News- National Institute of Dance Medicine and Science

The NHS has opened the first injury clinic specifically for dancers.

http://www.bbc.co.uk/news/health-17846564

Also note on Dance UK website

http://www.danceuk.org/healthier-dancer-programme/healthier-dancer-programme-campaigns/national-institute-dance-medicine-and-science/

http://new.thebiggive.org.uk/projects/view/8874

APPENDICES!

An appendix is just a section a that send of a report that gives the reader supporting information and evidence to explain something summarised in the text.

They do not go in the word count.

Here are some websites explaining them and other aspects of report structures.

As is said at Napier University http://www2.napier.ac.uk/gus/writing_presenting/reports.html#basic

Appendices

Appendices are materials you have referred to which are not essential for the reading of the report, and which could distract the reader from its logic. However, they need to accompany it so the reader can refer to them. Examples are tables, graphs, statistics, diagrams, which have been mentioned in the report. Appendices are numbered, for referencing in the text.

http://library.bcu.ac.uk/learner/writingguides/1.02%20Reports.htm



In the text of the things we do for BAPP(Arts) we can use hyperlinks within the digital text as well as saying (Appendix A) or (Appendix 1) for important materials we want to add. After the References, the Appendices are labeled at the topi of the page with Appendix A and then extracts are presented on this page... remember you can add visual illustrations and elements - cite any sources using the Harvard style. Usually, you do not add appendices or supporting evidence unless there is a purpose for doing so - and this purpose needs to be explained in the text. Use them sparingly because the reader can get exhausted if there are too many (this is where digital hyperlinks can have more because they do not interrupt the reader's flow.

Remember to look at the learning outcomes

I am continuing to read some very good drafts and getting back feedback. Remember feedback happens all during the semester - so think back to what everyone has said to your about your work.


Please remember to look at the learning outcomes in the Module Handbooks as you finish your final drafts to submit - these are in paper copy to Trent Park address and to BAPP@mdx.ac.uk

ALSO another plea to send me drafts asap - as I will run out of time to read them and give feedback. We do not give written feedback the last week...

Nicole, who has now completed her work, said it was about 'stating the obvious' - try to get what you know out of your head and into the work being assessed. This is one of the biggest points that come up in tutorials.

ALSO yes label your work - digital copies and the paper copies. 


AND use Harvard referencing  - it is in the programme handbook - Harvard does not use footnotes.

http://libguides.mdx.ac.uk/content.php?pid=220238&sid=1828721

http://libweb.anglia.ac.uk/referencing/harvard.htm

http://unihub.mdx.ac.uk/Assets/hum.pdf

http://libguides.mdx.ac.uk/plagiarismreferencing


Get in touch if you have any questions.... 

Link to article on journal writing for uni/workplace practice

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1472640/

Advice on drafts and feedback process

I just went to my Birkbeck graduation today - good fun - and a great hat...

Harvard referencing is not a great mystery - it is in the programme handbook. As I have been saying to people - it is to give credit where credit is due - citations let people know the source of information - and to share with others - so they can look up the information you have briefly mentioned in whatever you are communicated OR to read the original source!

Look at the Module tabs for links to information about how to do things... If you want written feedback - you need to send in the things that will be assessed now - we have a lot to read and do not give written feedback in the last week. My best advice is to re-read the Module Handbook now - any questions - email phone or Skype your adviser.

ADDED - As the Addendum sheets points out the scheduled blog feedback - it is difficult for advisers to go to all the blogs now as they are giving written feedback - however - continue blogging and talk with peers!

What else - rewards to keep the panic attacks to a minimum. I usually have mini-panic attacks but the adrenaline helps me get things done. Caffeine works for me. Preparation.

I am reading things again on Thursday so will be getting back drafts asap. PLEASE everyone send in drafts by the end of the week. Get in touch after this to chat about the feedback if that is helpful.

I put up some info about re-enrolling and fees on the Libguide - but please concentrate on your studies now. I am getting information together about the new semester in the autumn and will be posting and sending out emails. Fees for this semester were due in January. If you have any other specific questions - please send me an email so that I can look into it.

Good luck with all the work - I have been reading some very interesting ideas.

Reminder to send me drafts!

I am doing written feedback for all modules - please get in touch for verbal feedback or send me the drafts for written feedback. Thanks everyone.

Time Berners-Lees speaks out about WWW

This is an audio file about the issue of the government having access to our www searches

http://www.bbc.co.uk/news/technology-17755902

Advice for the Module 2 Plan from Reader 6

p. 34 Reader 6 


The brief could include such information as:

• topic for the inquiry or the research problem
• research questions or hypotheses being explored
  
• background of research (context an purpose of the inquiry),
  
• explanations of the research approach or methodology - quantitative/qualitative/mixed,
  
• descriptions of the tools of inquiry undertaken during the module e.g. observations,
  sampling approaches used, methods - interviews, focus groups, or surveys, the literature
  that you sourced and reviewed
  
• description of the tools of inquiry to be used in the professional inquiry
  
• how you will handle the data and analyse the findings from the inquiry
  
• ethical considerations, aspects of validity and reliability of framework
  
• reflection from the learning process undertaken 
• timetable for the professional inquiry 
• the learning agreement with workplace signature where required
  
• the resources that you might need to carry out the inquiry
  

You might find other elements or artefacts that are necessary for the

planning of your professional inquiry... what have you accomplished and where do you need to go from here?

Has there been discussion within your SIG or your other networks that has influenced your thinking?

Theatre Survey for Practitioner - see link

Revisit the rewards bit in this previous blog...

MODULE 2 more about practitioner research...

p. 34 of Reader 6 talks about the things you need to consider to carry our practitioner research for your inquiry

A number of research books mentioned in this reader are useful to planning your

professional inquiry. The following list (indebted to Mason, 2002 and Bryman, 2008) is

indicative of the kinds of elements that are often found in proposals for practitioner

research. The brief could include such information as:

WORKING TITLE

• Explanation of the topic for the inquiry or the research problem WHAT ARE YOU DOING in the context of the Inquiry - is this research going to be carried out in conjunction with other training ? workshops? 
• research (inquiry) questions or hypotheses being explored
• background of research (context and purpose of the inquiry),
• explanations of the research approach or methodology - quantitative/qualitative/mixed,
• descriptions of the tools of inquiry undertaken during the module e.g. observations,
• sampling approaches used, methods - interviews, focus groups, or surveys, the literature that you sourced and reviewed WHAT DID YOU TRY OUT IN THIS MODULE THAT HAS INFORMED YOUR PLANNING?
• description of the tools of inquiry to be used in the professional inquiry
• how you will handle the data and analyse the findings from the inquiry
• ethical considerations, aspects of validity and reliability of framework
• reflection from the learning process undertaken (THIS IS IN CRITICAL REFLECTION ON BLOG and put into an Appendix of the Plan) 
• timetable for the professional inquiry
• the learning agreement with workplace signature where required (EMPLOYER SUPPORT FORM)
• the resources that you might need to carry out the inquiry (People, things, studio space, travel?)

Updates from Paula 2/4/12

Sorry to be late going over the blogs everyone - last week was a bit rushed. I had my own PGCHE APEL due on Pebblepad - an online eportfolio - interesting - but completing this took longer than I had anticipated!! Adesola and I also spoke about the course at the UALL WBL Network conference on Monday. I went to visit Southgate College on Wednesday...well the week just went!

I will be sending an email to everyone before I go on annual leave for Easter. I will be away form the 4th April and back on the 16th - but I will be looking at emails for urgent problems.

Please note many things are due coming up for draft feedback - that is - my feedback on your drafts.

also ... PLEASE comment on my blogs if they have been useful... or ask questions if not...   especially Module 3. I am trying to keep up with the SIGS - esp. LinkedIn.