Coventry University

About: Coventry University is a education organization based out in Coventry, United Kingdom. It is known for research contribution in the topics: Population & Higher education. The organization has 4964 authors who have published 12700 publications receiving 255898 citations. The organization is also known as: Lanchester Polytechnic & Coventry Polytechnic.

The myths surrounding people with albinism in South Africa and Zimbabwe

Abstract: The myths associated with albinism in South Africa and Zimbabwe have a profound influence on the lives of people with the condition, from the moment of their birth until their death. The beliefs and superstitions surrounding the condition affect family life and interfere with access to education, employment and marriage. Drawing on a common interest in albinism, specialist research interests, and recent multi-disciplinary studies and research carried out in South Africa and Zimbabwe, we examine these myths and trace their impact on the lives of people with albinism. We trace the actuality of living with the condition in parts of present-day southern Africa, as reported in the first-hand accounts of people with albinism. We compare attitudes to albinism in different cultures and groups, and suggest ways in which the myths that have surrounded people with albinism for so long, which frequently have very negative connotations, can be challenged by a more scientific and culturally neutral explanation.

Validity of an online 24-h recall tool (myfood24) for dietary assessment in population studies: comparison with biomarkers and standard interviews

Abstract: Online dietary assessment tools can reduce administrative costs and facilitate repeated dietary assessment during follow-up in large-scale studies. However, information on bias due to measurement error of such tools is limited. We developed an online 24-h recall (myfood24) and compared its performance with a traditional interviewer-administered multiple-pass 24-h recall, assessing both against biomarkers. Metabolically stable adults were recruited and completed the new online dietary recall, an interviewer-based multiple pass recall and a suite of reference measures. Longer-term dietary intake was estimated from up to 3 × 24-h recalls taken 2 weeks apart. Estimated intakes of protein, potassium and sodium were compared with urinary biomarker concentrations. Estimated total sugar intake was compared with a predictive biomarker and estimated energy intake compared with energy expenditure measured by accelerometry and calorimetry. Nutrient intakes were also compared to those derived from an interviewer-administered multiple-pass 24-h recall. Biomarker samples were received from 212 participants on at least one occasion. Both self-reported dietary assessment tools led to attenuation compared to biomarkers. The online tools resulted in attenuation factors of around 0.2–0.3 and partial correlation coefficients, reflecting ranking intakes, of approximately 0.3–0.4. This was broadly similar to the more administratively burdensome interviewer-based tool. Other nutrient estimates derived from myfood24 were around 10–20% lower than those from the interviewer-based tool, with wide limits of agreement. Intraclass correlation coefficients were approximately 0.4–0.5, indicating consistent moderate agreement. Our findings show that, whilst results from both measures of self-reported diet are attenuated compared to biomarker measures, the myfood24 online 24-h recall is comparable to the more time-consuming and costly interviewer-based 24-h recall across a range of measures.

A flipped classroom model in higher education: a review of the evidence across disciplines

Abstract: The recent movement to integrate the flipped classroom model into higher education has resulted in significant changes that affected both teaching and learning practices in different ways. After almost a decade of research on the flipped classroom model, different emergent outcomes have been reported in a domain specific context. To gain a comprehensive understanding of the flipped classroom implementation in a university context, a review of the literature on the use of flipped classroom in a university context was conducted. This study was guided by interpreting the previous research findings according to the domain of utilization, opportunities, challenges, and extensions to the conventional flipped classroom model. This study found that the utilization of flipped classroom in various disciplines is mainly advocated to promote students’ engagement, metacognition, attitude, performance, understanding, and achievement, as well as other learning outcomes. The key challenges of this method, shared across all disciplines, were devoted to the length of the video/digital materials and time required for instructors to prepare the learning materials and for students to master it. Recommendations for policy makers and other crucial insights for the future studies were highlighted.