The present study examined the relationship between cardiovascular (CVS) response and speech among air traffic controllers (ATCs). During two one-hour work sessions continuous EKG, ear pulse, and audio recordings were obtained individually from 24 male ATCs. In one session the controller actively controlled aircraft, while in the other he worked in a support/coordinator position. Session time in both conditions was partitioned on the basis of audio recordings into four mutually exclusive activities: Radio/Phone Talk, Radio/Phone Listening, Casual Talk, and Silence. Change in cardiovascular response pattern as a function of these activities, as well as the influence of a series of moderator variables on cardiovascular response, was assessed by examining heart rate (HR) and the EKG R-wave to ear pulse interval (RPI) relative to a pre-session baseline. The RPI index was employed as a means of unobtrusively tracking blood pressure on a beat-by-beat basis. Although reliable, the overall changes in CVS response were modest. Speech-associated reactivity was expressed exclusively by the RPI index. HR changes were not evident in response to speech, rather, the HR index appeared to be most sensitive to situational demand. Discrepancies between the present pattern and magnitude of speech-associated CVS response and those reported previously are discussed in terms of the nature of speech in laboratory versus field settings and measurement methodologies.

The use of online tools by Higher Education Institutions (HEI) to develop collaborative working through virtual learning environments (VLE) is becoming common place. This action research project resulted from the belief that students should have more control over their learning and are more likely to participate in VLEs when working collaboratively with their peers. With a focus on a specific internal, module blog, four part-time, distance learning HE students volunteered to become co-moderators for a four-week period. A mixed methods approach to data gathering was taken. Established issues surrounding confidence and technical skill were identified as key inhibitor factors. However, this paper also highlights the emerging issue concerning the individual student’s own understanding of their responsibilities as a distance learner and the effect this has on motivation and participation in VLEs. The results are analysed against existing models of online learning and implications for future practice identified.

The study examined the contribution of the BA Childhood Practice workbased degree to professional and personal development, including leadership skills, analysed in relation to relevant models of professional development. It drew upon evidence from three university providers from research assignments, subsequent questionnaires and interviews with students. A phenomenographical approach was used to identify the perceptions of learning and affective experiences. In discussing the nature of professional development, the paper draws on theoretical frameworks and the Standard for Childhood Practice. Findings revealed that characteristics identified in these models were evident in the degree, the most influential being knowledge and understanding, critical awareness and changes to values and beliefs. These aspects promoted leadership and quality and underpinned increased self-confidence. The main issue that emerged was the significance of a work-based model which promotes the development of higher level skills; this is relevant across professions.