Integrating Information Literacy into the Virtual University: A Course Model

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Quantitative Analysis of Electrotonic Structure and Membrane Properties of NMDA-Activated Lamprey Spinal Neurons

Parameter optimization methods were used to quantitatively analyze frequency-domain-voltage-clamp data of NMDA-activated lamprey spinal neurons simultaneously over a wide range of membrane potentials. A neuronal cable model was used to explicitly take into account receptors located on the dendritic trees. The driving point membrane admittance was measured from the cell soma in response to a Fourier synthesized point voltage clamp stimulus. The data were fitted to an equivalent cable model consisting of a single lumped soma compartment coupled resistively to a series of equal dendritic compartments. The model contains voltage-dependent NMDA sensitive (INMDA), slow potassium (IK), and leakage (IL) currents. Both the passive cable properties and the voltage dependence of ion channel kinetics were estimated, including the electrotonic structure of the cell, the steady-state gating characteristics, and the time constants for particular voltage- and time-dependent ionic conductances. An alternate kinetic formulation was developed that consisted of steady-state values for the gating parameters and their time constants at half-activation values as well as slopes of these parameters at half-activation. This procedure allowed independent restrictions on the magnitude and slope of both the steady-state gating variable and its associated time constant. Quantitative estimates of the voltage-dependent membrane ion conductances and their kinetic parameters were used to solve the nonlinear equations describing dynamic responses. The model accurately predicts current clamp responses and is consistent with experimentally measured TTX-resistant NMDA-induced patterned activity. In summary, an analysis method is developed that provides a pragmatic approach to quantitatively describe a nonlinear neuronal system

Persevering for a cruel and cynical fiction? The experiences of the 'low achievers' in primary schooling

This paper is significant in its exploration of the experiences of children designated as ‘lower-attaining’ in British primary schooling. It is underpinned by Nancy Fraser’s conceptualisation of a global shift from government via nation-state welfare structures to governance through supra-national financialised neoliberalism. Within this context, we take the innovative path of investigating how ‘lower-attaining’ children explain perseverance with hard work at school within neoliberalism’s ‘cruel and cynical fiction’ of social mobility. Our extended interviews with 23 ‘lower-attaining’ children over two years provide findings which indicate – with a startling vividness – that these particular children experienced loneliness at school and blamed themselves for being inadequate and inferior. Fear appeared to be an essential component of their schooling system and sometimes elicited from them anger as well as humiliation. In particular, these children feared being assessed and sorted according to attainment. We propose that these factors often led the ‘lower-attaining’ children to experience schooling as at least uncomfortable. And yet they came to accept as fact the fiction that they were inadequate; and to perceive that perseverance in conforming to schooling’s rules was their only chance of not slipping out of the race altogether

Systemic threats to the growth mindset: classroom experiences of agency among children designated as 'lower-attaining'

In this paper, the authors consider how Carol Dweck’s concept of growth mindset has been misconceptualised. They explore the proposition that agency is an important aspect of growth mindset and that the effects of hard work by children is reduced when agency is limited. They draw on qualitative data from 84 interviews with 23 participant children who had been designated at the end of their Year 3 as ‘lower-attainers’ in mathematics, English or both. They explore their experiences of this designation across the first two years of the five-year project. Their findings suggested that participants displayed ample capacity for action, curiosity, engagement and creative learning. However, classroom rules sometimes mitigated against children benefiting from these capacities. Children narrated adopting the performance orientation suggested by Dweck, which could lead to a reduced sense of competence, which itself led to less agentic classroom behaviours

'My life is like a massive jigsaw with pieces missing'. How 'lower-attaining' children experience school in terms of their well-being

‘Lower-attaining’ children are known to encounter negative experiences in school, including experiencing feelings of upset, shame and inferiority. Using extensive interview and observation data from the first two years of a five-year longitudinal study of 23 ‘lower-attaining’ children (age 7–9), we draw on Seligman’s theory of well-being to identify the children’s experiences of school in terms of their emotions, relationships and sense of achievement. Our analysis finds that on balance, these children are experiencing threats to their well-being in relation to their perceived lack of attainment and its associated shame, in an increasingly performative educational culture. We conclude that such threats are hampering the well-being of these children, which may cause both immediate and longer-term damage

Parity of participation? Primary-school children reflect critically on being successful during schooling

Nancy Fraser describes parity-of-participation in social interaction as an important component of social justice. In this paper, we explore the participatory experiences of primary-school-children who have been labelled ‘lower-attainers’ in mathematics and/or writing. The paper explores justice drawing on the perspective of these pupils, in relation to how they perceive success in their school learning. We link the concept of participation to the three components of social justice outlined in Nancy Fraser’s definition: a) distribution of wealth; b) recognition of status; and c) representation of voice. Our findings indicate that children who do not excel in attainment in prescribed subjects may experience obstructions to parity-of-participation within schooling which are beyond those encountered by all children. We conclude that injustices in all three senses (above) are being experienced by specific children and these injustices need urgent confrontation

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as ‘lower-attaining’

This paper explores the peer relationship experiences of 23 primary-school children who had been designated as “lower-attaining”. It is written against the backdrop of the mental health crisis among young people in Britain. Using John Macmurray’s principles of equality and freedom as underpinning positive personal relationships, it investigates how “lower-attaining” children experience their peer relationships in a climate where attainment in mathematics and English is politically prioritised over the nurturing of positive relationships. We drew on the recent literature pertaining to peer relationships in general; and peer relationships among “lower-attainers” in particular. We build on the assumption that positive personal relationships support creative learning and high attainment. Using 107 extended individual and paired/triad activity-interviews as well as lesson observations every term over six school terms, we carried out research in four sample primary-schools. Our findings illustrated the high value put on friendships by sample children, despite a strong emphasis in schooling on individual competition. The children described instances of feeling troubled by their relationships; and their “low-attainment” status appeared to be linked to some, if not many, of their troubles. They sometimes felt excluded from the main body of their classes due to emphasis on high-attainment. We conclude by proposing a greater emphasis on collaboration and the nurturing of relationships in schooling, which in turn could support these children’s creative learning and attainment

Some Bacteriological Examinations of Iowa Waters

A good supply of water is of prime importance for every community. We are more and more beginning to appreciate and to insist on the disposal of sewage and a proper and good supply of water. It is astonishing that epidemics of typhoid fever are so common. Especially so when we know that typhoid fever is a preventable disease in large measure. It is astonishing that it is so common a disease in countries where sanitary science has attained its greatest development

Cold-formed stainless steel CHS beam-columns – testing, simulation and design

The present work was prompted by shortcomings identi ed in existing design provisions for stainless steel circular hollow section (CHS) beam-columns. First, addressing a lack of existing experimental data, a series of ferritic stainless steel CHS beam-column tests was undertaken at the cross-section and member levels. In total, 26 beam-column tests, including two section sizes (a non-slender class 3 and slender class 4 cross-section), two member slenderness values for each cross-section type and a wide range of loading eccentricities were carried out to investigate the interaction between local and global buckling. Following validation of nite element (FE) models, a numerical study was then undertaken to explore the buckling response of stainless steel CHS beam-columns, covering austenitic, duplex and ferritic grades with a wide range of local and global slendernesses and applied loading eccentricities. Over 2000 numerical results were generated and used to assess new design proposals for stainless steel beam-columns, featuring improved compression and bending end points and new interaction factors. The new proposals are more consistent and more accurate in their resistance predictions than the current EN 1993-1-4 (2015) design approach. The reliability of the new proposals has been veri ed by means of statistical analyses according to EN 1990 (2005)

The vitality, adulteration and impurities of Clover, Alfalfa and Timothy seed for sale in Iowa in 1906.

Clover and timothy are the most important hay crops grown in Iowa. The census of 1905 gives the area devoted to the growing of red clover in the state as 237,309 acres; of timothy as 3,642,424 acres. These figures do not Include the area devoted to minor clover crops such as alsike and white clover. It may be said, however, that only a small area in the state is devoted to the growing of the former. The white clover crop covers a much larger area than any other of the leguminous plants. It is, however, seldom sown as a forage crop, but it is largely spontaneous in pastures. Borne seasons it is abundant and in others it Constitutes only a small part of the forage in pastures. In addition to its use for this purpose it is sown in lawns as a nurse crop. Alfalfa is cultivated only to a limited extent in Iowa; the area thus devoted is not ascertainable, but is small. The demand for alfalfa seed is continually increasing, largely because of the success attending its cultivation in suitable soils and locations. This success has induced a large number of farmers to try it in an experimental way