labels, the DFA being performed on an unspecified subset of the data, or the dataset we received being incomplete. We focused on reproducing three common summary statistics from DFAs: the percent variance explained, the percentage correctly assigned and the largest discriminant function coefficient. The reproducibility of the first two was fairly high (20 of 26, and 44 of 60 datasets, respectively), whereas our success rate with the discriminant function coefficients was lower (15 of 26 datasets). When considering all three summary statistics, we were able to completely reproduce 46 (65%) of 71 datasets. While our results show that a majority of studies are reproducible, they highlight the fact that many studies still are not the carefully curated research that the scientific community and public expects

PENGARUH METODE JIGSAW DISERTAI MEDIA LKS DAN POWER POINTPADA PEMBELAJARAN KIMIA DITINJAU DARI KREATIVITAS TERHADAP PRESTASI BELAJAR SISWA PADA MATERI POKOK HIDROKARBON KELAS X SEMESTER GENAP DI SMA NEGERI 1 PONOROGO T.A. 2011/2012

Tujuan penelitian ini untuk mengetahui pengaruh pembelajaran dengan metode Jigsaw disertai LKS dan power point terhadap prestasi belajar, prestasi belajar ditinjau dari kreativitas, dan interaksi antara media pembelajaran dengan kreativitas terhadap prestasi belajar di kelas X semester genap SMAN I Ponorogo. Materi yang diambil adalah hidrokarbon. Rancangan penelitian menggunakan “Desain Faktorial 2 x 2 “. Sampel penelitian yaitu kelas X.2 dan X.3 SMA N 1 Ponorogo tahun pelajaran 2011/2012 yang diambil dengan teknik cluster random sampling. Analisis data keadaan awal siswa dalam penelitian ini menggunakan uji normalitas dengan metode Liliefors, uji homogenitas dengan metode Bartlet (Uji Chi Kuadrat), dan uji keseimbangan dengan uji t dua pihak . Uji hipotesis menggunakan uji analisis variansi (anava) dua jalan dengan sel tak sama. Hasil penelitian ini adalah prestasi belajar siswa pada pembelajaran kimia melalui metode jigsaw disertai LKS dan power point memberikan pengaruh yang sama terhadap prestasi belajar kognitif maupun afektif, dimana F hitung 3,002 (kognitif) dan 2,382 (afektif) < F tabel (4,004), kreativitas tidak mempengaruhi prestasi belajar kognitif, di mana F hitung < F tabel yaitu 0,049 < 4,004, sedangkan prestasi belajar afektif siswa yang memiliki kreativitas tinggi lebih tinggi daripada siswa dengan kreativitas rendah, di mana F hitung > F tabel yaitu 5,368 > 4,004, dan tidak ada interaksi antara pembelajaran kimia melalui metode jigsaw disertai LKS dan power point dengan kreativitas terhadap prestasi belajar, F hitung (1,243) < F tabel (4,004), sedangkan pada aspek afektif, nilai F hitung (0,204) < Ftabel (4,004). Kata kunci: Jigsaw, kreativitas, LKS, power point, prestasi belajar , hidrokarbo

The fate of the idea of Recovery today: A user-centred analysis

This perspective piece examines one way, amongst many, in which power works to silence users and survivors of the ‘psy’ disciplines when they begin finding a voice. This is by re-claiming ideas that originated with survivor movements and making them part of mainstream discourses. In the process these ideas and practices are transformed. We can call this ‘co-option’. I take as my example the ‘Recovery Approach’ and address three questions. First, is this approach a ‘normalising’ one? Second, is it claimed to be universal? And finally, what are the different perspectives of researchers, practitioners and service users on this way of dealing with distress? I identify some counter-narratives which bear the seeds of resistance, including from indigenous scholarship. The argument uses a lens of concepts and methods from survivor research.