'The heart of what we do': policies on teaching, learning and assessment in the learning and skills sector

One of the stated aims of government policy in England is to put teaching, training,and learning at the heart of the learning and skills system. This paper provides a critical review of policies on teaching, learning and assessment in the learning and skills sector over the past five years. It draws upon data collected and analysed in the early stages of an ESRC-funded Teaching and Learning Research Programme project. Using evidence from policy sources, we argue that despite policy rhetoric about devolution of responsibility to the 'front line', the dominant 'images' that government has of putting teaching, learning and assessment at the heart of the Learning and Skills Sector involves a narrow concept of learning and skills; an idealisation of learner agency lacking an appreciation of the pivotal role of the learner/tutor relationship and a top-down view of change in which central government agencies are relied on to secure education standards

Baseline Parameter Update for Human Health Input and Transfer Factors for Radiological Performance Assessments at the Savannah River Site

The purpose of this report is to update parameters utilized in Human Health Exposure calculations and Bioaccummulation Transfer Factors utilized at SRS for Performance Assessment modeling

Diversity, Dilemmas and Transformation in Post-Compulsory Education: an Introduction to the Special Issue on Work Based Research

As governments recognize the central place of post-compulsory education in regenerating and modernizing the economic and social fabric of society (BIS 2008), it is appropriate for us as educational researchers to question whether this recognition beckons a different role for research in post-compulsory education. Much of this research is work based, using a broad interpretation of this term, and the majority of articles received by this journal (though the proportion published is a lower one) reflect this balance. Work based research in education poses particular challenges for the researcher and the practitioner, whether the focus is practitioner research, in which case the dilemmas can centre on potential role conflict between practitioner and researcher roles, or whether the work based research is observational – analyzing others’ professional practice, in which case the dilemmas can centre on power relations between researcher and researched, the politics of research, and ethical questions around care for participants and the degree of their involvement or non-involvement in the total research enterprise. This article reviews the prospects for work based research in post-compulsory education and introduces the articles in this special issue

Irrecoverable pressure loss coefficients for two out-of-plane piping elbows at high Reynolds number

Pressure drops of multiple piping elbows were experimentally determined for high Reynolds number flows. The testing described has been performed in order to reduce uncertainties in the currently used methods for predicting irrecoverable pressure losses and also to provide a qualification database for computational fluid dynamics (CFD) computer codes. The earlier high Reynolds number correlations had been based on extrapolations over several orders of magnitude in Reynolds number from where the original database existed. Recent single elbow test data shows about a factor of two lower elbow pressure loss coefficient (at 40x 106 Reynolds number) than those from current correlations. This single piping elbow data has been extended in this study to a multiple elbow configuration of two elbows that are 90o out-of-plane relative to each other. The effects of separation distance and Reynolds number have been correlated and presented in a form that can be used for design application. Contrary to earlier extrapolations from low Reynolds numbers (Re c 1.0x 106), a strong Reynolds number dependence was found to exist. The combination of the high Reynolds number single elbow data with the multiple elbow interaction effects measured in this study shows that earlier design correlations are conservative by significant margins at high Reynolds numbers. Qualification of CFD predictions with this new high Reynolds number database will help guide the need for additional high Reynolds number testing of other piping configurations. The study also included velocity measurements at several positions downstream of the first and second test elbows using an ultrasonic flowmeter. Reasonable agreement after the first test elbow was found relative to flow fields that are known to exist from low Reynolds number visual tests and also from CFD predictions. This data should help to qualify CFD predictions of the three-dimensional flow stream downstream of the second test elbow

Irrecoverable pressure loss coefficients for two elbows in series with various orientation angles and separation distances

Test data is described for two ninety degree elbows that are in series for a piping network. Both elbows had a radius of curvature of 1.2. Three relative angles and seven different separation distances were investigated. The overall irrecoverable pressure loss for the two elbows is characterized relative to the irrecoverable pressure loss for a single elbow. In addition to providing design guidance relative to the net irrecoverable pressure loss for multiple elbows, the data provides a data base for helping qualify computational fluid dynamics (CFD) computer codes used to predict the irrecoverable pressure loss in piping systems

Final report for secure camera capture system (April 2016)

This report provides an overview of the Secure Camera Capture system produced by Team 6 in Spring 2016�s Senior Design 2 class. The project encompassed a three-part hardware and software system, used to capture, securely store, and retrieve photographs taken by an internet-equipped camera on a sixty-second timer. In the report, the project is outlined in both technical and nontechnical terms, the AES encryption method used, the Raspberry Pi microcontroller hardware, and the software used to tie them together. Specifications (both hardware and software) and how they were addressed are detailed, and a guide is provided to reconstruct the project using provided code. Finally, it provides the team�s perspective on the final product and possible improvements that could be made on the design

Winking at Facebook: capturing digitally-mediated classroom learning

In this article I present an innovative combination of methods, used in a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students’ scaffolded research into dyslexia, the study examined the educational affordances of a digitally-mediated social network. Combining multiple data-collection methods including participant-observation, semi-structured interviews, video recordings, dynamic screen capture (Cox, 2007), protocol analysis (Ericsson & Simon, 1993) helped to capture in detail multiple perspectives on the learning that happened in the classroom over the five weeks of the research project's lifetime. Aggregating the resulting data in turn enabled meticulous, comprehensive analysis and rigorous theorising. The article presents and analyses excerpts from the data which help to illustrate the insights gained into one participant's learning trajectory. I argue that the combination of methods employed could be used with any range of research participants in other studies exploring learning through Facebook and other Web 2.0 spaces. The article concludes by suggesting further refinements to the methods used

Nurturing lifelong learning in communities through the National University of Lesotho: prospects and challenges

This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings