A degree of employability: a research agenda towards curricula design

The challenge of providing commercial science and technology skills in an academic environment stimulates considerable debate, with industry suggesting it cannot be done. In investigating enhancing employability skills of STEM graduates many institutions are considering new initiatives and policies. This research works towards developing models to change practice in curriculum design by embedding industry frameworks. The application of SFIA in course design intends to improve the student journey from undergraduate to graduate to employee by incorporating skills and language required by professionals, into the heart of HE curricula. The paper reflects the efforts to meet these goals and sets out an agenda for research to identify the impact of the approach. A key deliverable is a transferable model for the development of fit-for-purpose academic curricula in HEIs, fully aligned with industry requirements and needs. The research progresses to clarify the impact and effectiveness of this approach

Turbidity influences individual and group level responses to predation in guppies, Poecilia reticulata

© 2015 The Association for the Study of Animal Behaviour. Increasing turbidity (either sedimentary or organic) from anthropogenic sources has significant negative impacts on aquatic fauna, both directly and indirectly by disrupting behaviour. In particular, antipredator responses of individuals are reduced, which has been attributed to a reduced perception of risk. Here, we explored the effect of turbidity on shoaling behaviour, which is known to carry important antipredator benefits, predicting that fish in turbid water should show reduced shoal cohesion (increased interindividual distances) and reduced responses to a simulated predatory threat. We explored both the individual and shoal level responses to a predation threat at four different levels of turbidity. At the shoal level, we found that shoals were less cohesive in more turbid water, but that there was no effect of turbidity on shoal level response to the predation threat. At an individual level, guppies in turbid water were more likely to freeze (rather than dart then freeze), and those that darted moved more slowly and over a shorter distance than those in clear water. Fish in turbid water also took longer to recover from a predation threat than fish in clear water. We suggest that because fish in turbid water behaved in a manner more similar to that expected from lone fish than to those in a shoal, the loss of visual contact between individuals in turbid water explains the change in behaviour, rather than a reduced perception of individual risk as is widely supposed. We suggest that turbidity could lead to a reduced collective response to predators and a loss of the protective benefits of shoaling

Method for continuous variation of propellant flow and thrust in propulsive devices Patent

Continuous variation of propellant flow and thrust by application of liquid foam flow theory to injection orific

Use of feed-forward mechanisms in a novel research-led module

I describe a novel research-led module that combines reduced academic marking loads with increased feedback to students, and allows students to reflect on and improve attainment prior to summative assessment. The module is based around eight seminar-style presentations (one per week), on which the students write 500-word ‘news & views’ style articles (short pieces highlighting new results to a scientific audience). Students receive individual written feedback (annotated electronically on the work), plus an indicative mark, on their first submitted report. For subsequent reports, only a subset is marked each week, such that each student receives feedback on two further submissions. Simultaneously, they have access to written feedback on their peers’ reports (a total of two reports per student enrolled on the module). Students are encouraged to read and apply the general and specific messages from all the feedback to their own subsequent work (using it as feed-forward). At the end of the module, students self-assess their eight submissions and select the two they believe are their best pieces to put forward for summative assessment. Combining data from three cohorts, student attainment increased throughout the module, with higher marks for the two chosen reports than for the two marked reports or their first report. Students selecting previously unmarked reports also showed a greater increase in their mark for the module than students selecting reports that had previously received a mark. Module evaluation forms revealed that the students found access to feedback on others’ work helpful in shaping their own assignments

Assessing the Readiness of Nairobi Deaf Youth to Accept a Best-practice HIV/AIDS Intervention

After nearly forty years of HIV/AIDS research in the global community, data on HIV/AIDS in the Deaf population is still disproportionately neglected. No surveillance system is in place to monitor prevalence, awareness or mode of HIV infection in the Deaf community. Additionally, prevention and education interventions have yet to be tailored to meet the specific needs of this highly vulnerable population. Purpose: This project attempted to assess the readiness of the Nairobi Deaf youth community to accept a best-practice HIV/AIDS intervention. The broad objective of this research was to assess HIV awareness, perceptions and behaviors of Deaf youth in regards to HIV/AIDS in Nairobi, Kenya. Method: This project used the snowball sampling method to conduct a survey using a combination of pre-coded, and open-answer questions conducted with 60 Deaf youth (18-35) in Nairobi, Kenya. Interviews included topics of HIV/AIDS knowledge, risk perception, and risk behaviors. Results: The Nairobi Deaf youth community is unequipped to accept a best practice HIV/AIDS intervention at this time. Efforts need to be made to increase risk perception and develop social support. Also, comprehensive prevalence research needs to be conducted in this population. Conclusion: Based on the data collected in this survey and a review of literature, a peer-led, extracurricular education campaign seems to be the most acceptable best-practice intervention for targeting Deaf youth. Additionally, a supplementary, video-based, multifaceted language component would be suggested

RATE OF LIQUID JET BREAKUP BY A TRANSVERSE SHOCK WAVE

Breakup of water jet by transverse shock wav

Interactive lectures: Clickers or personal devices?

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation

Ask a clearer question, get a better answer.

Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking skills require more effort than writing a descriptive essay. Here, we report that students who attended a freely available workshop, in which they were coached to pose a question in the title of their assignment and then use their essay to answer that question, obtained higher marks for their essay than those who did not attend. We demonstrate that this is not a result of latent academic ability amongst students who chose to attend our workshops and suggest this increase in marks was a result of greater engagement with ‘critical thinking’ skills, which are essential for upper 2:1 and 1st class grades. The tutoring method we used holds two particular advantages: First, we allow students to pick their own topics of interest, which increases ownership of learning, which is associated with motivation and engagement in ‘difficult’ tasks. Second, this method integrates the development of ‘inquisitiveness’ and critical thinking into subject specific learning, which is thought to be more productive than trying to develop these skills in isolation

Turbidity weakens selection for assortment in body size in groups

Prey animals commonly associate with similar-looking individuals to reduce predation risk, via a reduction in predator targeting accuracy (the confusion effect) and preferential targeting of distinct individuals (the oddity effect). These effects are mediated by body size, as predators often preferentially select large-bodied individuals, which are therefore at an increased risk within a group. The selection pressure to avoid oddity by associating with similar sized group mates is stronger for large individuals than small. This selection depends on the ability of both predators and prey to accurately assess body size and respond accordingly. In aquatic systems, turbidity degrades the visual environment and negatively impacts on the ability of predators to detect (and consume) prey. We assessed the effect of algal turbidity on predator–prey interactions in the context of the oddity effect from the perspective of both predator and prey. From a predator’s perspective, we find that 9-spined sticklebacks preferentially target larger Daphnia in mixed swarms in clear water, but not in turbid water, although the difference in attack rates is not statistically significant. When making shoaling decisions, large sticklebacks preferentially associate with size-matched individuals in clear water, but not turbid water, whereas small individuals showed no social preference in either clear or turbid water. We suggest that a reduced ability or motivation to discriminate between prey in turbid water relaxes the predation pressure on larger prey individuals allowing greater flexibility in shoaling decisions. Thus, turbidity may play a significant role in predator–prey interactions, by altering predator–prey interactions

'Selfish herds' of guppies follow complex movement rules, but not when information is limited

Under the threat of predation, animals can decrease their level of risk by moving towards other individuals to form compact groups. A significant body of theoretical work has proposed multiple movement rules, varying in complexity, which might underlie this process of aggregation. However, if and how animals use these rules to form compact groups is still not well under- stood, and how environmental factors affect the use of these rules even less so. Here, we evaluate the success of different movement rules, by comparing their predictions with the movement seen when shoals of guppies ( Poecilia reticulata ) form under the threat of predation. We repeated the experiment in a turbid environment to assess how the use of the movement rules changed when visual information is reduced. During a simulated predator attack, guppies in clear water used complex rules that took multiple neighbours into account, forming compact groups. In turbid water, the difference between all rule predictions and fish movement paths increased, particularly for complex rules, and the resulting shoals were more fragmented than in clear water. We conclude that guppies are able to use complex rules to form dense aggregations, but that environmental factors can limit their ability to do so