Resistance of polymeric structures to nitrogen tetroxide Progress report

Resistance of polyethylene structures to nitrogen tetroxide degradatio

Resistance of polymeric materials to nitrogen tetroxide

Mechanism and cause of nitrogen tetroxide attack on polymeric elastomer material

Closing in on the picture : analyzing interactions in video recordings

This paper provides a detailed account of the processing and analysing of data, obtained through video recording during reflective practitioner research. It sets out five stages in the analysis of video recordings of classroom interactions during a series of educational drama lessons: from decisions relating to the selection of data for close analysis, to the seeking of themes, and finally to the presentation of conclusions. The researcher adapted and synthesised several processes derived from discourse analysis (Wells, 2001; Spiers, 2004; Gee, 2005) to produce a range of instruments for use in transcription and analysis of verbal and non-verbal discourse. These include: a simple transcription key; classifications for verbal and non-verbal discourse; and a template for a transcription and analysis matrix

The significance of motivation in student-centred learning : a reflective case study

The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive motivational theory to analyse previously collected data, derives three fuzzy propositions which, collectively, suggest that motivation interacts with the whole cycle of episodes in the teachinglearning process. It argues that the development of the higherlevel cognitive competencies that are implied by the term, student-centred learning, must integrate motivational constructs such as goal orientation, volition, interest and attributions into pedagogical practices

Vertically illuminated TW-UTC photodiodes for terahertz generation

More efficient and powerful continuous-wave photonic mixers as terahertz sources are motivated by the need of more versatile local oscillators for submillimeter/terahertz receiver systems. Uni-Travelling Carrier (UTC) photodiodes are very prospective candidates for reaching this objective, but so far only have been reported as lumped-elements or as edge-illuminated optical-waveguide travelling-wave (TW) devices. To overcome the associated power limitations of those implementations, we are developing a novel implementation of the UTC photodiodes which combines a traveling-wave photomixer with vertical velocity-matched illumination in a distributed structure. In this implementation called velocity-matched travelling-wave uni-travelling carrier photodiode, it is possible to obtain in-situ velocity matching of the beat-fringes of the two angled laser beams with the submm/THz-wave on the stripline. In this way, minimum frequency roll-off is achieved by tuning the angle between the two laser beams. A first design of these TW-UTC PDs from our Terahertz Photonics Laboratory at University of Chile has been micro-fabricated at the MC2 cleanroom facility at Chalmers Technical University

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity

This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves, their tutors as representatives of teacher education providers and their mentors as representatives of schools in which they were placed. The methodological approach was interpretative and phenomenological with qualitative and quantitative data being analysed for emergent themes. Two years of evaluations were followed by a third year in which a set of case studies were developed. The research showed that professional identity is enhanced through being in a leading role in respect of curriculum and working with other staff. Through engagement in such projects, this paper moots that preservice teachers develop richer evidence of emerging professionalism as defined by standards of initial teacher training. Moreover, self-perception of role was modified to one in which they saw themselves, and were seen, as equals to qualified staff rather than subservient to or dependent on them. A new more equal power relationship developed as they took on responsibility for the project. Preservice teachers’ move to become full members of the professional community for which they are training was accelerated

Individual leader to interdependent leadership: A case study in leadership development and tripartite evaluation

This article is available open access through the publisher’s website at the link below. Copyright @ 2013 Sage Publications.The Problem - In this case study we see a move away from orthodox views of school leadership as “headship” to a more contemporary model of educational leadership wherein we note a departure from functional, curricula-based school leadership toward more human resource development (HRD) approaches. The aim of this study was to consider the effectiveness of an educational development program for middle leaders within an educational establishment. The Solution - We examined the impact of a bespoke higher education leadership development intervention in Leadership (and Change) on the formation and cohesiveness of a newly formed innovative leadership structure. The Stakeholders - The leadership development intervention was designed through a tripartite collaboration including a university, senior school leaders, and staff. The intervention was designed to shift leadership from individual leader agency to interdependent human leadership agency. Through tripartite evaluation we uncover leadership development praxis that transcends the boundaries of conventional educational leadership and reemphasizes the benefits of bridging the academic/practitioner divide and the application of theory to praxis

Heritage branding orientation: The case of Ach. Brito and the dynamics between corporate and product heritage brands

The notion of heritage branding orientation is introduced and explicated. Heritage branding orientation is designated as embracing both product and corporate brands and differs from corporate heritage brand orientation which has an explicit corporate focus. Empirical insights are drawn from an in-depth and longitudinal case study of Ach. Brito, a celebrated Portuguese manufacturer of soaps and toiletries. This study shows how, by the pursuance of a strategy derived from a heritage branding orientation Ach. Brito – after a prolonged period of decline – achieved a dramatic strategic turnaround. The findings reveal how institutional heritage can be a strategic resource via its adoption and activation at both the product and corporate levels. Moreover, the study showed how the bi-lateral interplay between product and corporate brand levels can be mutually reinforcing. In instrumental terms, the study shows how heritage can be activated and articulated in different ways. For instance, it can re-position both product and/or corporate brands; it can be meaningfully informed by product brand heritage and shape corporate heritage; and can be of strategic importance to both medium-sized and small enterprises