Occupational Therapy Students as Peer Assessors in Viva Examinations

This study was undertaken in order to evaluate the use of students as peer assessors, in collaboration with academic tutors, in the assessment of second-year viva examinations as part of a problem based learning occupational therapy curriculum. Data were collected from three consecutive cohorts of second-year students (N = 93), and an assessment was made of the reliability of the academic tutor marking, and the reliability of peer marking against the tutor marks. Results demonstrated that overall ratings of the viva examination performances given by the panel of assessors (two peer assessors and one academic tutor), were significantly correlated. On some occasions, such as the assessment of a borderline student, the ratings given were not as closely correlated. Some modifications of the examination process are suggested in order to optimise the reliability of the outcomes, but the study results lend support for the practice of peer assessment.     

Understanding the mechanisms of shaft deflection in the golf swing

An understanding of shaft dynamics during the golf swing was gained through a series of theoretical simulations, using a 3D forward dynamics model. By resolving the resultant force applied at the grip end of the club into a tangential and a radial (centripetal) component, the mechanisms of shaft deflection were quantified. It was determined that radial force plays an important role in producing the toe-down and lead-deflections recorded in all golf swings made with a driver. However, the simulations also revealed that the recoil of the shaft, from its previously toe-up and lag deflected position during the downswing (due to tangential forces), plays at least an equally important role in determining the position and orientation of the clubhead at impact. It was further demonstrated that, due to the influence of the radial force component, maximum kick velocity is reached after the clubhead has passed beyond the neutral shaft position.     

Sex Education: Challenges and Choices

Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the UK needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a particular view of personhood and moral literacy. We argue, however, that choice and the approach outlined must be located in the realities of young people’s lives.