A comprehensive WebCT integration system

Murdoch University, in collaboration with industry partners, has developed a sophisticated middleware application (WebCTMan) between WebCT and other corporate systems, such as the Callista student records system, the Concept 1 human resources system and Murdoch’s own authentication system. This presentation will describe the architecture and functionality of this system. The impetus for WebCTMan was to enable Murdoch to change its student records database with minimal impact on our WebCT installation. However, WebCTMan now gives us great flexibility in managing our WebCT installation, enabling us to manage courses across teaching periods, and upgrade easily. This paper describes the context in which this system was built and gives an overview of its architecture. Courses in WebCTMan can have a status of active (where student details are updated nightly), inactive (where all students are orphans), and static (where student accounts are valid but not updated). Tools are available to change this status, and easily activate and deactivate courses. Different versions of courses are maintained for each teaching period, resolving the problem of overlap between semesters, when some students still have deferred examinations after the start of a new semester. In addition to managing students, WebCTMan provides functionality to manage staff and courses. Staff can request courses to be created or cloned from other courses. They can also create their own guest accounts and allocate tutors and markers to courses, and download class lists. Operators can create or rename courses on demand, as well as changing the roles of staff, including primary and secondary designers. A subset of functions is available to helpdesk operators, who can lookup details of both students and staff within the system

Wide-angle flat field telescope

Described is an unobscured three mirror wide angle telescopic imaging system comprised of an input baffle which provides a 20 deg (Y axis) x 30 deg (X axis) field of view, a primary mirror having a convex spherical surface, a secondary mirror having a concave ellipsoidal reflecting surface, a tertiary mirror having a concave spherical reflecting surface. The mirrors comprise mirror elements which are offset segments of parent mirrors whose axes and vertices commonly lie on the system's optical axis. An iris diaphragm forming an aperture stop is located between the secondary and tertiary mirror with its center also being coincident with the optical axis and being further located at the beam waist of input light beams reflected from the primary and secondary mirror surfaces. At the system focus following the tertiary mirror is located a flat detector which may be, for example, a TV imaging tube or a photographic film. When desirable, a spectral transmission filter is placed in front of the detector in close proximity thereto

Contemporary medical television and crisis in the NHS

This article maps the terrain of contemporary UK medical television, paying particular attention to Call the Midwife as its centrepiece, and situating it in contextual relation to the current crisis in the NHS. It provides a historical overview of UK and US medical television, illustrating how medical television today has been shaped by noteworthy antecedents. It argues that crisis rhetoric surrounding healthcare leading up to the passing of the Health and Social Care Act 2012 has been accompanied by a renaissance in medical television. And that issues, strands and clusters have emerged in forms, registers and modes with noticeable regularity, especially around the value of affective labour, the cultural politics of nostalgia and the neoliberalisation of healthcare

Secondary school pupils' preferences for different types of structured grouping practices

The aim of this paper is to explore pupils’ preferences for particular types of grouping practices an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5,000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio-economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The paper considers whether there are other ways of achieving this avoiding the negative social and personal outcomes of setting for some pupils

Political brand identity: an examination of the complexities of Conservative brand and internal market engagement during the 2010 UK General Election campaign

This paper seeks to build an understanding of the importance of internal communications when building a strong political brand. Using Kapferer’s brand prism as a conceptual framework, the paper explores UK Conservative Party members’ attitudes towards the development of the Conservative brand as personified by David Cameron. There are clear implications for political strategists as the findings suggest that it is crucial to engage the internal market in the co-creation of the marketing communications strategy for as brand evangelists they interpret the brand promise at the local level

Stakeholder perspectives on new ways of delivering unscheduled health care: the role of ownership and organisational identity

<b>Rationale, aims and objectives</b>: To explore stakeholder perspectives of the implementation of a new, national integrated nurse-led telephone advice and consultation service (NHS 24), comparing the views of stakeholders from different health care organisations. <b>Methods</b>: Semi-structured interviews with 26 stakeholders including partner organisations located in primary and secondary unscheduled care settings (general practitioner (GP) out-of-hours co-operative; accident and emergency department; national ambulance service), members of NHS 24 and national policymakers. Attendance at key meetings, documentary review and email implementation diaries provided a contextual history of events with which interview data could be compared. <b>Results</b>: The contextual history of events highlighted a fast-paced implementation process, with little time for reflection. Key areas of partner concern were increasing workload, the clinical safety of nurse triage and the lack of communication across the organisations. Concerns were most apparent within the GP out-of-hours co-operative, leading to calls for the dissolution of the partnership. Accident and emergency and ambulance service responses were more conciliatory, suggesting that such problems were to be expected within the developmental phase of a new organisation. Further exploration of these responses highlighted the sense of ownership within the GP co-operative, with GPs having both financial and philosophical ownership of the co-operative. This was not apparent within the other two partner organisations, in particular the ambulance service, which operated on a regional model very similar to that of NHS 24. <b>Conclusions</b>: As the delivery of unscheduled primary health care crosses professional boundaries and locations, different organisations and professional groups must develop new ways of partnership working, developing trust and confidence in each other. The results of this study highlight, for the first time, the key importance of understanding the professional ownership and identity of individual organisations, in order to facilitate the most effective mechanisms to enable that partnership working

Changes in motivation as expertise develops: Relationships with musical aspirations

Recent models of musical motivation have recognised the complex interactions which occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) in enhancing or reducing motivation. Much previous research has been small scale and not taken account of long term musical aspirations. This article aims to address these issues exploring changes in motivation as expertise develops with a large sample of learners. A total of 3,325 young musicians, aged 6–19 playing a wide range of instruments participated. They represented nine levels of expertise ranging from beginner to higher education conservatoire entry level. Level of expertise was established in terms of the most recent graded independent instrumental examination taken. They were asked to respond to a series of statements on a 7-point Likert scale. The statements focused on well-established elements of motivation including: self-beliefs; enjoyment of musical activities; enjoyment of performance; level of support received from parents, friends and teachers; attitudes towards playing an instrument and perceptions of its value; and beliefs about the importance of musical ability. Participants were also asked to respond to statements about their long term musical aspirations. An exploratory factor analysis provided the basis for the development of a motivational scale which included five sub-scales: social support and affirmation; social life and the value of playing an instrument; enjoyment of performing; self-belief in musical ability; and enjoyment of instrumental musical activities. There were linear trends for each of the five sub-scales in relation to level of expertise with the exception of social support and affirmation. The five sub-scales collectively predicted a composite score relating to aspirations with a multiple R of .64

Are there gender differences in instrumental music practice?

This research aimed to consider whether there were gender differences in the amount of practice undertaken by boys and girls, the practice strategies adopted and motivation to practise. A sample of 2027 girls and 1225 boys aged 6-19 years, ranging in level of expertise from beginner through to conservatory entrance level, playing instruments representative of the classical and popular instruments played in the UK completed a self-report Likert scale questionnaire. There were no statistically significant gender differences in weekly practice time or motivation to practise. Factor analysis of statements relating to practice revealed seven factors. There were statistically significant gender differences in relation to the adoption of systematic practice strategies (girls were more systematic), concentration (boys perceived they had higher levels of concentration) and immediate correction of errors (girls reported more immediate correction). There were no statistically significant gender differences in relation to the organisation of practice, the use of recordings and a metronome, the use of analytic strategies, and the adoption of ineffective practice strategies although for this factor there was a statistically significant interaction between gender and level of expertise