Laplace Transforms Without Integration

Calculating Laplace transforms from the definition often requires tedious integrations. This paper provides an integration-free technique for calculating Laplace transforms of many familiar functions. It also shows how the technique can be applied to probability theory.     

Development of the Nine-Ball Skills Test to discriminate elite and high-level amateur golfers

Currently, there is a lack of appropriate skill assessments available for use in golf. The aim of this study was to examine the discriminative validity and the test-retest reliability of the newly developed "Nine-Ball Skills Test". Participants of two ability levels (elite, n = 14; high-level amateur, n = 16) each hit nine golf shots of differing combinations of trajectory (straight, fade, draw) and height (normal, high, low) at an individually determined target area. Each shot was scored on its percent error index from the target and whether it achieved the maximum height as required. Participants completed the test twice using a 5-iron club. The elite group scored significantly higher (P < 0.05) than the amateur group for both the first and second rounds of the test as well as the combined scores. The between-round test-retest reliability was deemed to be not acceptable, thus we propose that the test's protocol should include use of the two rounds as standard. Due to the importance of ball striking and flight control to performance in golf, the Nine-Ball Skills Test is appropriate for providing a measure of this skill component in elite and high-level amateur golfers.     

Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning

This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment.     

Development of shared vision: Lessons from a science education community collaborative

This is a qualitative case study of a collaboration among multiple stakeholders in science education who came together in order to create environmental field trips and the surrounding classroom curriculum. The collaboration involves 4 major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The data were collected by means of observation, semi‐structured interviews, and written document review. This study examines how shared vision developed within the collaboration, the roles the participants played in its evolution, and how this process benefited both the collaboration and each individual collaborator. Several factors significantly affected the progress towards a shared vision and a successful collaboration including time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 681–705, 2007