Reframing e-assessment: building professional nursing and academic attributes in a first year nursing course

This paper documents the relationships between pedagogy and e-assessment in two nursing courses offered at the University of Southern Queensland, Australia. The courses are designed to build the academic, numeracy and technological attributes student nurses need if they are to succeed at university and in the nursing profession. The paper first outlines the management systems supporting the two courses and how they intersect with the e-learning and e-assessment components of course design. These pedagogical choices are then reviewed. While there are lessons to be learnt and improvements to be made, preliminary results suggest students and staff are extremely supportive of the courses. The e-assessment is very positively received with students reporting increased confidence and competency in numeracy, as well as IT, academic, research and communication skills

Detector Description and Performance for the First Coincidence Observations between LIGO and GEO

For 17 days in August and September 2002, the LIGO and GEO interferometer gravitational wave detectors were operated in coincidence to produce their first data for scientific analysis. Although the detectors were still far from their design sensitivity levels, the data can be used to place better upper limits on the flux of gravitational waves incident on the earth than previous direct measurements. This paper describes the instruments and the data in some detail, as a companion to analysis papers based on the first data.Comment: 41 pages, 9 figures 17 Sept 03: author list amended, minor editorial change

Identifying student retention factors of a UK university using the concept of a learning community: a qualitative approach

The UK will need a skilled IT work force to maintain its position as a world leader in computing research and development. This study investigated the experience of learning communities amongst first year undergraduate computing students at a UK university. The concept of a learning community was used to examine its influence on student academic and social integration, the issues students need to overcome and the knowledge they need to acquire to become successful. A qualitative approach was employed using the ‘unfolding matrix’, which was completed during group interviews. The data analysis results revealed that learning communities critically affect students’ academic and social integration. Specifically, the importance of student support and guidance from academic staff was considered, as well as student relationships with other students and academic staff. Furthermore, developing a sense of personal awareness and the need to develop an effective academic skill-set to succeed were identified as critical