Student Learning in Higher Education: a Commentary

This commentary begins by summarizing the five contributions to this special issue and briefly recapping the background to the topic of student learning in higher education. Narrative and systematic reviews are compared, and the relative value of different bibliographic databases in the context of systematic reviews is assessed. The importance of measures of effect size is stressed. The relationship of the five contributions to early research on levels of processing and approaches to learning is discussed, along with the presage–process–product model of student learning and historical discussions that are relevant to the current theoretical discussions. This field has benefited from the development of more robust instrumentation, but researchers must continue to develop new kinds of measure, including online measures of students’ strategy use. Researchers need to consider ways of enhancing the quality of student learning through the use of problem-based curricula and other student-centered approaches. Finally, it is suggested that researchers into student learning need to evaluate whether their concepts, methods, theories, and findings are valid in online environments and to investigate how curricula in higher education can build upon those in secondary education

Reflections on Foucauldian Discource Analysis in Planning and Environmental Research

YesDiscourse analysis is becoming an increasingly common approach in planning and environmental policy research. This paper asserts that the generic treatment of discourse analysis obscures distinct approaches where `discourses¿ can combine different elements of text, systems of thought, and action. Textually-oriented approaches have been more prevalent over the 1990s but this paper explores a different approach, grounded in the theory of Michel Foucault, which broadens discourse to embrace social action. Comparing and contrasting two studies which have utilised this approach, the paper suggests that there is considerable room for variation concerning the subjects of study, the institutional scale of analyses, the methods of investigation, and process of analysis. Nevertheless, this paper identifies certain core elements of a Foucauldian discourse analytic approach. The paper concludes that this emerging approach to discourse analysis promises considerable insights if applied more widely in planning and environmental research

Transport in the Trans-Pennine Corridor: Present Conditions and Future Options. Interregional Study Working Paper 3.

This paper reports on a desk study carried out by the Institute for Transport Studies as part of a wider study of opportunities for inter-regional working in the trans-Pennine corridor, considering economic, environmental and transport issues. It draws together available information on transport and movement flows in the trans-Pennine corridor. These patterns of movement are examined from a broad perspective which considers intra-regional, inter- regional and international movements within and across the study area. The report proposes a regional package approach to transport, based on demand management and modal transfer

FEMA’s Public Assistance Grant Program: Background and Considerations for Congress

[Excerpt] The Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5121 et seq., henceforth the Stafford Act) confers upon the President a broad set of authorities “to alleviate the suffering and damage” of affected tribal, state, and local governments, as well as individual citizens, from disasters. The Federal Emergency Management Agency (FEMA) of the Department of Homeland Security (DHS) has been given the responsibility of administering almost all of the President’s Stafford Act authorities through other law, a series of Executive Orders, and a DHS delegation. FEMA has established the Public Assistance (PA) Grant Program by combining the authority of multiple sections of the Stafford Act. The PA Program provides financial grant assistance to states, tribes, and local communities both in the response to and recovery from significant disasters. Between FY2000-FY2013, the PA Program has provided $52.6 billion in grant assistance to help communities pay for an array of eligible response and recovery activities, including debris removal, emergency protective measures, and the repair, replacement, or restoration of disaster-damaged, publicly owned facilities and the facilities of certain private nonprofit (PNP) organizations. The authorities of the PA Program were most recently significantly amended by the Sandy Recovery Improvement Act (Division B of P.L. 113- 2, the Disaster Relief Appropriations Act, 2013; henceforth SRIA). For a brief legislative history of PA Program authorities, see Appendix A. This report provides background on key elements of the PA Program, such as the eligibility of applicants, the types of assistance available, and the methods FEMA uses for awarding grant assistance. Summary analysis of federal obligations for PA Program assistance is also provided along important variables, such as the distribution of federal obligations across the PA Program eligible categories of work assistance. The report concludes with discussion of several policy issues that Congress may wish to consider when evaluating the PA Program in the future, including considerations of significant prospective changes to the PA Program and the role of the PA Program in the context of other federal agency disaster assistance authorities

The solar wind structures associated with cosmic ray decreases and particle acceleration in 1978-1982

The time histories of particles in the energy range 1 MeV to 1 GeV at times of all greater than 3 percent cosmic ray decreases in the years 1978 to 1982 are studied. Essentially all 59 of the decreases commenced at or before the passages of interplanetary shocks, the majority of which accelerated energetic particles. We use the intensity-time profiles of the energetic particles to separate the cosmic ray decreases into four classes which we subsequently associate with four types of solar wind structures. Decreases in class 1 (15 events) and class 2 (26 events) can be associated with shocks which are driven by energetic coronal mass ejections. For class 1 events the ejecta is detected at 1 AU whereas this is not the case for class 2 events. The shock must therefore play a dominant role in producing the depression of cosmic rays in class 2 events. In all class 1 and 2 events (which comprise 69 percent of the total) the departure time of the ejection from the sun (and hence the location) can be determined from the rapid onset of energetic particles several days before the shock passage at Earth. The class 1 events originate from within 50 deg of central meridian. Class 3 events (10 decreases) can be attributed to less energetic ejections which are directed towards the Earth. In these events the ejecta is more important than the shock in causing a depression in the cosmic ray intensity. The remaining events (14 percent of the total) can be attributed to corotating streams which have ejecta material embedded in them

A comparison of green space indicators for epidemiological research

<p><b>Background</b> The potential for natural environments to be salutogenic has received growing interest from epidemiologists, but there has been no critical examination of the extent to which associations between green space and health might vary according to the indicator of green space coverage used.</p> <p><b>Methods</b> Three different indicators of green space coverage were derived for a set of 268 small areas in four cities within Britain. The indicators had different origins and provided a spectrum of sensitivity from larger spaces only, through to ambient greenery. Two indicators reproducible for anywhere in Europe were included. Agreement between the indicators on the quantity of green space in a small area, and their independent association with measures of mortality and self-reported morbidity, were compared.</p> <p><b>Results</b> Overall, the indicators showed relatively close overall agreement (all r2>0.89, p<0.001). However, agreement varied by level of area socioeconomic deprivation (p<0.001). The indicator that detected larger spaces only found less green space in areas of socioeconomic deprivation than the other two. Despite this difference, all indicators showed similar protective associations with the risk of mortality and self-reported morbidity suggesting that larger green spaces may be more important for health effects than smaller spaces.</p> <p><b>Conclusions</b> Associations between green space indicator and health were not sensitive to indicator origin and type. This raises the possibility of trans-European epidemiological studies. Larger green spaces may be the most important for health effects, but may also be less prevalent in more deprived areas.</p&gt

Unearthing learners’ conceptions of reflection to innovate business education for the 21st century

The development of learners’ capacities for critical reflection is an important learning outcome for 21st century business education. Theories suggest that a learner holds a particular orientation to reflection, and that this perspective will be influenced by his or her underlying beliefs. This, coupled with an increased focus on the student experience, personal development, and self-regulation in higher education, offers scope for considering instructional design from a second-order perspective, or in other words, from the student’s point of view. This study sought to understand: 1) the ways that business students orientate to reflection, 2) the different conceptions they hold of reflection, and 3) whether there is a relationship between the two. Reflective learning questionnaires were completed by 112 business students studying at the University of Northampton. Survey results showed that while the research instrument was a good fit for investigating orientations to and conceptions of reflection, there did not appear to be a correlation between the two. Learning analytics such as these will be useful for considering how the University can design more meaningful business curricula. However, the disconnect between conceptions of and orientations to reflection needs to be explored through further research

Perceptions of placement experiences of Early Childhood Studies students: the fluency of knowledge and skills

This paper discusses how academic support prepares undergraduate students for their workplace experience, involving cohorts of students from two universities in England, who offer an undergraduate level, three-year, Early Childhood Studies (ECS) degree. By adopting an interpretive approach, questionnaires were administered to the students concerned (n = 65), to seek their views and opinions on the placement experience. These were administered prior to them attending their first placement and then again on their return. The study found that students were more prepared than they originally perceived themselves to be when undertaking placement, and that a lack of confidence derived from fearing the unknown. The findings indicated that tutor and peer support were most valued as preparation tools and it is suggested that this support is a major factor in the confidence levels of students. This paper argues that the explicit knowledge gained from studying a degree course, and the tacit knowledge and skills that are gained through placement should be viewed as a combined approach rather than two separate entities which should, in turn, aid in confidence building. This is of significance both nationally and internationally for those who may be considering including a workplace experience within their programme