��I WAS TOLD IT WAS GOING TO BE HARD WORK BUT I WASN��T TOLD IT WAS GOING TO BE THIS MUCH WORK��: THE EXPERIENCES AND ASPIRATIONS OF UNDERGRADUATE SCIENCE STUDENTS

The recruitment and training of scientists is an area of international concern. Much of the research and policy focus around this issue in the UK has been on how science is taught in schools and in particular on the structure of the school science curriculum. Much less attention has been devoted to the undergraduate student experience and the trajectory that learners take which can lead to higher education and into careers as professional scientists and technicians. This paper reports the findings from a comparative study of the experiences and aspirations of almost 1,000 art and science undergraduates studying at 6 elite British universities. There is no evidence to suggest that undergraduate scientists are put off a career in the science, technology, engineering and mathematics field, although theirs is arguably a less positive experience than that of their peers who study arts subjects. Most science undergraduates have clear career aspirations which are largely linked to remaining in the field and often involve further study. For many, these aspirations lead them towards the applied sciences and away from a career in ‘pure’ research or academia.     

Rights not restrictions for learning disabled adults: a response to Spiecker and Steutel

What follows is a response to an article by Spiecker and Steutel in which they pose the question of whether sex between people with "mental retardation" (sic) is morally permissible and in which they argue that since many such people cannot give "valid consent", the additional consent of caretakers may be required. However, we argue that the term "mental retard" is offensive and that either the UK terminology ("the learning disabled") or the internationally accepted term ("intellectually disabled") are more acceptable. Moreover, we point out that Spiecker and Steutel are mistaken. Many "learning disabled" people can and do give "valid consent". In any case, their question is itself dubious. Why should two learning disabled people who want to have sex together need anyone else's consent? In addition, we briefly address the rights of the learning disabled to the same sexual freedom as others, on the one hand, and to freedom from sexual exploitation on the other hand. Finally, we consider the implications of these issues for moral education. We suggest that carers need to develop empathy and, where necessary, advocacy skills. We point to the existence of training programmes on sexuality and protection issues.     

Joseph McCabe: A Forgotten Early Populariser of Science and Defender of Evolution

Joseph McCabe (1867–1955) was one of the most prolific and gifted polymaths of the twentieth century. Long before such a thing was thought respectable, and almost a century before any university established a chair in the public understanding of science, McCabe made a living as a populariser of science and a critic of philosophical and religious obscurantism. Through the first half of the twentieth century he wrote countless cheap and widely distributed books and pamphlets for those whose thirst for knowledge exceeded the money or time they could devote to such pursuits. This article will detail, and give some assessment of, McCabe’s career as a populariser of science and expositor of evolutionary theory and its philosophical, religious and cultural ramifications.     

Current awareness in the new millennium: RSS

Keeping current is essential for both patrons and librarians in the health sciences. We receive electronic and photocopied tables of contents. We subscribe to relevant mailing lists, newspapers and magazines. We review Web sites, books and journals. Our desks are littered with current awareness items that more often get old than read. RSS or "Really Simple Syndication' is a means of organizing and simplifying current awareness efforts. Using RSS feeds from a variety of sources along with aggregator software, librarians can keep up-to-date without the clutter. This article will provide a starting point from which to take advantage of RSS and continue the process of active learning.     

Regionally asymmetric knowledge capabilities and open innovation: Exploring ‘Globalisation 2’—A new model of industry organisation

This paper proposes to review and assess social scientific debate about the origins and nature of innovation in modern society. It focuses on three sub-sets of conceptualisation, critique and commentary that refer specifically to sub-national or regional innovation systems. Research in the latter field has grown enormously in recent years. Moreover, new perspectives from other disciplines than regional science have been promoted. One distinctive view of relevance in that it is focused on the role in innovation of specific ‘entrepreneurial universities’ in relation to industry and government is, of course, the ‘Triple Helix’ approach. This is reviewed and sympathetically critiqued. A second view, less sympathetically critiqued here, is one that itself attacks all so-called ‘new regionalism’ for stressing the importance of institutions, industry embeddedness and the micro-science of regional economic development. Dazzled by ‘Globalisation 1’ and the totalising power of ‘scale’ geographies, this rejection of the worth of spatial analysis at less than the global or national ‘scalar envelope’ is assessed for its potential insights into weaknesses of the regional innovation systems approach but found wanting in both technical accuracy and scholarly competence. Finally, the state of the art in regional innovation systems research is sketched by reference both to recent longitudinal findings and elaborations into specific technological fields, particularly but not only Bioregional Innovation Systems that help move us towards a newer theory of economic geography in the knowledge economy, based on ‘regional knowledge capabilities.’ The analysis conclusively proposes ‘Globalisation 2’, a ‘ground-up’ knowledge-driven evolution of the earlier ‘top-down’ multilateral trade institution and corporately driven ‘Globalisation 1.’     

Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.”     

A robust approach for mapping group marks to individual marks using peer assessment

Group work can form a substantial component of degree programme assessments. To satisfy institutional and student expectations, students must often be assigned individual marks for their contributions to the group project, typically by mapping a single holistic group mark to individual marks using peer assessment scores. Since the early 1990s, various mapping methods that use self- and peer ratings have been developed. They are based on (normalised) individual weighting factors, partial scaling of the group mark, inter-rater agreement corrections or parabolic functions. We show that no single existing method can be successfully applied to most practical peer assessment scenarios such as different marking scale interpretations, intra-group ranking errors, biased free-riders and marks exceeding 100%. We present a combined analytical mapping method that incorporates the benefits of existing mechanisms, but alleviates their weaknesses with minimum computational effort and tutor input. The robustness of the method is illustrated through problematic assessment examples and empirically evaluated in multiple group work environments involving a total of 243 students and five different disciplines.