44 research outputs found
Logging student answer data in CALL exercises to gauge feedback efficacy
No full textAn important advantage of online assessment work is that answer data can be easily stored and later analysed with a view to establishing the efficacy of the assessment methodology. A 5-year study of the effectiveness of online grammar exercises has been carried out at the University of Kent. The exercises featured require input in the form of whole sentences (since this is a more authentic test of language skills than single word input or multiple choice). Error feedback is generic (indicating where errors have occurred) rather than specific (indicating the exact nature of the errors) because the error-diagnosis system has been designed to be completely language independent. The study aimed to gauge whether this type of feedback is effective - in terms of enabling students to:
· identify the types of mistakes in their input;
· rectify the mistakes;
· learn from the mistakes and apply that learning to subsequent problems
There was initial concern that the generic feedback might not provide enough detail to enable users to understand and correct their errors - however extensive use by the University's Spanish department has shown that this type of mark-up is very effective. Chapelle (1998) stresses that it is important for learners to be given the opportunity to correct their linguistic errors. Users of this system, having failed to answer a question correctly on their first attempt, are permitted a second attempt. It is abundantly clear from the logged data that where users make mistakes in their first attempt (and they generally do since the material is designed to be testing), there is almost always a significant improvement in attempt two. This alone would be enough to show that the feedback mode is effective. However this was not enough to prove the pedagogical efficacy of this means of exercise presentation. Therefore more detailed analysis was performed. Over several years of trials more than 100,000 answers have been logged and every answer has been analysed. It can be shown that, for well-designed exercises, as students progress through an exercise they improve in three ways:
· more questions are answered correctly on the first attempt;
· overall questions scores (i.e. the average of 1st and 2nd attempts at questions) improve;
· thinking time for formulating answers decreases
The degree of increase in accuracy and decrease in thinking time is exercise-dependent, but the overall picture shows clearly that the generic, language-independent feedback is indeed effective. Moreover, it is easy to identify poorly designed exercises since they do not exhibit the characteristics listed above
Do UK based weight management programmes cause weight loss maintenance in adults? A systematic review
No full textThe aim of this dissertation was to examine whether UK based weight management programmes promote weight loss maintenance (follow up of 12 months to assess effectiveness of intervention in weight loss) in adults through the process of a systematic review. The World Health Organisation (WHO) has described obesity as a "global epidemic". Weight management comprises two phases; weight loss and weight loss maintenance. The latter phase is the true goal for obesity and the most difficult element of weight management to achieve. However much less is know about this as compared with the weight loss phase. There is little purpose in committing time and money to reducing obesity if the weight is regained. This is counter-productive and weight loss maintenance is essential to combat the obesity epidemic. Searches were made for relevant information from a variety of scientific online databases and journals,. Seven articles met the inclusion criteria and were analysed in the review. All studies incorporated a multi-component (diet, exercise, behaviur modification) intervention approach. All control and internvetion groups reported weight loss at 12 months when compared with baseline. All groups recieved an intervention. One study reported a significant difference (P<0.05) between groups. Four studies reported on at least one component (diet, physical activity, behaviour modification) however there was not enough information to conclude whether they complied with national guidelines (NICE CG43 and SIGN 115). High attrition rates and loss to follow up are problematic for each study except one. Analysis on an intention to treat basis was common however this is problematic and there are alternative methods which may be more suitable for dealing with missing data
Providing effective feedback on whole-phrase input in computer-assisted language learning
No full textAn important advantage of online assessment work is that answer data can be easily stored and later analysed with a view to establishing the efficacy of the assessment methodology. A 5-year study of the effectiveness of online grammar exercises has been carried out at the University of Kent. The exercises featured require input in the form of whole sentences (since this is a more authentic test of language skills than single word input or multiple choice). Error feedback is generic (indicating where errors have occurred) rather than specific (indicating the exact nature of the errors) because the error-diagnosis system has been designed to be completely language independent. The study aimed to gauge whether this type of feedback is effective in terms of enabling students to:
· identify the types of mistakes in their input
· rectify the mistakes
· learn from the mistakes and apply that learning to subsequent problems
There was initial concern that the generic feedback might not provide enough detail to enable users to understand and correct their errors however extensive use by the Universitys Spanish department has shown that this type of mark-up is very effective. Chapelle (1998) stresses that it is important for learners to be given the opportunity to correct their linguistic errors. Users of this system, having failed to answer a question correctly on their first attempt, are permitted a second attempt. It is abundantly clear from the logged data that where users make mistakes in their first attempt (and they generally do since the material is designed to be testing), there is almost always a significant improvement in attempt two. This alone would be enough to show that the feedback mode is effective. However this was not enough to prove the pedagogical efficacy of this means of exercise presentation. Therefore more detailed analysis was performed. Over several years of trials more than 100,000 answers have been logged and every answer has been analysed. It can be shown that, for well-designed exercises, as students progress through an exercise they improve in three ways:
· more questions are answered correctly on the first attempt
· overall questions scores (i.e. the average of 1st and 2nd attempts at questions) improve
· thinking time for formulating answers decreases
The degree of increase in accuracy and decrease in thinking time is exercise-dependent, but the overall picture shows clearly that the generic, language-independent feedback is indeed effective. Moreover, it is easy to identify poorly designed exercises since they do not exhibit the characteristics listed above
Behavioural ecology of white sharks carcharodon carcharias in False Bay, South Africa: towards improved management and conservation of a threatened apex predator
No full textIncludes bibliographical references.The coastal waters off South Africa support a significant proportion of the global white shark population, with at least four well-established coastal aggregation sites. How critical these sites are to the southern African and hence global white shark population depends to a large extent, on their levels of residency a nd site fidelity, in relation to potential threats. Here, I attempt to provide such data by studying the annual and seasonal presence of white sharks in False Bay. From 1 April 2004 - 31 December 2007, a total of 68 (46 female, 22 male) sharks, ranging in length from 1.7 to 5 m, were tagged with acoustic transmitters and monitored on an array of 30 receivers, distributed along the Inshore region of False Bay and at Seal Island, for a maximum of 1349 days. I used generalized linear mixed effects models to investigate the effects of season, habitat type, sex, size and time of day on shark presence. Most tagged sharks were immature animals, some of which were detected in the Bay in all months and across all years. In autumn and winter, males and females aggregated around Seal Island, where they fed predominantly on young-of-the-year seals. Sharks, regardless of sex or size, over-dispersed on the South side of the Island at sunrise, where the probability of encountering predator-naïve seals was highest. Shark presence at Seal Island mirrored the spatial distribution of predation around the Island, which was highest on the South side within 400 m of the Island, and at sunrise. In spring and summer, there was marked sexual segregation in presence, with females frequenting the Inshore areas and males seldom being detected in the Bay . Within the Inshore region, female white sharks showed a preference for beach, compared to rocky, mixed and harbour habitats. The preference for beach habitat likely reflects a combination of high prey availability, in addition to an open habitat suitable for detecting and securing prey. Overall, the results confirm False Bay as a critical area for white shark conservation as both sexes, across a range of sizes, show high levels of fidelity to the Bay
How Can International Staff Exchange be Implemented as Part of the Execution of an Internationalisation Strategy in UK Higher Education? The Case of a Strategic Entrepreneur
No full textThis work constructs a bridge across the "knowing-doing gap" of international staff exchange: the gap between strategy formulation and its execution within the constraints of a post-1992 university business school in the UK. It goes beyond the common, well-intentioned and yet vague statements involving the "encouragement" of international staff exchange to propose a model of execution through strategic entrepreneurship.
The promotion of international staff mobility is a founding principle of the "Bologna Process", designed to create a converged system of higher education across Europe. Many UK "new" (ie post-1992) universities are engaged in the development of internationalisation strategies which include staff exchange. Meanwhile, the failure to execute strategy is increasingly acknowledged as a major problem in organisational performance.
Using a first-, second and third-person Insider Action Research (AR) approach, the author initiated, planned, organised and implemented an international staff exchange between universities in the UK and France. Data generated were subjected to a double process of analysis in order to construct the new model. A policy of "subjectivity with transparency" and transcontextual credibility throughout enables the reader to judge transferability. Duality is the nature of this "bridge" and the simplistic transplant of the expatriation policies of commercial organisations is avoided. Concepts from the theoretical literature in three domains - strategic management and entrepreneurship in higher education, internationalisation of higher education and strategy execution through strategic entrepreneurship - are combined with the research analysis to propose that "strategic entrepreneurs" can execute the riskier elements of an internationalisation strategy, such as staff exchange. Members of the creative class, strategic entrepreneurs are attracted and motivated by the foundation of a diverse environment and entrepreneurial culture promoted by a university's values-driven, holistic approach to internationalisation. Their autonomous strategic behaviour must be facilitated by an execution-focussed organisational architecture. In a university, the overall approach to staff exchange should combine central and local (school-based) functions and resource both to develop strategic initiatives and to exploit tactical opportunities.
This work broadens AR from education into strategic management, specifically linking the areas of strategic execution and strategic entrepreneurship
Helping Families Change Childhood Obesity
No full textThe prevalence of childhood obesity is increasing at an alarming rate and is implicated in the onset of serious and life threatening health problems of both a physical and psychological nature. The current research comprised of three main components. Firstly, the reliability of a readiness to change questionnaire was examined, which had been completed by parents of obese children enrolled in the Bodywise childhood obesity programme. Secondly, an analysis of outcome data from 36 families who completed the above programme was also undertaken in order to determine if the data identified their stage of change, as defined by the questionnaire Thirdly, four semi-structured interviews were conducted with families involved with the Bodywise programme. These parents provided information related to their experiences of lifestyle change, including what initiated change, what assisted change, and what barriers to change they had encountered. Findings revealed that in accordance with the transtheoretical model the readiness to change questionnaire was a reasonably reliable instrument for indentifying parents' readiness to change their child's eating patterns and physical activity levels. Analysis of the outcome data from the 36 families revealed individuals in the action stage of change for both eating and physical activity made more rapid change at the outset of the programme than individuals in earlier stages of change. In addition, information derived from the interviews with families identified several promoters and barriers to change, many of which were similar across families. Until now no studies have examined the application of the transtheoretical model to an intervention for childhood obesity. Previous research has shown support for the model's use with other health problems. Overall this study lends support for the utility of the transtheoretical model in childhood obesity intervention
Access to electronic information resources: their role in the provision of learning opportunities for young people. A constructivist inquiry
No full textThis PhD study was designed to answer the question; does access to electronic information resources have a role to play in breaking down barriers to learning encountered by young people? If so, how does it, why does it and what are the circumstances which influence this role? The answers would then provide a deeper understanding of the use of these resources. This is a constructivist inquiry; sixteen young people aged 13-14 years were selected using snowball sampling to provide maximum variation. Emergent design was a feature of the research model and due to the uniqueness of this approach in Library and Information Science, in depth discussion of the research model is included in this thesis. Prolonged engagement with the sixteen participants using data collection methods such as in-depth interviews, observations, logs, and document analysis created ‘rich pictures’ of the individuals in the form of holistic case studies. These case studies were used as the basis of a cross-case analysis in order to provide for transferability of case, based on contextual applicability and to generate a theory grounded in the data from cross-case themes as they emerge. This study has produced a model of learning opportunities based on tangible and perceived affordances. This model was then used to structure the variables identified as significant to the role of electronic information resources in the provision of learning opportunities. A framework of potential learning opportunities in the electronic information environment has resulted which identifies the tangible variables such as availablity and accessibility of technogies and perceieved variables such as motivation, interaction. These vairables impact on affordances of electronic information resources on learning opportunites
Genetic risk and a primary role for cell-mediated immune mechanisms in multiple sclerosis
No full textMultiple sclerosis is a common disease of the central nervous system in which the interplay between inflammatory and neurodegenerative processes typically results in intermittent neurological disturbance followed by progressive accumulation of disability. Epidemiological studies have shown that genetic factors are primarily responsible for the substantially increased frequency of the disease seen in the relatives of affected individuals, and systematic attempts to identify linkage in multiplex families have confirmed that variation within the major histocompatibility complex (MHC) exerts the greatest individual effect on risk. Modestly powered genome-wide association studies (GWAS) have enabled more than 20 additional risk loci to be identified and have shown that multiple variants exerting modest individual effects have a key role in disease susceptibility. Most of the genetic architecture underlying susceptibility to the disease remains to be defined and is anticipated to require the analysis of sample sizes that are beyond the numbers currently available to individual research groups. In a collaborative GWAS involving 9,772 cases of European descent collected by 23 research groups working in 15 different countries, we have replicated almost all of the previously suggested associations and identified at least a further 29 novel susceptibility loci. Within the MHC we have refined the identity of the HLA-DRB1 risk alleles and confirmed that variation in the HLA-A gene underlies the independent protective effect attributable to the class I region. Immunologically relevant genes are significantly overrepresented among those mapping close to the identified loci and particularly implicate T-helper-cell differentiation in the pathogenesis of multiple sclerosis
An annotated bibliography of tax compliance and tax compliance costs
No full textAn annotated bibliography of tax compliance and tax compliance costs.tax; tax compliance; compliance costs; bibliography; tax evasion; tax avoidance; auditing; tax simplification
Disciplining the Spectator: Subjectivity, the Body and Contemporary Spectatorship
No full textIn this thesis the author argues that although questions of the spectator’s corporeal engagement with film are much neglected by film theory, the body is nevertheless a central term within contemporary cinema, in its mode of address, as a locus of anxiety in media effects debate, and as site of disciplinary practices. And while the thesis begins by demonstrating both the socially and historically constructed nature of spectatorship, and the specific practices that work to create contemporary cinema’s corporeal address, the latter half of the dissertation devotes itself to revealing the regulatory implications of this physical address. That is, the author shows that cinema’s perceived capacity of affect the body of the spectator is a profound source of cultural anxiety. But more importantly, through an analysis of the films Funny Games, Irréversible, Wolf Creek, and the genre of ‘torture porn’ more generally, what is revealed in these final chapters is that the regulation of cinema in the contemporary era is less a question of the institutionalised censorship of texts, and more a question of regulating the ‘self’. In this respect, the author demonstrates the specific disciplinary practices that attempt to present the problem of violent, and sexually violent, imagery not as a textual issue per se, but a question of the formation of appropriate spectatorial relations. Moreover, this study begins the process of teasing out the ways in which the contemporary spectator is induced to see the problem of media violence as one that can be resolved through what
Foucault would term, techniques of the self
