Uncovering the truth behind Vygotsky's cognitive apprenticeship: engaging reflective practitioners in the 'master-apprentice' relationship

In recent years theories of situated cognition sharing the idea that learning and doing are inseparable as part of a process of enculturation, largely based upon the work of Vygotsky in developing a model of ‘cognitive apprenticeship’, have received much attention in education (Vygotsky, 1978) as an insightful model underpinning forms of learning and teaching. The master-apprentice relationship using techniques of apprenticeship such as modelling, scaffolding and reflection has since been used as a base for considerable research helping researchers and practitioners to understand teacher-student action across a range of different teaching situations (Collins et al., 1989; Hennessy, 1993; Jarvela, 1995; Rojewski et al., 1994). The focus of much of this research has explored the efficacy of the model when set against the question of how to improve forms of learning and teaching in particular settings

Breaking out from the straitjacket: an appreciation of the art of teaching in a business classroom within a scientifically-based teaching environment

Teachers might develop a wonderful feeling that many young people have understood a lesson and have not just enjoyed the experience but done so in a way that has created some 'thing' special for all of those involved ('thing' is highlighted in this instance as it is a tangible event taking place and not any attempt to represent it). Some teachers describe this as a buzz; in other words, like nature itself, as something education. The paper argues that scientific enframing not only puts a straitjacket on teachers within the UK, it also makes it difficult for them to develop and appreciate the 'art of teaching'. unquestionably unique that justifies their commitment to their teaching and their students. No matter how much we know about botany and genes, every flower is unique and blooms because it blooms. As Angelus Silesius indicates within his poetry "The rose is without why; it blooms because it blooms, It pays no attention to itself, ask not whether it is seen." (Heidegger,1991) The United Kingdom education system has existed under the hammer of transformation, with a National Curriculum (1988), a rigorous inspection regime (Woodward, 2001) and countless changes in curriculum and associated assessments (QCA, 2004), as well as a substantive apparatus that makes many assumptions about how teachers should operate within the classroom. The primary concern of this paper is to question how the 'scientific framing' of teaching through competences and other measures of accountability has influenced the work of teachers within the context of business

Thermochromic display materials for use under wide variations in ambient illumination levels Final report

Inorganic thermochromatic material synthesis and utilization in display device

Thermodynamics of nano-spheres encapsulated in virus capsids

We investigate the thermodynamics of complexation of functionalized charged nano-spheres with viral proteins. The physics of this problem is governed by electrostatic interaction between the proteins and the nano-sphere cores (screened by salt ions), but also by configurational degrees of freedom of the charged protein N-tails. We approach the problem by constructing an appropriate complexation free energy functional. On the basis of both numerical and analytical studies of this functional we construct the phase diagram for the assembly which contains the information on the assembled structures that appear in the thermodynamical equilibrium, depending on the size and surface charge density of the nano-sphere cores. We show that both the nano-sphere core charge as well as its radius determine the size of the capsid that forms around the core.Comment: Submitte

Significance of using isolated footing technique for residential construction on expansive soils

© 2017, Higher Education Press and Springer-Verlag Berlin Heidelberg. Expansive soils cause problems with the founding of lightly loaded structures in many parts of the world. Foundation design for expansive soils is one of the most discussed and problematic issues in Australia as expansive soils were responsible for billions of dollars’ worth of damage to man-made structures such as buildings and roads. Several studies and reports indicate that one of the most common and least recognized problems causing severe structural damage to houses lies in expansive soils. In this study, a critical review has been carried out on the current Australian standards for building on expansive soils and they are compared with some techniques that are not included in the current Australian standards for residential slabs and footings. Based on the results of this review, the most effective and economical method has been proposed for construction of footings on all site classifications without restriction to 75mm of characteristic movement. In addition, it has become apparent that as design procedures for footings resting on sites with extreme characteristic movements are not included in the current Australian standards, there is a strong need for well-developed and simplified standard design procedures for characteristic soil movement of greater than 75mm to be included into the Australian Standards

Investigating Student Interest in the Addition of a Construction Law Topics Course

In the Construction Management program, our goal is to prepare for the responsibilities imposed upon us during a construction project. A major responsibility among these is navigating the complex legal relationships inherent to a construction project. While Cal Poly offers one Construction Law course, students are underprepared for what they will face. This project is designed to gauge interest from the Cal Poly Construction Management student body in the addition of a Construction Law topics course. It also aims to understand if additional legal studies would better prepare students for their entrance into the industry. Students were asked to answer 9 questions regarding the proposed course. 6 survey, 2 free response, and one ranked voting question. The design of this survey sought to provide both quantitative and qualitative data which could be used to inform the Construction Management department of student interest in a CM Law topics course, and its potential subjects. Survey results confirmed student interest in an additional course. The survey also found that while students were satisfied with current classes, they did not feel prepared for interactions with the law during internships, and that a new CM Law course would better prepare them for their future responsibilities