You Know One of Us

**Trigger warning: sexual assault I am afraid of my bed. I am also afraid of heather blue shirts. Men’s voices make me jump. I am constantly scanning crowds, always looking for the closest exit. I sit with my back to the wall. I no longer eat at Servo for lunch or dinner, or walk down a specific pathway as a shortcut home. Instead, I take the long way through the middle of campus to get back to my room. If I see someone with the same haircut or wearing similar clothes, I start to tremble. Unexpected touches from male friends, acquaintances, and strangers make me jump away in fear. [excerpt

Embedding Philosophy for/with Children in Initial Teacher Education: A Stealth Model

This chapter presents a case study of Philosophy for/with Children (P4wC) implementation in Initial Teacher Education (ITE) within an English university setting. It shares details of the journey the authors took to champion P4wC and implement change. Through professional development with colleagues, and advocacy of P4wC, the authors worked towards a vision of embedding P4wC within the ITE programmes at their institution. Initially this required a stealth approach to find pockets of space and time through which to incorporate features of P4wC into teaching modules. As the journey developed, this approach grew. Through winning hearts and minds aspects of practice have been transformed. The benefits and challenges encountered on the journey are discussed and recommendations for others on a similar path are provided

“Feeding the monster”: vocational pedagogy and the further education policy present

This chapter begins by comparing the current model of vocational education in the US with the vocational offer in colleges in England. While policy in the US has traditionally shied away from vocational ‘tracking’ because of the perception that this entrenches social division, increasingly, community colleges are seen as a way of marrying academic and industry-related education . Drawing on a research project involving teachers of vocational subjects from a number of different colleges in the West Midlands region of England, this chapter explores the reality as experienced by practitioners behind the recent policy anxiety about vocational pedagogy. It reveals how despite political rhetoric, policy initiatives to raise standards in vocational teaching and learning may not be yielding the results intended. It presents FE as a troubled landscape in which interventions under the Coalition government (2010-2015) targeting an improvement in vocational education appear to have diluted practitioners’ ability to deliver a rise in the quality of provision. The failure of these policy intervention is indicative of the disconnect between policy makers and practitioners which appears to be a key characteristic of the relationship between government and further education providers. The chapter concludes by focusing on existing accountability systems and how these, in effect, contribute to produce a simulated picture of colleges’ activities as dictated by the marketised environment, suggesting that it is this relationship rather than that between vocational teachers, vocational students and their learning that requires some critical attention and improvement

Exploring the Redox Properties of Bench-Stable Uranyl(VI) Diamido–Dipyrrin Complexes

[Image: see text] The uranyl complexes UO(2)(OAc)(L) and UO(2)Cl(L) of the redox-active, acyclic diamido–dipyrrin anion L(–) are reported and their redox properties explored. Because of the inert nature of the complexes toward hydrolysis and oxidation, synthesis of both the ligands and complexes was conducted under ambient conditions. Voltammetric, electron paramagnetic resonance spectroscopy, and density functional theory studies show that one-electron chemical reduction by the reagent CoCp(2) leads to the formation of a dipyrrin radical for both complexes [Cp(2)Co][UO(2)(OAc)(L(•))] and [Cp(2)Co][UO(2)Cl(L(•))]