The changing situation of institutions and practitioners in British twentieth century theatre

This thesis sets out to demonstrate that my published works represent a sustained, substantial, continuous and coherent research effort and an independent and original contribution to the literature in this field. Within the broad subject of twentieth century theatre practice, the thesis looks at my published works in two main and distinct but related sub-areas, the institution and the individual. It deals with my investigation of the ideological currents and tensions within British theatre practice, particularly in relation to differing interpretations of radicalism, focusing on major and representative examples of mainstream and alternative theatre

Science-teacher education advanced methods national workshop for Scotland report

The first phase of the S-TEAM project at the University of Strathclyde - evaluating the state of the art of inquiry-based science teaching and education in teacher education institutions and schools in Scotland - is now well advanced. Phase one identifies the opportunities for and the constraints facing either the implementation or increase of inquiry-based science teaching activity in schools, in the process investigating impressions from current practice in classrooms, from teacher education courses, the policymaking context, as well as the implications for the S-TEAM project itself. All teacher education institutions within Scotland were invited to take part in a one-day workshop at the University of Strathclyde in Glasgow; representatives from the Scottish Government, Her Majesty's Inspectorate of education, a leading science centre, the Early Professional Learning project, and of course the teaching profession itself were also in attendance, giving a total of 19 participants. Key Findings The curriculum and assessment background to promoting advanced methods in science education in Scotland comprises the Curriculum for Excellence (CfE) initiative. The conference participants generally framed their contributions with this in mind. The findings suggested that the CfE, while still in its infancy, is generally supportive and encouraging of investigative science lessons, the range of possible activities that could count as investigative, and in the diversity of the ways in which scientists work. There was however some concern about the relationship between the CfE and Scotland's portfolio of upper-secondary school examinations, as yet unspecified in policy, and thus leaving open to question the degree to which the new curriculum will continue to support investigations as it currently is. Over emphasis on summative assessment through grading and examinations tend to work against the spirit of investigative activity in the science classroom, a practice that depends on a more sophisticated formative approach. There is the associated danger that schools may continue to garner exam success with more traditional teaching methods with the consequence that CfE, though clear enough in its intention to promote investigation / inquiry and creativity, could 'crystallise' into typical assessment styles. Teaching would then be guided by this and genuine investigative activity would be unlikely to develop in the face of the relative certainty (for teachers) of more 'direct' methods. The experience of the workshop delegates suggests that there are current examples of investigative science work in schools, and that these tend to be enjoyable for learners - exciting, good fun, etc. This affective dimension of learning is important and points to the need for S-TEAM to develop indicators that can accommodate affective engagement. Other 'harder' indicators could also be developed as discussion revealed that examination results and pupil uptake of science (girls in this case, helping to change possible preconceptions) could benefit from inquiry based activity. The efficacy of investigative activity in the classroom, however, is unlikely to be fully caught by the strictly quantitative. A further consideration is that S-TEAM could develop indicators that go beyond an immediate research function to operate in such a way as to contribute to the learning of teachers in the classroom through the capacity for practitioner self-evaluation. For example, the critical evaluation of investigative activity that a cohort of initial science-teacher education students have already completed for the project, as part of their professional portfolios, has since been commended by teacher educators as being an effective intervention in its own right. The early results from this indicator confirm the existence of a number of implicit components of developing confidence in undertaking investigative activity - for example, knowledge of the subject curriculum, class, resources, and so on - and teaching methods, from structured additions to the more opportunistic and ad hoc, that practitioners employ. While arguing that teachers could and ought to accommodate a degree of inquiry in their teaching, a critical caveat is that beginners benefit from protected exploratory practice prior to their full teaching post and need space themselves to investigate and explore; it is reasonable for them to exercise restraint in their first year until their confidence is fairly secure. Implications 1. Promote inquiry in teaching by using examples of existing good practice and by working with experienced teachers in order to take lessons back from them to beginners. 2. Develop purpose specific indicators of inquiry and reflection that go beyond an immediate research function to contribute to the learning of (new) teachers through a capacity for the self-evaluation of the use of innovative methods in the classroom. 3. Collate video examples of inquiry as it happens in the classrooms of student and practising teachers, as well as stories and reflective discussion about how it happened, so as to learn how teachers solve the problems of introducing more investigative approaches into lessons. 4. For the development of teachers' knowledge base in science, create a typology of investigative knowledge and experience, upon which the project's activities might draw, of the following levels of scientific perspective: The socio-historical nature of science. Contemporary research activity in science. Initial teacher education in science. Experienced teaching of science. Beginning teaching of science. The child's classroom experience of science. 5. For the ongoing practical application of inquiry-based research, S-TEAM will continue to pursue, interrogate and engage with existing examples of inquiry and resources in the months ahead

Inactivation of mammalian Ero 1α is catalysed by specific protein disulfide isomerases

Disulfide formation within the endoplasmic reticulum is a complex process requiring a disulfide exchange protein such as protein disulfide isomerase and a mechanism to form disulfides de novo. In mammalian cells, the major pathway for de novo disulfide formation involves the enzyme Ero1α which couples oxidation of thiols to the reduction of molecular oxygen to form hydrogen peroxide. Ero1α activity is tightly regulated by a mechanism that requires the formation of regulatory disulfides. These regulatory disulfides are reduced to activate and reform to inactive the enzyme. To investigate the mechanism of inactivation we analysed regulatory disulfide formation in the presence of various oxidants under controlled oxygen concentration. Neither molecular oxygen, nor hydrogen peroxide was able to oxidise Ero1α efficiently to form the correct regulatory disulfides. However, specific members of the PDI family such as PDI or ERp46 were able to catalyse this process. Further studies showed that both active sites of PDI contribute to the formation of regulatory disulfides in Ero1α and that the PDI substrate binding domain is crucial to allow electron transfer between the two enzymes. These results demonstrate a simple feedback mechanism of regulation of mammalian Ero1α involving its primary substrate

Using graphical and pictorial representations to teach introductory astronomy students about the detection of extrasolar planets via gravitational microlensing

The detection and study of extrasolar planets is an exciting and thriving field in modern astrophysics, and an increasingly popular topic in introductory astronomy courses. One detection method relies on searching for stars whose light has been gravitationally microlensed by an extrasolar planet. In order to facilitate instructors' abilities to bring this interesting mix of general relativity and extrasolar planet detection into the introductory astronomy classroom, we have developed a new Lecture-Tutorial, "Detecting Exoplanets with Gravitational Microlensing." In this paper, we describe how this new Lecture-Tutorial's representations of astrophysical phenomena, which we selected and created based on theoretically motivated considerations of their pedagogical affordances, are used to help introductory astronomy students develop more expert-like reasoning abilities.Comment: 10 pages, 10 figures, accepted for publication in the American Journal of Physic

Opening sequence:computational genomics in the era of high-throughput sequencing

A report on the 11th Cold Spring Harbor Laboratory/Wellcome Trust conference on Genome Informatics, Cold Spring Harbor Laboratories, New York, USA, November 2-5, 2011

A New Lecture-Tutorial for Teaching about Molecular Excitations and Synchrotron Radiation

Light and spectroscopy are among the most important and frequently taught topics in introductory, college-level, general education astronomy courses. This is due to the fact that the vast majority of observational data studied by astronomers arrives at Earth in the form of light. While there are many processes by which matter can emit and absorb light, Astro 101 courses typically limit their instruction to the Bohr model of the atom and electron energy level transitions. In this paper, we report on the development of a new Lecture-Tutorial to help students learn about other processes that are responsible for the emission and absorption of light, namely molecular rotations, molecular vibrations, and the acceleration of charged particles by magnetic fields.Comment: 13 pages, 7 figures Accepted for publication in The Physics Teache

Sequence level mechanisms of human epigenome evolution

DNA methylation and chromatin states play key roles in development and disease. However, the extent of recent evolutionary divergence in the human epigenome and the influential factors that have shaped it are poorly understood. To determine the links between genome sequence and human epigenome evolution, we examined the divergence of DNA methylation and chromatin states following segmental duplication events in the human lineage. Chromatin and DNA methylation states were found to have been generally well conserved following a duplication event, with the evolution of the epigenome largely uncoupled from the total number of genetic changes in the surrounding DNA sequence. However, the epigenome at tissue-specific, distal regulatory regions was observed to be unusually prone to diverge following duplication, with particular sequence differences, altering known sequence motifs, found to be associated with divergence in patterns of DNA methylation and chromatin. Alu elements were found to have played a particularly prominent role in shaping human epigenome evolution, and we show that human-specific AluY insertion events are strongly linked to the evolution of the DNA methylation landscape and gene expression levels, including at key neurological genes in the human brain. Studying paralogous regions within the same sample enables the study of the links between genome and epigenome evolution while controlling for biological and technical variation. We show DNA methylation and chromatin divergence between duplicated regions are linked to the divergence of particular genetic motifs, with Alu elements having played a disproportionate role in the evolution of the epigenome in the human lineage