Ten years of different crop rotations in a no-tillage system – what happened to plant diseases and nematode pests?

Aim To study the long-term effects of crop rotation and residue level on diseases and nematodes in Western Australian no-tillage systems

Understanding continuing professional development:The need for theory to impact on policy and practice

This article reflects on my 2005 article in this journal, entitled ‘Models of Continuing Professional Development: a framework for analysis’. Having been invited to reflect on the original article as part of Professional Development in Education’s 40th anniversary celebrations, I have taken the opportunity not only to reflect on the structure and content of the original framework, but also to position it within the current state of literature in the area of teacher professional learning. In so doing, this article proposes an updated framework for analysis, focusing more explicitly on the purpose of particular models than the categorisations of the models themselves. It then goes on to expand on this by considering how various aspects of continuing professional development policies might be analysed according to what they reveal about underlying perspectives on professionalism. The article concludes with some thoughts on how theory about teacher professional learning might better help us to understand policy and impact positively on practice

The Effects of Acute Anaerobic Exercise on the Cardiovascular and Metabolic Response to the Cold Pressor Test in Healthy Adult Males

International Journal of Exercise Science 13(3): 1729-1740, 2020. Little is known about the physiological response to the cold pressor test (CPT) when in a clinically-induced state of autonomic nervous system (ANS) imbalance, despite its utility in various disease- and injury-states. To date, research in this area is limited to acute aerobic and isometric exercise, with a paucity of research investigating the effects of anaerobic exercise on the physiological response to the CPT. Therefore, the purpose of our study was to assess the effects of the Wingate anaerobic cycle test (WAT) on cardiovascular (CV) and metabolic recovery following the CPT in a group of healthy adult males. A pre-post intervention study was conducted, whereby 10 healthy adult males (age = 29 ± 4 years, height = 182 ± 7 cm, mass = 83 ± 9 kg) completed a baseline cold pressor test (CPT-only) and a follow-up cold pressor test preceded by a Wingate anaerobic exercise test (WAT+CPT). Recovery slopes for various CV and metabolic variables, including heart rate (HR), blood pressure (BP), and relative oxygen consumption (O2) were analyzed using single-subject analysis, with celeration line slopes calculated for all participants in the CPT-only and WAT+CPT testing sessions. Celeration line slopes were compared between testing sessions using paired t-tests. No differences were identified for recovery slopes for HR (p = .295), diastolic BP (p = .300), and relative O2 (p= .176) when comparing CPT-only and WAT+CPT testing sessions. Our results suggest that the CPT elicits a CV and metabolic response beyond that elicited solely by an acute bout of anaerobic exercise. As such, the CPT may be able to serve as a surrogate test for anaerobic exercise for individuals where high-intensity exercise may be contraindicated. Future research is warranted however, as the specific physiological mechanisms governing the observed responses have yet to be elucidated

Empirical evidence of the impact of lesson study on: students’ achievement, teachers’ professional learning and on institutional and system evolution

In this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricular or pedagogical intervention. We illustrate the need for this approach to evaluating lesson study through a complex case exemplar which used Research Lesson Study (a form of lesson study popular in the UK and Europe) to develop learning, teaching, curriculum and local improvement capacity across schools initially involved in a two-year mathematics curriculum development project that later evolved into three self-sustaining, voluntary lesson study school hubs in London. We discuss resulting changes in culture, practice, belief, expectation and student learning. We argue as a result for greater policy level understanding of this expanded conception of lesson study as a vehicle in classroom, school and system transformation.Both projects described received funding from the Greater London Authorit

Changes of intracellular sodium and potassium ion concentrations in frog spinal motoneurons induced by repetitive synaptic stimulation

A post-tetanic membrane hyperpolarization following repetitive neuronal activity is a commonly observed phenomenon in the isolated frog spinal cord as well as in neurons of other nervous tissues. We have now used double-barrelled Na+- and K+-ion-sensitive microelectrodes to measure the intracellular Na+- and K+-concentrations and also the extracellular K+-concentration of lumbar spinal motoneurons during and after repetitive stimulation of a dorsal root. The results show that the posttetanic membrane hyperpolarization occurred at a time when the intracellular [Na+] reached its maximal value, intracellular [K+] had its lowest level and extracellular [K+] was still elevated. The hyperpolarization was blocked by ouabain and reduced by Li+. These data support the previous suggestion that an electrogenic Na+/K+ pump mode may be the mechanism underlying the post-tetanic membrane hyperpolarization

Emergences and affordances as opportunities to develop teachers’ mathematical content knowledge

Teachers’ mathematical content knowledge has been under scrutiny for some time. This development is in the wake of learners’ unsatisfactory performance in national examinations and international achievement tests. A widely held belief is that one, if not the most important, of the efforts to improve and enhance the performance and achievement in mathematics of learners is addressing teachers’ mathematical content and pedagogical content knowledge through continuous professional development initiatives. The focus of this article is on the former. It describes how emergent and affording opportunities are brought to the fore from classroom observations and interactions in workshops and institutes with practising teachers. It concludes that this in situ dealing with mathematical content knowledge holds much promise for buy-in by teachers because it addresses an immediate need related to their practice

Evidence-Based Professional Development of Science Teachers in Two Countries

The focus of this collaborative research project of King?s College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. `It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolioconstruction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers? needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains

'New to me': changing patient understanding of psoriasis and identifying mechanisms of change. The Pso Well® patient materials mixed-methods feasibility study

BACKGROUND: Psoriasis is an inflammatory long-term condition involving comorbidities, unhealthy lifestyle and significant life impact. Patients' understanding of psoriasis is limited and support lacking. The Common-Sense Model of Self-Regulation of Health and Illness emphasizes the role of illness and treatment beliefs on coping and self-management. New 'Pso Well® ' patient materials informed by the model, addressed psoriasis as a long-term condition, medication management and lifestyle behaviours. OBJECTIVES: To investigate whether Pso Well® materials (i) broaden understanding of psoriasis without increasing anxiety; (ii) are acceptable; and (iii) comprise features that appear to effect change. METHODS: The Revised Illness Perceptions Questionnaire (IPQ-R modified) and the Hospital Anxiety and Depression Scale (HADS) were administered in patients before and after intervention. Numerical rating scales assessed perceptions of change in understanding and anxiety resulting from engagement with the materials. Qualitative interviews explored acceptability and perceived 'active ingredients'. RESULTS: Fifty-five patients completed pre- and postintervention questionnaires (56% female; median age 59 years). Postintervention, a large effect size was indicated in two IPQ-R domains - illness coherence [t(55) = -3·48, P = 0·001 (two-tailed), η2  = 0·19] and personal control [t(55) = -2·98, P = 0·004 (two-tailed), η2  = 0·14] - and a medium effect in one, treatment control [t(55) = -2·08, P = 0·042 (two-tailed), η2  = 0·08]. HADS scores did not change. For numerical rating scales, 80% of participants reported increased understanding of psoriasis and none reported increased anxiety. Interviews with 19 patients indicated the materials were acceptable and usable. Factors reported to broaden understanding and promote engagement with self-management included linking of related disease aspects, personally relevant content and high-quality design. CONCLUSIONS: High-quality, theory-based psoriasis materials are acceptable to patients and can improve understanding and sense of control without increasing anxiety

Bringing installation art to reconnaissance to share values and generate action

The English education system has recently seen something of a revival of enthusiasm for the use of research both to develop educational practices and to gather evidence about their effectiveness. These initiatives often present action research as a model of individual problem-solving, which, we argue, communicates a limited conception of action research. In this paper we propose an alternative to this ‘problem-solving’ conception of action research that acknowledges the complex, messy nature of action research through the use of arts installations. Specifically, we present the reconnaissance phase of a project which brought together a partnership comprising a water heritage museum, university staff, teachers and artists. A pedagogical adaptation of contemporary installation art theory and practice fostered the exploration of individual and collective understandings of water, and also established a shared approach to curriculum development and ownership of the project among all participants. We propose that this creative practice enhanced and changed the process of reconnaissance; it allowed the group to establish and share commitments to the value of water conservation and generated a wide range of options for our action research