Plannning for Resort Regeneration: The role of the Olympic 2012 bid for Weymouth and Portland, Dorset

Events have become increasingly popular as tourist attractions, contributing to the opportunity for resort regeneration (Law, 1993). The ability to increase civic pride, community spirit and collective self-image through the hosting of events and the associated urban regeneration has only recently begun to be considered within the UK. This paper will analyse the potential participation of the various stakeholders in planning for resort regeneration. There needs to be three levels for successful tourism planning; national, regional strategic and local with all three levels being integrated to produce an adoptable strategic vision (Gunn, 1994). Feasibility studies should take a holistic approach, looking beyond the economic impacts and gather information regarding communities and special interest groups and if used effectively will develop good community relations, thereby overcoming objections (Getz, 1997). Furthermore, events should play a role in the destination tourism plan and that sound planning should accompany the pursuit of events rather than the irrationality often seen. The significance of events to schemes of urban regeneration has been recognised by the UK Government as seen in the £55m given to Manchester in 1994 to support its unsuccessful Olympic Bid but utilised for the hosting of the Commonwealth Games in 2002. This paper is based upon an MSc dissertation completed in 2004 for a Tourism and Planning Management Degree. The research was carried out in Weymouth and Portland, Dorset with the assistance of the Local Council, Chamber of Commerce, Sailing Authorities, Citizen’s Panel and individual citizens via questionnaires and interviews. The local council have drawn up comprehensive plans to ensure the potential hosting of the sailing element of the 2012 bid will have positive long-term legacies for the area. It is acknowledged that the area is in need of regeneration and a poll of residents had a 42% response rate. The local council recognise the significance of hosting festivals and events not only as generators of income but also as civic celebrations

Artist-Run Initiatives:Locating History in the Present

This paper considers the momentum of radicalism that was evident in the concerted efforts of artists who established ARIs as both a form of critique and pragmatism in the 1960s/70s. It then goes on to outline how the identity and role of ARIs has changed as expectations and practices have shifted by highlighting the contemporary situation of ARIs

Painting Not Painting

Exhibition text for SHINER at West Barnes Arts of the work of three artists Joe Cheetham, Callum Russell and Massimo Stenta

MATHEMATICS SUPPORT – ESSENTIAL AT THE BEST OF TIMES, CRUCIAL AT THE WORST OF TIMES

Mathematics and Statistics Support is essential in today’s higher education system. It gives students the guidance, expertise, skills, and the nurturing they need to be successful in their studies and beyond. It offers them opportunities to explore past their limits, self-motivate, self-assess, seek relevance, and ask questions. The Maths Hub at La Trobe University recently changed, as we all did, from predominantly face-to-face support to online support, almost overnight. This is our tale – how we transitioned from the vibrant, busy, demanding space to the online world. The advantages, the surprises, the incidents, the attendances, and the feedback, will be highlighted. Not only was the interaction and intimacy of one-to-one sessions successful, but also the increased engagement in the tailored cross-disciplinary modules that we offer. It is the worst of times, but it is also the best of times for creating innovative online opportunities, and it is changing times. But the thirst for mathematics and statistics support remains strong

Expanding and transforming the student learning experience through accessible, equitable and sustainable multi-disciplinary support initiatives

Relevant, tailored, subject support, and basic skills support, are vital components of a successful student learning experience, particularly for building confidence, competency, and good outcomes. Support that is easily accessible and conducted in a friendly, sensitive, equitable environment, encourages students to confront their concerns and improve their skills. What are the features that support needs to ensure an enhanced student learning experience? How can we appropriate and measure provision of support? And why is support necessary? This presentation discusses how a multi-disciplinary maths support model grew, developed, and led to successful student outcomes, and how the model was taken up elsewhere with similar positive effects. The introduction of a large support centre (the Maths Hub, La Trobe University) then opened the door to more specific subject support whilst including the ongoing basic skills support programs (Maths Skills Programs/ Maths Hub Modules). How the centre coped with the increased demand from new disciplines/subjects seeking support, and how feedback was monitored to ensure students enjoyed their support experiences, will be discussed.  Following on from the success of the Maths Hub, a Science Hub and a Coding Hub were introduced with similar design and delivery. How those adaptations were accomplished and sustained will also be discussed

Designing and expanding maths and science support for optimal student learning experiences in a changing environment

The changing educational environment has not only necessitated a relook at, and redirection of, how we deliver materials, but how we provide relevant and tailored support. Quality support is increasingly becoming a welcome resource for students who are now regularly relying on it to enhance their learning experiences. Students seek support for many reasons: to catch up, particularly when disrupted by work, illness, or other commitments; for background refreshment, particularly for mature age or under prepared students; for prompt answers to questions; for motivation and confidence; for successful outcomes.  A Maths Skills for Chemistry Program began in 2010 and its success initiated a suite of programs for other disciplines for students updating or learning mathematical skills. Currently 20 programs cover a variety of disciplines and evaluations show positive outcomes (Jackson, 2021; 2022; Jackson et al., 2014; Jackson & Johnson, 2013). The Maths Hub began in semester one 2018 to provide subject support for those utilising mathematics and/or statistics in their subject/s as well as background skills support. The Maths Skills Programs were updated and integrated into the Maths Hub site and renamed Maths Hub Modules. The Chemistry Hub was introduced in semester two 2018 and renamed the Science Hub in 2019 when more subjects joined. The Coding Hub was piloted in semester two 2019, with a full roll out in semester one 2020. Each Hub has an online site where students access help sessions and resources. Support is tailored for effectiveness and Hub coordinators liaise with subject coordinators to accommodate needs. This presentation outlines La Trobe’s support development and its impact. An Ethics approved study (La Trobe Ethics HEC 18043) analyses quantitative and qualitative data. Attendances and surveys inform us of student engagement and perceptions. Pre and post Maths Hub Module surveys provide insight into why students engage and how effective this is. Analysis of subject results shows groups of students within a subject who visit a Hub and/or engage in a Maths Hub Module have higher pass rates in their subject than those who do not, in almost all cases. Although students who attend support centres are often thought to be highly motivated or high achieving, we have evidence that students engaging in our Maths Hub Modules are mainly those with weaker mathematical backgrounds. This makes our results for module engagement pass rates even more compelling. Student feedback also tells us how helpful the Hubs have been to them, particularly for those struggling with their subjects. REFERENCES Jackson, D. C. (2021). Mathematics Support – Essential at the Best of Times, Crucial at the Worst of Times. International Journal of Innovation in Science and Mathematics Education, 29(3), 32-47. Jackson, D. C. (2022). Sustainable multi-disciplinary mathematics support. International Journal of Mathematical Education in Science and Technology, 53(6), 1343-1362. Jackson, D.C., Johnson, E.D. & Blanksby, T.M. (2014). A Practitioner’s Guide to Implementing cross-disciplinary links in a Mathematics Support Program. International Journal of Innovation in Science and Mathematics Education, 22(1), 67-83. Jackson, D.C. & Johnson, E.D. (2013). A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance. International Journal of Mathematical Education in Science and Technology, 44(6), 846-864

Detector Efficiency Limits on Quantum Improvement

Although the National Institute of Standards and Technology has measured the intrinsic quantum efficiency of Si and InGaAs APD materials to be above 98 % by building an efficient compound detector, commercially available devices have efficiencies ranging between 15 % and 75 %. This means bandwidth, dark current, cost, and other factors are more important than quantum efficiency for existing applications. This paper systematically examines the generic detection process, lays out the considerations needed for designing detectors for non-classical applications, and identifies the ultimate physical limits on quantum efficiency.Comment: LaTeX, 7 pages, 3 figure

Optical encryption interface

An analog optical encryption system based on phase scrambling of two-dimensional optical images and holographic transformation for achieving large encryption keys and high encryption speed. An enciphering interface uses a spatial light modulator for converting a digital data stream into a two dimensional optical image. The optical image is further transformed into a hologram with a random phase distribution. The hologram is converted into digital form for transmission over a shared information channel. A respective deciphering interface at a receiver reverses the encrypting process by using a phase conjugate reconstruction of the phase scrambled hologram

NUANCING THE DIFFERENCES BETWEEN MULTI-DISCIPLINE MATHS AND STATS SUPPORT IN A CHANGING ENVIRONMENT FOR STUDENT SUCCESS

In the predominantly online domain that we have transitioned into, it is crucial that students be keenly engaged and motivated, and not lose sight of their objectives, nor get disheartened. Appropriate and opportune support can be the difference between success and failure. It is vital that mathematics and statistics support blends well within subject environments to complement students’ learning experiences within disciplines. It should also be relevant to motivate student engagement. For student success within subjects that utilise mathematics and statistics in some way, such support needs to supplement curricula and complement it. This presentation discusses how mathematics and statistics support can transcend beyond the generic to distinguish and accommodate differences in support needs across disciplines, and present differing support programs that address differing requirements. Refinement of targeted support within disciplines can succeed in positive learning outcomes for various disciplines as evidenced by those engaging in tailored support from La Trobe’s Maths Hub and its support modules/programs. Nuancing the differences between the needs of diverse disciplines, combined with 9 to 5 one-to-one zoom support and online support modules/programs available for students to engage in 24/7, have combined to become the key to successful outcomes for those engaging in the support