Global experience with electricity liberalisation

This paper examines global experiences with electricity liberalisation relevant to the new legislation on electricity passed by the Indonesian parliament in September 2009. It covers experiences in the UK, EU, USA and ten major developing economies. Finally, the paper comments on a number of the issues emerging from this survey, in particular the reliance on public finance for extensions to electricity networks, the advantages of public finance for cheaper capital and for developing renewables, and the comparative evidence on efficiency.

The varieties of student experience - an open research question and some ways to answer it

Based on meetings of the Society for Research into Higher Education’s Student Experience Network over the past three years, the genuinely open research question is posed whether there is one or more undergraduate student experience within English higher education. Answering this question depends on whether what is taught or what is learnt is examined. If the latter, then a unitary student experience can be said to exist only in the narrowest of normative senses. What undergraduates actually learn – defined in the widest sense – is the $64,000 question of research on the student experience. Various ways to answer this question are proposed, including using students to research students. Conceptual tools to apply to findings can be developed from youth studies and cognate disciplines, particularly in relation to student identities and aspirations. Lastly, these proposals are placed in the wider context of comparative models of the varieties of student experience, including those emerging in the UK’s national regions.

Student Experience of E-Learning (SEEL)

The Student Experience of E-Learning project (SEEL) was an institutional response to the university’s HEA/JISC Benchmarking exercise (Ryan and Kandler, 2007). The study had a social constructivist approach which recognised the importance of listening to the student voice (JISC 2007) within the University of Greenwich context, to interpret the student experience of e-learning. Nearly 1000 students responded to an online survey on their approaches to, and their use of, learning technology. The quantitative and qualitative questions used included identifying study patterns, using specific online tools, within the context of learning and beyond, and student’s attitudes towards using e-learning in their studies. Initially, individual responses to questions were analysed in depth, giving a general indication of the student experience. Further depth was applied through a filtering mechanism, beginning with a cross-slicing of individual student responses to produce cameos. Audio logs and individual interviews were drawn from these cameos. Analysis of the cameos is in progress but has already revealed some unexpected results. There was a mismatch between students’ expectations of the university’s use of technology and their experiences and awareness of its possible use in other contexts. Students recognised the importance of social interaction as a vehicle for learning (Vygotsky 1978, Bruner 2006) but expressed polarised views on the use of social networking sites such as Facebook for e-learning. Their experiences in commercial contexts led them to see the university VLE as unimaginative and the tutors’ use of it as lacking in vision. Whereas analysis of the individual questions provided a limited picture, the cameos gave a truer reflection of the students lived experiences and identified a gulf between the university’s provision and the students’ expectation of e-learning and their customary use of technology. However it is recognised that the very nature of an online survey necessarily excludes students who chose not to engage, either through lack of skills or through disillusionment and this would constitute a separate area for study.

Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance

The purpose of this article is to gain an insight into the effects of practicing short, frequent,and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardized control trial with two groups of secondary school pupils. The study shows that while performance is not affected by these embedded “reflection rituals,” they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions.

Effects Of Temperature And Salinity On Oxygen-Consumption And Nitrogen-Excretion In Thais (Nucella) Lapillus (L)

The 2-wk TLm of stepwise-acclimated Thais lapillus (L.) (>20 mm long) was 14.2–16.2%. salinity (S) at 5, 10, 15, and 20°C. The same TLm occurred at 10 °C after direct transfer of snails to the final salinity but stepwise-acclimated small snails (<20 mm) tolerated a significantly lower salinity (12.7%. S). Oxygen consumption rates () fit the allometric equation . Salinity and temperature had a significant effect on , which was highest at 30%. S and depressed at 17.5%. S and at 5°C. Ammonia excretion rates fit the allometric equation . Both salinity and temperature affected . Ammonia excretion was significantly lower at 17.5 %. S than at higher salinities at 10, 15, and 20°C, but did not vary as a function of salinity at 5°C. Primary amines were lost from snails under all conditions without any obvious relationship with temperature or salinity. Primary-amine loss, expressed as a percentage of , was significantly higher at 17.5 %. S than at higher salinities. Oxygen : nitrogen ratios ranged from 4.2–15.6, indicating protein was the primary metabolic substrate, and were highest at 15 °C and lowest at 5 °C. Snails withstood 89 days starvation without mortality at 10°C. Oxygen consumption of snails declined by 28% during starvation due to a 37% decline in dry weight; consequently, weight-specific respiration rate increased by 17%. The intercept (a) for the allometric equations did not change during starvation. Ammonia excretion increased during starvation, and primary-amine loss increased until Day 21, then declined. Oxygen: nitrogen ratios declined from 14 to 8, indicating an increased catabolism of protein during starvation.

Responses Of Mytilus-Edulis L To Low Oxygen-Tension - Acclimation Of Rate Of Oxygen-Consumption

1. Mytilus edulis acclimated its rates of oxygen consumption when maintained at reduced oxygen tensions for periods in excess of five days. 2. Acclimation was complete down to approximately 55 mm Hg PO2 at slightly lower oxygen tensions (51, 49 and 43 mm Hg) acclimation was complete in one experiment and partial in two others. 3. The capacity to acclimate oxygen consumption was not affected by a reduction in ration nor by an increase in temperature (10 to 22 °C). 4. Mussels that were acclimated to reduced oxygen tension (40–80 mm Hg), and then exposed to P O 2 of less than 20 mm Hg for two or five hours, had depressed rates of oxygen uptake when subsequently “recovered” to 40–80 mm Hg. 5. These results are discussed in the context of biochemical studies of anaerobic metabolism in mussels from the same experiments.