Assessing the changing flowering date of the common lilac in North America: a random coefficient model approach

A data set consisting of Volunteered geographical information (VGI) and data provided by expert researchers monitoring the first bloom dates of lilacs from 1956 to 2003 is used to investigate changes in the onset of the North American spring. It is argued that care must be taken when analysing data of this kind, with particular focus on the issues of lack of experimental design, and Simpson’s paradox. Approaches used to overcome this issue make use of random coefficient modelling, and bootstrapping approaches. Once the suggested methods have been employed, a gradual advance in the onset of spring is suggested by the results of the analysis. A key lesson learned is that the appropriateness of the model calibration technique used given the process of data collection needs careful consideration

ImpaCT2: learning at home and school: case studies

Strand 3 explored the nature of teaching and learning involving ICT in various settings, with a focus on the views of pupils, teachers, and parents. Working in 15 of the 60 schools selected for Strands 1 and 2, this project focused on: learning and teaching environments; learning and teaching styles; and the impact of networked technologies on the perceptions of teachers, managers, pupils and parents. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

Getting our hands dirty: why academics should design metrics and address the lack of transparency

Metrics in academia are often an opaque mess, filled with biases and ill-judged assumptions that are used in overly deterministic ways. By getting involved with their design, academics can productively push metrics in a more transparent direction. Chris Elsden, Sebastian Mellor and Rob Comber introduce an example of designing metrics within their own institution. Using the metric of grant income, their tool ResViz shows a chord diagram of academic collaboration and aims to encourage a multiplicity of interpretations