Reflections on the Academic Policy Analysis Process and the UK Identity Cards Scheme

There is an increasing rhetoric from politicians for universities to become more involved in policy analysis and policy research. In this article, we reflect on our experiences of the analysis we conducted into the legislation to introduce biometric identity cards in the United Kingdom. We highlight how our work had direct consequences for the ongoing policy deliberation around this controversial piece of legislation. In particular, we highlight our role in the debate surrounding the government's figures for identity fraud and the concerns about the likely cost of the scheme to the government and taxpayer. We end the article by discussing some of the practical realities of such a foray into real politik.     

Literature Searching in Medical Education: Online Tutorial Development from Idea to Creation

The medical education literature is growing, and the result is not only greater knowledge, but an increasing complexity in locating quality evidence-based information. In 2008, eight librarians partnered with the Association of American Medical Colleges to research, conceptualize, and build an online module to develop medical educators’ search skills. Developing an online instructional module is a time-consuming, multi-stage process requiring the expertise of content, technical, and design specialists working in concert. Many lessons were learned, including the power of collaborative tools; the benefits of including specialists, such as graphic designers; the benefit of thoroughly surveying existing resources; and the importance of choosing technology wisely.     

Drawing on the Past: Reflecting on the Future

This paper examines the connections between the training models of late 19th century Schools of Design (Art) as exemplified by the first municipal School of Art (Margaret Street, Birmingham) and the current preparation of specialist teachers of Art and Design. A recurrent theme is the paradox of objective, measurable standards, pitted against notions of subjective independent learning, individual relevance and choice. Consistent with other papers from this author, the thrust of the perspective is questioning the compatibility of an examination–dominated agenda and opportunities for experimentation, creative risk taking and forms of supported, purposeful play. Continuing research explores the concept and purpose of drawing in an increasingly technological, global information society.     

EVINCE: The value of information in developing nursingknowledge and competence

The aims of the EVINCE research projectincluded examination of the impact of information on the clinical knowledge and practice ofnurses, midwives and health visitors. EVINCE (Establishing the Value of Information to NursingContinuing Education) was funded by the British Library R&D Department for 1 year, from 1November 1995 to 31 October 1996. The methods employed (based on those used in the Valueproject) included a critical incident type study to establish patterns of information need and useamong a random sample of nursing professionals. The nature of the impact of informationobtained on present and future competencies was assessed from a survey of the searches andrequests presented to library and information services. Nurses, midwives and health visitors didvalue the information (96% of respondents agreed that there was, or would be an effect onfuture practice through enhanced competence in one or more areas). The impact findings can beused to guide a more precise assessment of information needs.     

Phosphate loading and the effects on VO2max in trained cyclists

It is known that an increased level of red blood cell 2,3-diphosphoglycerate (DPG) shifts the oxyhemoglobin dissociation curve to the right, thus allowing a greater unloading of oxygen at the tissue level. It has been hypothesized that phosphate might help increase VO2max by increasing 2,3-DPG level. Eight trained cyclists underwent three cycle ergometer tests (control, placebo, and experimental) to determine whether phosphate ingestion had any positive effect on VO2max, time to exhaustion, serum 2,3-DPG, and serum phosphate levels. We found no change between the control, placebo, or experimental conditions in pretest serum phosphate levels, but we did find increases in 2,3-DPG levels in the phosphate condition (p less than .05), which suggests that even a small amount of phosphate could increase levels of 2,3-DPG. We also found significant differences in VO2max between the control (p less than .05) and placebo (p less than .02) conditions and also in time to exhaustion between the three conditions (p less than .05). We suggest that phosphate may have an ergogenic effect, but clearly more work needs to be undertaken to ascertain the amount of phosphate required and the magnitude of the effect.     

The Influence of Gender Differences on Story Retellings

The purpose of this study was to determine the differences between third and sixth grade female and male students when retelling orally a story read silently. The students' retelling of the story was analyzed by comparing how closely, both structurally and linguistically, they paralleled the T-units or communication units of the author. In general, female students performed significantly differently than did male students. The researchers examine these differences in light of recent research in the area of gender differences.     

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.     

The Shift from Teaching to Learning: Staff Recruitment and Careers Development Policies for the Universities of the Twenty‐First Century

This article examines some of the contextual factors underlying the move from teaching to learning in universities over the next two decades. It considers the major characteristics of and elements in emerging learning processes. It assesses the likely impact of the above on personnel policy and practice in universities and suggests some broader organizational issues for universities as a consequence of the analysis. The article draws on research conducted by the author for two recent international studies, sponsored by the Association of European Universities and UNESCO, and on perspectives derived from various strategic evaluation exercises undertaken under the auspices of CRE.