Exploring schools' use of natural spaces

This chapter focuses on the changing ways in which schools are using natural spaces as part of their pupils’ learning experience. We suggest that learning in natural spaces has undergone something of a renaissance in recent times, and explore the reasons that this might be so. We then examine ways in which schools and other practitioners are using outdoor spaces for play, for non-curricular and for curricular learning. The chapter draws on a range of countries for examples that show how a nation’s cultural ideas about the outdoors can be incorporated into a country’s outdoor learning, and how other ideas travel across boundaries to be interpreted in different practical ways. Within these sections, we consider different theoretical underpinnings that inform learning outside. Finally, the benefits of and challenges to outdoor learning are considered

Natural Connections Demonstration Project, 2012- 2016: Final Report

This report presents the key findings from the Natural Connections Demonstration Project, that aimed to encourage teachers to take curricular learning outdoors. The project was commissioned by DEFRA, Natural England and Historic England, and delivered by a team at Plymouth University. 125 schools contributed to the evaluation which found that: 1. schools most likely to engage with outdoor learning displayed strong leadership and were open-minded about trying new things 2. schools reported a statistically-significant increase in the amount of time spent on outdoor learning activity across the project 3. Schools adopted many different models of outdoor learning 4. Schools invested time, goodwill, energy and funding in outdoor learning 5. Over 90 per cent of responding schools agreed that outdoor learning was useful for curriculum delivery 6. Outdoor learning had positive impacts for teachers and pupils 7. the project model of distributed independent brokerage was found to have the capacity to unlock latent demand for outdoor learning in schools, and to support schools in embedding low-cost outdoor learning practice

Effects of neutral gas release on current collection during the CHARGE-2 rocket experiment

Observations of current collection enhancements due to cold nitrogen gas control jet emissions from a highly charged rocket payload in the ionosphere are reported. These observations were made during the second cooperative high altitude rocket gun experiment (CHARGE-2) which was an electrically tethered mother/daughter payload system. The current collection enhancement was observed at the daughter payload located 100 to 400 m away from the mother which was firing an energetic electron beam. The authors interpret these results in terms of an electrical discharge forming in close proximity to the daughter during the short periods of gas emission. The results indicate that it is possible to enhance the electron current collection capability of positively charged vehicles by means of deliberate neutral gas releases into an otherwise undisturbed space plasma. These results can also be compared with recent laboratory observations of hollow cathode plasma contactors operating in the ignited mode. Experimental observations of current collection enhancements due to cold nitrogen gas control jet emissions from a highly charged, isolated daughter payload in the nighttime ionosphere were made. These observations were derived from the second cooperative high altitude rocket gun experiment (CHARGE-2) which was an electrically tethered mother-daughter payload system. The rocket flew from White Sands Missile Range (WSMR) in December, 1985. The rocket achieved an altitude of 261 km and carried a 1 keV electron beam emitting up to 48 mA of current (Myers, et al., 1989a). The mother payload, carried the electron beam source, while the daughter acted as a remote current collection and observation platform and reached a distance of 426 m away from the main payload. Gas emissions at the daughter were due to periodic thruster jet firings to maintain separation velocity between the two payloads

Outdoor learning spaces: the case of forest school

© 2017 The Author. Area published by John Wiley & Sons Ltd on behalf of Royal Geographical Society (with the Institute of British Geographers). This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.This paper contributes to the growing body of research concerning use of outdoor spaces by educators, and the increased use of informal and outdoor learning spaces when teaching primary school children. The research takes the example of forest school, a form of regular and repeated outdoor learning increasingly common in primary schools. This research focuses on how the learning space at forest school shapes the experience of children and forest school leaders as they engage in learning outside the classroom. The learning space is considered as a physical space, and also in a more metaphorical way as a space where different behaviours are permitted, and a space set apart from the national curriculum. Through semi-structured interviews with members of the community of practice of forest school leaders, the paper seeks to determine the significance of being outdoors on the forest school experience. How does this learning space differ from the classroom environment? What aspects of the forest school learning space support pupils’ experiences? How does the outdoor learning space affect teaching, and the dynamics of learning while at forest school? The research shows that the outdoor space provides new opportunities for children and teachers to interact and learn, and revealed how forest school leaders and children co-create a learning environment in which the boundaries between classroom and outdoor learning, teacher and pupil, are renegotiated to stimulate teaching and learning. Forest school practitioners see forest school as a separate learning space that is removed from the physical constraints of the classroom and pedagogical constraints of the national curriculum to provide a more flexible and responsive learning environment.Peer reviewe

Molecular basis of oocyte-paracrine signalling that promotes granulosa cell proliferation

Copyright © 2006 Company of BiologistsOocytes regulate follicle growth by secreting paracrine growth factors that act on neighbouring granulosa cells (GCs). Those factors identified to date are mainly members of the transforming growth factor-ß (TGFß) superfamily, but little is known about which specific receptor/signalling system(s) they employ. This study was conducted to determine the requisite pathways utilised by oocytes to promote GC proliferation. We used an established oocyte-secreted mitogen bioassay, where denuded mouse oocytes are co-cultured with mural GCs. Oocytes, growth differentiation factor-9 (GDF9), TGFß1 and activin-A all promoted GC DNA synthesis, but bone-morphogenetic protein 6 (BMP6) did not. Subsequently, we tested the capacity of various TGFß superfamily receptor ectodomains (ECD) to neutralise oocyte- or specific growth factor-stimulated GC proliferation. The BMP type-II receptor (BMPR-II) ECD antagonised oocyte and GDF9 bioactivity dose-dependently, but had no or minimal effect on TGFß1 and activin-A bioactivity, demonstrating its specificity. The TGFßR-II, activinR-IIA and activinR-IIB ECDs all failed to neutralise oocyte- or GDF9-stimulated GC DNA synthesis, whereas they did antagonise the activity of their respective native ligands. An activin receptor-like kinase (ALK) 4/5/7 inhibitor, SB431542, also antagonised both oocyte and GDF9 bioactivity in a dose-dependent manner. Consistent with these findings, oocytes, GDF9 and TGFß1 all activated SMAD2/3 reporter constructs in transfected GC, and led to phosphorylation of SMAD2 proteins in treated cells. Surprisingly, oocytes did not activate the SMAD1/5/8 pathway in transfected GCs although exogenous BMP6 did. This study indicates that oocyte paracrine factors primarily utilise a similar signalling pathway first identified for GDF9 that employs an unusual combination of TGFß superfamily receptors, the BMPR-II and a SMAD2/3 stimulatory ALK (4, 5 or 7), for transmitting their mitogenic actions in GC. This cell-signalling pathway may also have relevance in the hypothalamic-pituitary axis and in germ-somatic cell interactions in the testis.Robert B. Gilchrist, Lesley J. Ritter, Samu Myllymaa, Noora Kaivo-Oja, Rebecca A. Dragovic, Theresa E. Hickey, Olli Ritvos and David G. Mottershea

Quantum metrology at the Heisenberg limit with ion traps

Sub-Planck phase-space structures in the Wigner function of the motional degree of freedom of a trapped ion can be used to perform weak force measurements with Heisenberg-limited sensitivity. We propose methods to engineer the Hamiltonian of the trapped ion to generate states with such small scale structures, and we show how to use them in quantum metrology applications.Comment: 10 pages, 6 figure

Proposal for the Measurement of Bell-like Correlations from Continuous Variables

We show theoretically that Bell-type correlations can be observed between continuous variable measurements performed on a parametric source. An auxiliary measurement, performed on the detection environment, negates the possibility of constructing a local realistic description of these correlations

AVE-Sesame 3: 25-MB sounding data

The rawinsonde sounding program for the AVE-SESAME 3 experiment is described and tabulated data at 25-mb intervals from the surface to 25 mb for the 23 National Weather Service and 19 special stations participating in the experiment are presented. Soundings were taken at 3 hr intervals beginning at 1200 GMT on April 25, 1979, and ending at 1200 GMT on April 26, 1979 (nine sounding times). The method of processing is discussed briefly, estimates of the rms errors in the data presented, an example of contact data given, reasons given for the termination of soundings below 100 mb, and soundings listed which exhibit abnormal characteristics

Optimal discrete stopping times for reliability growth tests

Often, the duration of a reliability growth development test is specified in advance and the decision to terminate or continue testing is conducted at discrete time intervals. These features are normally not captured by reliability growth models. This paper adapts a standard reliability growth model to determine the optimal time for which to plan to terminate testing. The underlying stochastic process is developed from an Order Statistic argument with Bayesian inference used to estimate the number of faults within the design and classical inference procedures used to assess the rate of fault detection. Inference procedures within this framework are explored where it is shown the Maximum Likelihood Estimators possess a small bias and converges to the Minimum Variance Unbiased Estimator after few tests for designs with moderate number of faults. It is shown that the Likelihood function can be bimodal when there is conflict between the observed rate of fault detection and the prior distribution describing the number of faults in the design. An illustrative example is provided