Excitement lies elsewhere: Teenage film-makers and popular culture

When teenagers are given access to digital media equipment, their teachers and film club leaders may hope that they will take the opportunity to make films of personal significance. Instead, young people often choose to engage in a parodic dialogue with popular culture, in a process which feels more familiar and/or comfortable to them, providing as it does a creative space unburdened by expectations of sincere expression. From a survey of numerous short films made in Scotland, it is evident that the use of pastiche and parody facilitates both progressive and reactionary perspectives, often within the same film. Exploring a series of detailed case studies of films made by young people in Scotland in the early 2000s, this article argues that parody can provide for young people an aesthetic distance from personal expression, which, ironically, is unexpectedly revealing of generalised teenage sociocultural attitudes

r-Java 2.0: the nuclear physics

[Aims:] We present r-Java 2.0, a nucleosynthesis code for open use that performs r-process calculations as well as a suite of other analysis tools. [Methods:] Equipped with a straightforward graphical user interface, r-Java 2.0 is capable of; simulating nuclear statistical equilibrium (NSE), calculating r-process abundances for a wide range of input parameters and astrophysical environments, computing the mass fragmentation from neutron-induced fission as well as the study of individual nucleosynthesis processes. [Results:] In this paper we discuss enhancements made to this version of r-Java, paramount of which is the ability to solve the full reaction network. The sophisticated fission methodology incorporated into r-Java 2.0 which includes three fission channels (beta-delayed, neutron-induced and spontaneous fission) as well as computation of the mass fragmentation is compared to the upper limit on mass fission approximation. The effects of including beta-delayed neutron emission on r-process yield is studied. The role of coulomb interactions in NSE abundances is shown to be significant, supporting previous findings. A comparative analysis was undertaken during the development of r-Java 2.0 whereby we reproduced the results found in literature from three other r-process codes. This code is capable of simulating the physical environment of; the high-entropy wind around a proto-neutron star, the ejecta from a neutron star merger or the relativistic ejecta from a quark nova. As well the users of r-Java 2.0 are given the freedom to define a custom environment. This software provides an even platform for comparison of different proposed r-process sites and is available for download from the website of the Quark-Nova Project: http://quarknova.ucalgary.ca/Comment: 26 pages, 18 figures, 1 tabl

Working memory capacity and surgical performance whilst exposed to mild hypoxic hypoxaemia (3000m)

INTRODUCTION: Medical Emergency Response Team (MERT) helicopters fly at altitudes of 3,000m in Afghanistan (9,843ft). Civilian hospitals and disaster-relief surgical teams may have to operate at such altitudes or even higher. Mild hypoxia has been seen to affect the performance of novel tasks at flight levels as low as 5,000ft. Aeromedical teams frequently work in unpressurised environments; it is important to understand the implications of this mild hypoxia and investigate whether supplementary oxygen systems are required for some or all of the team members. METHODS: Ten UK orthopaedic surgeons were recruited and in a double blind randomised experimental protocol, were acutely exposed for 45 minutes to normobaric hypoxia (fraction of inspired oxygen (FiO2) ~14.1% - equivalent to 3000m/10,000ft) or normobaric normoxia (sea-level). Basic physiological parameters were recorded. Subjects completed validated tests of verbal working memory capacity (VWMC) and also applied an orthopaedic external fixator (Hoffmann® 3, Stryker UK) to a plastic tibia under test conditions. RESULTS: Significant hypoxia was induced with the reduction of FiO2 to ~14.1% (SpO2 87% vs. 98%). No effect of hypoxia on VWMC was observed. The pin-divergence score (a measure of frame asymmetry) was significantly greater in hypoxic conditions (4.6mm) compared to sea level (3.0mm), there was no significant difference in the penetrance depth (16.9 vs. 17.2mm). One frame would have failed early. DISCUSSION: We believe that surgery at an altitude of 3000m when unacclimated individuals are acutely exposed to atmospheric hypoxia for 45 minutes, can likely take place without supplemental oxygen use but further work is required

Navigating Choppy Waters: The QSEP Voyage from Multiple Perspectives

The Society’s Stage 2 Qualification in Sport and Exercise Psychology (QSEP) has been developed to provide an appropriate training route for those seeking to forge a career within our relatively fledgling domain. QSEP represents a positive advancement for the personal and professional development of aspiring practitioners, whilst also ensuring greater transparency for service users regarding the competence of Chartered Sport and Exercise Psychologists. Although QSEP has evolved into a rigorous and fairly standardised process of professional training, there remains a great deal of variation in the approaches to supervision and subsequent experiences of candidates. The aim of this symposium is to provide a descriptive and reflective account of a particular model of supervision being adopted at one host institution within the UK. In paper 1, Andrew Manley will provide an overview of this institutional model of supervision, setting the scene for the remainder of the symposium. Paper 2 will be delivered by Ross Shand, who will offer a reflective account of his QSEP experiences under this institutional model. In paper 3, Charlotte Hinchliffe will outline her role in the development and functioning of the Applied Sport Psychology Special Interest Group, as it looks to become an integral part of the institutional supervision model. Paper 4, delivered by Andrew Manley and Susan Backhouse, will provide a reflective summary of the QSEP process from perspectives of two Supervisors and Assessors. Finally, Jo Hudson will act as discussant, offering some conclusions and implications based on the presentations. The primary aim of this symposium is not to advocate a specific approach to QSEP supervision as an example of “best” practice, but rather an opportunity to share some insights regarding the benefits and challenges of operationalising a particular model of supervision from the perspectives of Trainees, Supervisors, and Assessors

HAWKS: Evolving Challenging Benchmark Sets for Cluster Analysis

Comprehensive benchmarking of clustering algorithms is rendered difficult by two key factors: (i) the elusiveness of a unique mathematical definition of this unsupervised learning approach and (ii) dependencies between the generating models or clustering criteria adopted by some clustering algorithms and indices for internal cluster validation. Consequently, there is no consensus regarding the best practice for rigorous benchmarking, and whether this is possible at all outside the context of a given application. Here, we argue that synthetic datasets must continue to play an important role in the evaluation of clustering algorithms, but that this necessitates constructing benchmarks that appropriately cover the diverse set of properties that impact clustering algorithm performance. Through our framework, HAWKS, we demonstrate the important role evolutionary algorithms play to support flexible generation of such benchmarks, allowing simple modification and extension. We illustrate two possible uses of our framework: (i) the evolution of benchmark data consistent with a set of hand-derived properties and (ii) the generation of datasets that tease out performance differences between a given pair of algorithms. Our work has implications for the design of clustering benchmarks that sufficiently challenge a broad range of algorithms, and for furthering insight into the strengths and weaknesses of specific approaches

The Economic Value of Social and Emotional Learning

There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on the benefits of SE skills, again noting key methodological issues with respect to shadow pricing. Finally, we perform BCA of four selected social and emotional learning (SEL) interventions: 4Rs; Second Step, Life Skills Training; and Responsive Classroom. These analyses illustrate both methodological and empirical challenges in estimating net present values for these interventions. Even with these challenges, we find that the benefits of these interventions substantially outweigh the costs. We highlight promising areas of research for improving the application of BCA to SEL

A Benefit-Cost Analysis of City Connects

Schools have historically and increasingly played an important role in providing services to meet students’ social and emotional, family, health, and academic needs. Coordinating these services in a way that is strategically aligned with a school’s academic mission and that efficiently addresses the needs of all students is often challenging and costly. This study is an initial investigation of Boston College’s City Connects program, which supports students and schools by evaluating the needs of all students in a school and connecting them to services that are largely provided by community partner organizations. The program aims to help students by connecting them with an individualized set of services to address their academic, social/emotional, family, and health needs. The program also aims to assist schools by connecting them with community agencies and service providers, and streamlining student support referral and management to make the process of providing comprehensive approaches to supporting student learning more strategic and efficient. Prior research has shown evidence of effectiveness of City Connects in terms of increased achievement and educational attainment relative to similar schools that have not implemented the program (City Connects Progress Report, 2014; Walsh, et al., 2014a; 2014b). These positive effects must be weighed against the program’s costs in a benefit-cost analysis to determine whether the program is a worthwhile social investment. This report shows that City Connects provides a whole-school comprehensive service at relatively low cost to the schools—schools themselves only bear about 10% of the core costs of the program. However, the methodological complexity of this work is entailed in the estimation of the total cost when considering the partnerships with community organizations. The results show that the total cost of six years of participation in City Connects from kindergarten through fifth grade (the dosage under which effects were measured) is $4,570 per student, which includes a portion of the costs of the community partner services received by the students in City Connects schools. Depending on what share of the community partner services are considered to be above and beyond the baseline level, the total cost estimate can range from$1,540 to $9,320 per student. Under the model that is most plausible based on implementation data, the benefit-cost ratio is 3.0 and the net benefits are$9,280 per student. This result implies that providing the program to a cohort of 100 students over six years would cost society $457,000 but yield$1,385,000 in social benefits, for a net benefit of $928,000. Even under the most conservative assumptions regarding costs and benefits, the program’s benefits exceed its costs. Sensitivity tests show that the benefit-cost ratio lies somewhere between 1 and 11.8, with a best estimate of$3.00 in benefits per dollar of cost. Further research can investigate the relationship between the program, schools, and community partners and how services provided by partners compare in treatment versus comparison schools