...:
Now look at part three.
...:
You will hear a lecturer setting up a task in a seminar for students on a public health degree course.
...:
First you have some time to look at questions 21 to 25.
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Now listen carefully and answer questions 21 to 25.
LECTURER:
Right everybody, in a moment I'm going to ask you to work in pairs and plan a piece of action research.
LECTURER:
Present your findings to the class and write them up, okay?
LECTURER:
And the research question I want you to investigate is this.
LECTURER:
To what extent do the main sports facilities in the town contribute to the health and well-being of the residents?
LECTURER:
I'll repeat that.
LECTURER:
To what extent do the main sports facilities in the town contribute to the health and well-being of the residents?
LECTURER:
Okay, so over to you.
GEORGE:
Alright Lisa, shall we work together?
GEORGE:
I've made a note of the research question.
GEORGE:
I knew I'd forget the wording if I didn't.
GEORGE:
Thing is though, the main sports facilities, I mean, that could mean anything.
LISA:
So it's up to us to say what it covers.
LISA:
We could take it as meaning just the big sports centre in town, along with the pool.
GEORGE:
I suppose so, yeah.
GEORGE:
Or we could consider all the member gyms.
GEORGE:
But either way, we'll make a judgement so that we're clear on what's being included.
GEORGE:
With this project, there's going to be loads to do for sure.
GEORGE:
But ironically, I think it's better that there's just two of us.
GEORGE:
You know, if there were five of us, everything would take longer because everyone wants to put their ideas forward about every single thing.
LISA:
Yes, I see what you mean.
GEORGE:
Do you think we should look at the data about how the fitness levels have changed in recent years?
LISA:
Well, I think that'd be a valid way to address the research question.
LISA:
And the tutor hasn't explicitly said if we should or not.
LISA:
But the thing is, I can't see where we'd find out about how healthy people were in the past compared to now.
LISA:
If we asked for, say, people's hospital records, it'd be confidential and we wouldn't be given access.
LISA:
But to find out about people's fitness, we'll need to do interviews, won't we?
LISA:
For example, with gym users.
GEORGE:
I mean, I can't imagine they'd have anything against being interviewed for our project.
GEORGE:
They could even do it while they're on the exercise bike, so it's not like it takes up extra time.
GEORGE:
But what bothers me is, don't you think people might overstate how much exercise they do?
GEORGE:
Their responses might not be entirely reliable.
LISA:
But I don't think that needs to bother us now.
LISA:
The thing is, I know you've got the skills that are needed to get a decent score on this assignment.
LISA:
You see, you're already looking ahead and anticipating possible difficulties, which I think shows that you're a good planner.
GEORGE:
That's great to hear.
...:
Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen carefully and answer questions 26 to 30.
LISA:
So, shall we talk about what we need to do at various stages of this task?
GEORGE:
Sure, and what we need to concentrate on at each one.
LISA:
So the questions we're going to ask people about exercising and their health, I think it'd be worth seeking some input from the tutor.
GEORGE:
Once we've drafted them?
LISA:
To see if he thinks we should amend them in any way.
LISA:
And then with the interviews.
LISA:
Like, you mentioned maybe interviewing gym users?
LISA:
Well, we'd need to gain the consent, for example, of the manager of the gym before we start.
GEORGE:
And get something in writing from them.
GEORGE:
And from the interviewees too, if we're going to quote what they say.
GEORGE:
We may want to use surveys too.
LISA:
To get a larger amount of data from gym users, students, or whoever.
LISA:
Thing is, we need to ensure we get a decent response rate.
LISA:
Because they can easily just ignore an email from us that says, please complete this survey.
GEORGE:
Well, if we make it absolutely clear what our rationale is, why we're asking for this information from them, hopefully that would help.
GEORGE:
Persuade them that it's worth spending a few minutes on it.
GEORGE:
When we put the presentation together, we've really got to double check there aren't any mistakes on the slides.
LISA:
The tutor's quite particular about that.
GEORGE:
We'll need to be thorough.
LISA:
And I guess the final thing we'll do is write up our research.
GEORGE:
When we do that, we can make sure we're using our time efficiently if we allocate, say, certain sections or chapters to each of us.
LISA:
But we can talk about who does what later.
...:
That is the end of Part 3.
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You now have some time to check your answers.
