Designing for learning : online social networks as a classroom environment

This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author’s action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 2.0 tools.The authors use Graham Nuthall’s (2007) “lens on learning” to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning

Action research in a remote district in Papua New Guinea: final report

This project investigated whether action research could be used to address ‘grassroots’ community problems in a remote district of PNG. The research team introduced, supported and researched the implementation of a pilot action research project from April to November 2015 in Abau, Central Province. The project was funded by the Australian Government and commissioned through the Economic and Public Sector Program (EPSP) managed by Coffey. The action research participants comprised people from throughout Abau with interests in women’s and gender equity issues from community groups and agencies in the district. The action research teams developed evidence-based understandings of the causes and consequences of the problems that they were addressing through their actions. The research team provided each participant with a mobile phone connected to a ‘common user group’ (CUG). This enabled each participant unlimited phone calls and SMS messaging to other participants and to the research team. The research team sent weekly sets of SMS messages to all participants to assist their action research work. The use of mobile phones to support action research in remote communities was an important element of both facilitating the action research and of the research on the pilot project itself. With such knowledge they were strengthened in purpose and intention to help their own community. This suggests that an extension of this work in other remote areas of PNG may be successful

G254 undergraduate experiment

This paper describes the experiments on payload G254. Each experiment is accommodated in a spacepak and six experiments fly in a full canister. One of the experiments will be housed in a new Isospacepak structure, which will be described briefly. Five of the six experiments have dedicated controllers. The objective of each experiment is discussed. In addition, the operational scenario is provided

Phylogenetics of Hydroidolina (Hydrozoa: Cnidaria)

Hydroidolina is a group of hydrozoans that includes Anthoathecata, Leptothecata and Siphonophorae. Previous phylogenetic analyses show strong support for Hydroidolina monophyly, but the relationships between and within its subgroups remain uncertain. In an effort to further clarify hydroidolinan relationships, we performed phylogenetic analyses on 97 hydroidolinan taxa, using DNA sequences from partial mitochondrial 16S rDNA, nearly complete nuclear 18S rDNA and nearly complete nuclear 28S rDNA. Our findings are consistent with previous analyses that support monophyly of Siphonophorae and Leptothecata and do not support monophyly of Anthoathecata nor its component subgroups, Filifera and Capitata. Instead, within Anthoathecata, we find support for four separate filiferan clades and two separate capitate clades (Aplanulata and Capitata sensu stricto). Our data however, lack any substantive support for discerning relationships between these eight distinct hydroidolinan clade

Phylogenetics of Hydroidolina (Hydrozoa: Cnidaria)

This is the published version, also available here: http://dx.doi.org/10.1017/S0025315408002257.Hydroidolina is a group of hydrozoans that includes Anthoathecata, Leptothecata and Siphonophorae. Previous phylogenetic analyses show strong support for Hydroidolina monophyly, but the relationships between and within its subgroups remain uncertain. In an effort to further clarify hydroidolinan relationships, we performed phylogenetic analyses on 97 hydroidolinan taxa, using DNA sequences from partial mitochondrial 16S rDNA, nearly complete nuclear 18S rDNA and nearly complete nuclear 28S rDNA. Our findings are consistent with previous analyses that support monophyly of Siphonophorae and Leptothecata and do not support monophyly of Anthoathecata nor its component subgroups, Filifera and Capitata. Instead, within Anthoathecata, we find support for four separate filiferan clades and two separate capitate clades (Aplanulata and Capitata sensu stricto). Our data however, lack any substantive support for discerning relationships between these eight distinct hydroidolinan clades

Optical, near-IR and sub-mm IFU Observations of the nearby dual AGN Mrk 463

We present optical and near-IR Integral Field Unit (IFU) and ALMA band 6 observations of the nearby dual Active Galactic Nuclei (AGN) Mrk 463. At a distance of 210 Mpc, and a nuclear separation of $\sim$4 kpc, Mrk 463 is an excellent laboratory to study the gas dynamics, star formation processes and supermassive black hole (SMBH) accretion in a late-stage gas-rich major galaxy merger. The IFU observations reveal a complex morphology, including tidal tails, star-forming clumps, and emission line regions. The optical data, which map the full extent of the merger, show evidence for a biconical outflow and material outflowing at $>$600 km s$^{-1}$, both associated with the Mrk 463E nucleus, together with large scale gradients likely related to the ongoing galaxy merger. We further find an emission line region $\sim$11 kpc south of Mrk 463E that is consistent with being photoionized by an AGN. Compared to the current AGN luminosity, the energy budget of the cloud implies a luminosity drop in Mrk 463E by a factor 3-20 over the last 40,000 years. The ALMA observations of $^{12}$CO(2-1) and adjacent 1mm continuum reveal the presence of $\sim$10$^{9}$M$_\odot$ in molecular gas in the system. The molecular gas shows velocity gradients of $\sim$800 km/s and $\sim$400 km/s around the Mrk 463E and 463W nuclei, respectively. We conclude that in this system the infall of $\sim$100s $M_\odot$/yr of molecular gas is in rough balance with the removal of ionized gas by a biconical outflow being fueled by a relatively small, $<$0.01% of accretion onto each SMBH.Comment: Accepted by The Astrophysical Journal, 23 pages, 19 figure

Hypertension Education and the Burlington Housing Authority

Background: • 2/3 seniors are hypertensive (\u3e140/90 mm Hg) • Hypertension is the most common risk factor for premature heart disease and stroke • Non-modifiable risk factors: race, age, sex, diabetes mellitus, and hypercholesterolemia • Modifiable risk factors: smoking, obesity, and excessive alcohol • Clinical trials show that lifestylemodification and medications can reduce the incidence of adverse outcomes associated with hypertension • Patient education is a high priorityhttps://scholarworks.uvm.edu/comphp_gallery/1026/thumbnail.jp

The landscape of gifted and talented education in England and Wales: How are teachers implementing policy?

This is an Author's Accepted Manuscript of an article published in Research Papers in Education, 27(2), 167-186, 2012, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/02671522.2010.509514.This paper explores the evidence relating to how primary schools are responding to the ‘gifted and talented’ initiative in England and Wales. A questionnaire survey which invited both closed and open-ended responses was carried out with a national sample of primary schools. The survey indicated an increasing proportion of coordinators, compared with a survey carried out in 1996, were identifying their gifted and talented children as well as having associated school policies. However, the survey also highlighted a number of issues which need addressing if the initiative is to achieve its objective of providing the best possible educational opportunities for children. For example, it was found that a significant number of practitioners were not aware of the existence of the National Quality Standards for gifted and talented education, provided by the UK government in 2007, and the subject-specific criteria provided by the UK’s Curriculum Authority for identification and provision have been largely ignored. The process of identifying children to be placed on the ‘gifted and talented’ register seems haphazard and based on pragmatic reasons. Analysis of teachers’ responses also revealed a range of views and theoretical positioning held by them, which have implications for classroom practice. As the ‘gifted and talented’ initiative in the UK is entering a second decade, and yet more significant changes in policy are introduced, pertinent questions need to be raised and given consideration