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In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience.

This paper describes the implementation of an innovative approach to work-integrated learning using interdisciplinary projects within a university Faculty of Business. Further, it discusses the implementation of integrated and authentic assessments involving academic units in the marketing, urban planning and business communication disciplines. The authors reflect on issues involved with the introduction of interdisciplinary teaching and learning strategies, representing a shift from traditional silo approaches in tertiary education. The paper considers how a student-centered learning approach can support innovation in higher education. It highlights the importance of providing students with an integrated, "in situ" approach to learning within the context of their own learning institution. The paper concludes by asserting that universities can provide business students with authentic and relevant business problems, the opportunity to access the resources of the university and engage with staff and students across a range of disciplines to facilitate a project-based learning environment on-campus.

This exploratory research project characterised the degree of adoption of mobile learning devices among 149 fourth year pre-service teachers (PST) studying education. It also examined the impact of perceptions about possibilities and constraints in the adoption of mobile devices in schools. The findings reveal that pre-service teachers were generally at the fourth of a six-stage continuum of technological adoption that can be characterized as familiarity and confidence which was one level higher than academic staff. Some of those constraints appear to reside on equity issues, lack of mobile learning support resources, pedagogically unproductive use of mobile tools and student distractedness. Gender did not have a major impact on participants' opinions but access to a mobile tablet did.

A drive-level model for gated peak detection channels in the presence of off-track interference is presented. Input to the model can be digitized readback patterns from testers, disk drives, or recording process simulations. The model predicts bit error rate as a function of amplitude qualification threshold in the form of a threshold error rate (TER) plot. Data patterns are described which increase the likelihood of the three types of errors in gated peak detection disk drives: drop-ins, drop-outs and shifted bits. The importance of designing for drive-level performance, rather than component-level performance is discussed. Examples of using the model to determine design targets for head, media and channel parameters are given for inductive and magnetoresistive applications. The optimum design targets for some key parameters are found to change in the presence of off-track interference.

Author(s): Yalda Khosravi[sup.1] , Vellaya Rehvathy[sup.1] , Wei Yee Wee[sup.2] , Susana Wang[sup.3] , Primo Baybayan[sup.3] , Siddarth Singh[sup.4] , Meredith Ashby[sup.3] , Junxian Ong[sup.5] , Arlaine Anne Amoyo[sup.5] , [...]

Background Helicobacter pylori is a Gram-negative bacterium that persistently infects the human stomach inducing chronic inflammation. The exact mechanisms of pathogenesis are still not completely understood. Although not a natural host for H. pylori, mouse infection models play an important role in establishing the immunology and pathogenicity of H. pylori. In this study, for the first time, the genome sequences of clinical H. pylori strain UM032 and mice-adapted derivatives, 298 and 299, were sequenced using the PacBio Single Molecule, Real-Time (SMRT) technology. Result Here, we described the single contig which was achieved for UM032 (1,599,441 bp), 298 (1,604,216 bp) and 299 (1,601,149 bp). Preliminary analysis suggested that methylation of H. pylori genome through its restriction modification system may be determinative of its host specificity and adaptation. Conclusion Availability of these genomic sequences will aid in enhancing our current level of understanding the host specificity of H. pylori. Keywords: Helicobacter pylori, PacBio Single Molecule, Real-Time (SMRT) technology, Clinical H. pylori, Mice-adapted, Author(s): Yalda Khosravi[sup.1] , Vellaya Rehvathy[sup.1] , Wei Yee Wee[sup.2] , Susana Wang[sup.3] , Primo Baybayan[sup.3] , Siddarth Singh[sup.4] , Meredith Ashby[sup.3] , Junxian Ong[sup.5] , Arlaine Anne Amoyo[sup.5] , [...]

When on-track and in a linear region, SNR dominates the BER performance of the head, disk and channel. This paper presents a method for using head and disk spinstand measurements in a self-consistent SNR model including transition noise. Bench-level measurements with a hardware channel are used to understand the relationship between UBD, SNR and BER. Index Terms--Error statistics, magnetic recording, noise measurement, signal generators.

The article offers information on the work of planning educators using partnerships for education planning. Topics discussed include experiential learning partnerships in higher education planning programmes in New Zealand and Australia, the Westfield Action Research Project (WARP) partnership between the University of Sheffield's Department of Town and Regional Planning and resident-led group Westfield Big Local, and failure of a partnership.