Part I anionic groups in metal carbonyl systems Part II anionic polynuclear carbonyl derivatives of iron

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Optical studies of insect flight at low altitude

The use of radar for the study of insect flight is described and the two major limitations of the technique are identified, namely low altitude coverage and target identification. A solution in the form of an optical system which is capable of measuring insect aerial density, speed and direction of flight and wing beat frequency up to 30 m above ground level (AGL) is described. A computer simulation of the signal received from a flying insect is shown to agree with laboratory measurements. Possible methods for measuring insect orientation and discriminating between moths and grasshoppers are deduced. The potential of the optical system is illustrated by a selection of results from a joint radar-optical field study of the flight behaviour of the African Armyworm Moth (spodoptera exempta). In particular, the density and size structure of the aerial population in the range 10 - 30 m AGL are shown to be similar to those observed by the radar at 70 m AGL, whereas activity at ground level is seen to follow a different pattern, which is closely related to the emergent behaviour of the moth. Field results are also presented which suggest strongly that the wing beat frequency of armyworm moths is dependent on ambient air temperature

Comparing sustainability claims with assurance in organic agriculture standards

© 2019, © 2019 Environment Institute of Australia and New Zealand Inc. Voluntary organic standard-setting organisations (SSOs) depend upon public trust in the truth claims implied by their labels: that the product in question has been produced using organic methods. They create and maintain this trust through assurance frameworks based on third-party verification of compliance with organic standards. It is therefore potentially problematic if an SSO makes additional claims that are not capable of being supported by their assurance frameworks. We investigate the claims made about the sustainability of organic agriculture by three voluntary organic SSOs, compared with assurance provisions within their standards. The analysis covers Australia, which has 53 per cent of the world\u27s certified organic farmland; and is extended internationally by including the IFOAM standard, with which a further 49 organic standards are affiliated worldwide. We find that while these standards generally contain principles and requirements that support sustainability claims, they lack well-specified means of verification in most cases other than the ‘core’ claims to exclude synthetic chemical inputs and genetically modified organisms. This assurance gap creates the risk of a consumer backlash. We discuss two ways to mitigate this risk: by strengthening verification within standards; and/or by employing new agricultural information and communication technologies to support claims outside the certification process

The role of the learning mentor in the socialisation of the child

The introduction of learning mentors into the secondary schools in 1999, as part of the Excellence in Cities initiative, was viewed within two years as a successful strategy for aiding pupils in inner city schools to develop positive attitudes towards school. As a result, the provision of learning mentors was extended to the primary sector. Although guidance on this new workforce was provided to schools it was expected that schools develop learning mentorship responsive to their own needs. This thesis begins with an overview of the introduction of learning mentors into the primary school and leads onto a consideration of one school’s interpretation of the role in practice. An evaluation of this interpretation led to a case study, carried out over one academic year, into the evolution of the role, leading to improved practice in the primary school at the heart of the research. The case study explored how the school’s provision of learning mentorship evolved over one academic year, from the introduction of a team approach based on the ideals of a nurture group, through an interim review and onto a final evaluation of practice and effectiveness. The case study was carried out with respect to the feminist approach to research, resulting in the collection and consideration of a wide range of data, including contextual data, to tell the story of the setting; indeed this notion of telling the story led to the research being reported as a narrative. Due regard was given to the researcher also being the acting headteacher of the school; the report acknowledges how the potential impact of this familiarity was addressed within the research. Due to the changing nature of the school as a society, the socialisation of children became the focus for the development of effective learning mentorship. Through this, conclusions were drawn that considered how staff, particularly senior iii staff, influenced the school society and how children may need the specialist support of trained learning mentors to adapt to the new society. The delivery of this specialist support was then outlined, with suggestions made for how the results of this case study could be used within other primary schools. A final consideration was given to the timing of learning mentorship for the individual child and the process needed to withdraw this specialist support from the child.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The integration and use of ICT across the secondary school

Many different technologies are available to support teaching and learning in schools and their role is a key topic for debate in contemporary education (Selwyn, 2011b; Lankshear & Knobel, 2006; Collis & Moonen, 2001). Evidence shows that although some technologies are adopted and used successfully within schools, others are not (Straub, 2009). This study was conducted in a technologically-rich secondary school where first-order barriers (Ertmer, 1999) were not expected to affect the use of ICT, and yet there are problems with the adoption of ICT across the curriculum. This study has followed two separate but connected lines of inquiry – how second-order barriers affect the integration and use of ICT and how ICT is used in practice. This includes the roles of the teacher, students and managers in terms of delivery and provision (Moyle, 2006; Eynon, 2010; Wastiau et al, 2013), with a particular focus on the implementation and use of a VLE and e-portfolios for end of Key Stage 3 assessment (Stefani et al, 2007). Following a case study methodology, the research investigated the use of technology within a large secondary school in the South West of England. Data were gathered through the use of VLE logs, questionnaires and group interviews with Year 9 students, questionnaires and interviews with staff, and document analysis of lesson planning and the e-portfolios created by these students. The data shows that, despite good technology provision and access to resources, ICT use is variable within and between departments and despite the SLT vision for student-centred use of ICT, its use is mainly teacher-led. Issues such as how differences in understanding and interpretation of policy between SLT and teaching staff affect ICT use in practice and how teachers’ beliefs affect their practice are identified. By considering the role of second-order barriers on the integration of technology, the research examines the ‘messy realities’ of technology use in education. The key findings show the importance of the SLT and how their practice is central to implementing their vision for ICT use, the importance of the ICT department in supporting development of practice across the curriculum and how teachers’ beliefs about students’ home use of ICT affects their practice

Apps-olutely fabulous? - The quality of PFMT smartphone app content and design rated using the Mobile App Rating Scale, Behaviour Change Taxonomy, and guidance for exercise prescription

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this recordICS 2019: International Continence Society 49th Annual Meeting, 3-6 September 2019, Gothenburg, SwedenDunedin School of MedicineNational Institute for Health Research (NIHR