How to Cite References - School of Geography

This is a quick guide for students to learn the appropriate Harvard referencing style in academic writing.

Academic Integrity Guidelines: School of Geography's Policy

The School of Geography's policy and requirements in dealing with matters related to academic integrity and plagiarism.

School of Mathematics Computing Guide

Guide for computing in the School of Mathematics. Intended for new staff and PG students. Originally written by Anton Prowse from a number of earlier documents.

Introduction to IT and basic facilites at WSA (Winchester School of Art)

Week 0 induction for all new WSA students. Includes Details on iSolutions, WSA Technical Services, Workshop and Studio Professional practice and some basic Health and Safety guidance.

Overview of the ECS School Ethics Committee

Describes the function and purpose of the ECS School Ethics Committee

What makes a good learning activity for school kids: examples from the MiGen project

Powerpoint describing good educational eactivities

Winchester School of Art PhD and MPhil applications guide

This document specifies the guidelines for all applications, recommending a well-structured 5-10 page proposal detailing the significance and relevance of the proposal, and how it fits into existing work. Candidates should note that we need to be sure we have expertise in the research area, and that the application process will normally require up to four weeks of referral to potential supervisors.

Winchester School of Art Research Centre Visiting Fellowships

This document details the type of aplication required for Visiting fellowships at the Research centre

Winchester School of Art Research Centre Members

A list of current members of the Centre

School of Physics and Astronomy Logo - Vector and Raster

Logo for the school of Physics and Astronomy in Inkscape SVG, PDF and high-resolution PNG format

Gender differences on sexual behaviour and school inputs: evidence from Bogota.

This thesis explores the correlation between school factors and the differentiated results on sexual behaviour between boys and girls in Bogota. A school stratified propensity score matching was performed to match each boy of the sample with the most similar girls in individual, household and school characteristics. A regression analysis was performed to estimate the correlation between the five school factors evaluated with four main outcomes: have had sexual intercourse, condom use in the last sexual intercourse, incidence of teenage childbearing and age at first intercourse. Boys - in relation to girls - begin earlier their sexual life, more of them reported have used condom in their last sexual intercourse and have a lower incidence of teenage childbearing. These differences are correlated with have reported the school as main source of knowledge about reproductive health and contraceptive methods, a larger proportion of teachers with a graduate or postgraduate degree, a larger proportion of teachers with a related pedagogy degree and to the average age of teachers in the school. The results suggest that the content of the message about sex that is delivered to girls at school is not complete or accurate and that the competences of the school teachers in charge of this task should be improved to reach equally boys and girls.

Working memory in school-aged children: Exhibition intervals and distracters effects in Memonum computerized test

This study assessed visual working memory through Memonum computerized test in schoolchildren. The effects of three exposure times (1, 4 and 8 seconds) have been evaluated, and the presentation of a distractor on the mnemonic performance in the test Memonum in 72 children from a college in the metropolitan area of Bucaramanga, Colombia, aged between 8 and 11 in grades third, fourth and fifth grade. It has been found significant difference regarding the exposure time in the variables number of hits and successes accumulated, showing a better mnemonic performance in participants who took the test during 8 seconds compared to children who took the test during 1 second; in addition, the presence of a distractor showed a significant difference regarding the strengths and successes accumulated. Such distractor is considered a stimulus generator interference that disrupts the storage capacity of working memory in children. Additionally, a significant difference was found with respect to the use of mental rehearsal strategy, indicating that participants who took the test in 4 and 8 seconds, respectively, assigned higher scores than children who took the test in 1 second. A long exposure time to stimuli during Memonum test increases the holding capacity. Also, the use of a distractor affects the storage capacity and this, at the same time, increases the school progression due to the use of mnemonic strategies that children use to ensure the memory of the numerical series