Please mind the gap: students’ perspectives of the transition in academic skills between A-level and degree level geography

This paper explores first-year undergraduates’ perceptions of the transition from studying geography at pre-university level to studying for a degree. This move is the largest step students make in their education, and the debate about it in the UK has been reignited due to the government’s planned changes to A-level geography. However, missing from most of this debate is an appreciation of the way in which geography students themselves perceive their transition to university. This paper begins to rectify this absence. Using student insights, we show that their main concern is acquiring the higher level skills required for university learning

Students’ Perceptions of Learning Processes as Co-Authors of Digital Tabletop Activities

We conducted a small-scale study in order to explore students’ perceptions of the learning processes when engaged as co-authors of content for collaborative higher order thinking skills learning tasks. We specifically designed the process to allow for self-critique – where authors can observe their creations being solved and therefore understand where they may improve their design. We collected data over a three-day period from a sample of twelve thirteen year olds, working in teams, authoring content for Digital Mysteries (a higher order thinking skills collaborative learning application based on the digital tabletop). The study was structured to follow Bloom’s taxonomy, a continuum of cognitive skills that develop during a learning process. We found that 1) rather than follow this continuum, skills developed in a non-linear manner due to the abstract nature of the authoring activity, and 2) the students’ demonstrated good metacognitive insights into the authoring task, technology and collaborative learning as a whole

Seasonal shifts in foraging distribution due to individual flexibility in a tropical pelagic forager, the Ascension frigatebird

This is the final version of the article. Available from Inter Research via the DOI in this record.Predators exploiting tropical pelagic waters characterised by low fluctuations in seasonal temperature and salinity may require different foraging strategies than predators that can rely on persistently productive marine features. Consistent individual differences in foraging strategies have been found in temperate seabirds, but it is unclear whether such foraging special-isation would be beneficial in unpredictable tropical pelagic waters. We examined whether foraging trip characteristics of a tropical seabird were consistent between seasons and within individuals and explored whether seasonal changes could be explained by environmental variables. Ascension frigatebird Fregata aquila trips lasted up to 18 d and covered a total travel distance of up to 7047 km, but adult frigatebirds stayed within a radius of 1150 km of Ascension Island. We found that the 50% utilisation distribution of the population expanded southwestward in the cool season due to individuals performing more and longer trips in a southerly and westerly direction during the cool compared to the hot season. Individual repeatability was low (R < 0.25) for all trip characteristics, and we were unable to explain seasonal changes in time spent at sea using oceanographic or atmospheric variables. Instead, frigatebird usage per area was almost exclusively determined by distance from the colony, and although individuals spent more time in distant portions of their foraging trips, the amount of time spent per unit area decreased exponentially with increasing distance from the colony. This study indicates that, in a relatively featureless environment, high individual consistency may not be a beneficial trait for pelagic predators.The work on Ascension Island was partly funded by a Darwin Grant (# 19026) to Ascension Island Government and the University of Exeter (A.B. and B.G.), managed on-island by N.W. and S.W. Nigel Butcher and Andrew Asque assisted with preparation of loggers and equipment, and Elizabeth Marsden kindly provided the base station to download data

Curriculum policy reform in an era of technical accountability: 'fixing' curriculum, teachers and students in English schools

Drawing on a Levinasian ethical perspective, the argument driving this paper is that the technical accountability movement currently dominating the educational system in England is less than adequate because it overlooks educators’ responsibility for ethical relations in responding to difference in respect of the other. Curriculum policy makes a significant contribution to the technical accountability culture through complicity in performativity, high-stakes testing and datafication, at the same time as constituting student and teacher subjectivities. I present two different conceptualizations of subjectivity and education, before engaging these in the analysis of data arising from an empirical study which investigated teachers’ and stakeholders’ experiences of curriculum policy reform in ‘disadvantaged’ English schools. The study’s findings demonstrate how a prescribed programme of technical curriculum regulation attempts to ‘fix’ or mend educational problems by ‘fixing’ or prescribing educational solutions. This not only denies ethical professional relations between students, teachers and parents, but also deflects responsibility for educational success from government to teachers and hastens the move from public to private educational provision. Complying with prescribed curriculum policy requirements shifts attention from broad philosophical and ethical questions about educational purpose as well as conferring a violence by assuming control over student and teacher subjectivities

Swimming against the tide: A case study of an integrated social studies department

A recent trend in developed countries&rsquo; school curricula has been the transition from disciplinary to generic forms of knowledge, resulting in an emphasis on interdisciplinary organisation and more active forms of learning. Subject specialists are increasingly expected to demonstrate how their subject interconnects and equips pupils with key life skills. Such a change requires a major cultural shift and has been controversial, particularly in Scotland where Curriculum for Excellence, the latest curriculum reform, has seen this debate re-emerge. A detailed empirical case study of one secondary school Social Studies department that has already negotiated these shifts is presented. The case study provides insights into how school and department structures and cultures conducive to a more integrated approach have been developed. Leadership, increased opportunities for teachers to exercise greater autonomy in their work, sources of impetus and support for innovation, and the co-construction of meaning through dialogue are important themes in this process. This case study connects with current policy and provides an insight into strategies that other schools might employ when seeking to embed integrative practices. The department is identified as a significant locus for innovation and one which appears to challenge the norm

Mapping Philanthropic Foundations’ Characteristics: towards an international integrative framework of foundation types

As philanthropic foundations take on increasingly prominent sociopolitical roles, the need for stronger conceptualizations of foundations as an organizational form is articulated widely across academic, policy, and practice contexts. Building on institutional research’s tradition of categorizing, classifying and typologizing organizational forms, our article critically explores the different ways in which foundations have been cast and differentiated in international academic and practice literatures. Examining and integrating these, we propose an integrative framework of foundation types. Incorporating 13 categories—three contextual, five organizational, and five strategic ones—the framework allows for clarifying distinctions and identifying commonalities between different foundation forms, offering a basis for developing more reflective and differentiated research and practice knowledge

Direct evidence of a prey depletion “halo” surrounding a pelagic predator colony

Colonially breeding birds and mammals form some of the largest gatherings of apex predators in the natural world and have provided model systems for studying mechanisms of population regulation in animals. According to one influential hypothesis, intense competition for food among large numbers of spatially constrained foragers should result in a zone of prey depletion surrounding such colonies, ultimately limiting their size. However, while indirect and theoretical support for this phenomenon, known as “Ashmole’s halo,” has steadily accumulated, direct evidence remains exceptionally scarce. Using a combination of vessel-based surveys and Global Positioning System tracking, we show that pelagic seabirds breeding at the tropical island that first inspired Ashmole’s hypothesis do indeed deplete their primary prey species (flying fish; Exocoetidae spp.) over a considerable area, with reduced prey density detectable >150 km from the colony. The observed prey gradient was mirrored by an opposing trend in seabird foraging effort, could not be explained by confounding environmental variability, and can be approximated using a mechanistic consumption–dispersion model, incorporating realistic rates of seabird predation and random prey dispersal. Our results provide a rare view of the resource footprint of a pelagic seabird colony and reveal how aggregations of these central-place foraging, marine top predators profoundly influence the oceans that surround them

Context and Crowding in Perceptual Learning on a Peripheral Contrast Discrimination Task: Context-Specificity in Contrast Learning

Perceptual learning is an improvement in sensitivity due to practice on a sensory task and is generally specific to the trained stimuli and/or tasks. The present study investigated the effect of stimulus configuration and crowding on perceptual learning in contrast discrimination in peripheral vision, and the effect of perceptual training on crowding in this task. 29 normally-sighted observers were trained to discriminate Gabor stimuli presented at 9° eccentricity with either identical or orthogonally oriented flankers with respect to the target (ISO and CROSS, respectively), or on an isolated target (CONTROL). Contrast discrimination thresholds were measured at various eccentricities and target-flanker separations before and after training in order to determine any learning transfer to untrained stimulus parameters. Perceptual learning was observed in all three training stimuli; however, greater improvement was obtained with training on ISO-oriented stimuli compared to CROSS-oriented and unflanked stimuli. This learning did not transfer to untrained stimulus configurations, eccentricities or target-flanker separations. A characteristic crowding effect was observed increasing with viewing eccentricity and decreasing with target-flanker separation before and after training in both configurations. The magnitude of crowding was reduced only at the trained eccentricity and target-flanker separation; therefore, learning for contrast discrimination and for crowding in the present study was configuration and location specific. Our findings suggest that stimulus configuration plays an important role in the magnitude of perceptual learning in contrast discrimination and suggest context-specificity in learning

Molecular approaches to the analysis of deformed wing virus replication and pathogenesis in the honey bee, Apis mellifera

<p>Abstract</p> <p>Background</p> <p>For years, the understanding of the pathogenetic mechanisms that underlie honey bee viral diseases has been severely hindered because of the lack of a cell culture system for virus propagation. As a result, it is very imperative to develop new methods that would permit the <it>in vitro </it>pathogenesis study of honey bee viruses. The identification of virus replication is an important step towards the understanding of the pathogenesis process of viruses in their respective hosts. In the present study, we developed a strand-specific RT-PCR-based method for analysis of Deformed Wing Virus (DWV) replication in honey bees and in honey bee parasitic mites, <it>Varroa Destructor</it>.</p> <p>Results</p> <p>The results shows that the method developed in our study allows reliable identification of the virus replication and solves the problem of falsely-primed cDNA amplifications that commonly exists in the current system. Using TaqMan real-time quantitative RT-PCR incorporated with biotinylated primers and magnetic beads purification step, we characterized the replication and tissue tropism of DWV infection in honey bees. We provide evidence for DWV replication in the tissues of wings, head, thorax, legs, hemolymph, and gut of honey bees and also in Varroa mites.</p> <p>Conclusion</p> <p>The strategy reported in the present study forms a model system for studying bee virus replication, pathogenesis and immunity. This study should be a significant contribution to the goal of achieving a better understanding of virus pathogenesis in honey bees and to the design of appropriate control measures for bee populations at risk to virus infections.</p