No good surprises: intending lecturers' preconceptions and initial experiences of further education

Current initiatives to promote lifelong learning and a broader inclusiveness in post-16 education have focused attention on further education (FE). The article examines the experiences and reactions of 41 intending lecturers studying full-time for a Postgraduate Certificate in Further Education and Training (PGCET), as they enter FE colleges on teaching practice and encounter FE students for the first time. It argues that the sector may have something to learn from the contrast between these intending lecturers' expectations and their subsequent experiences, and that attempts to address problems which are endemic within the current FE sector by initiatives to improve teacher competence, such as the Further Education National Training Organisation (FENTO)'s recently introduced FE teacher training standards, are inadequate and misdirected

Logarithmic perturbation theory for radial Klein-Gordon equation with screened Coulomb potentials via ℏ\hbar expansions

The explicit semiclassical treatment of logarithmic perturbation theory for the bound-state problem within the framework of the radial Klein-Gordon equation with attractive real-analytic screened Coulomb potentials, contained time-component of a Lorentz four-vector and a Lorentz-scalar term, is developed. Based upon $\hbar$-expansions and suitable quantization conditions a new procedure for deriving perturbation expansions is offered. Avoiding disadvantages of the standard approach, new handy recursion formulae with the same simple form both for ground and excited states have been obtained. As an example, the perturbation expansions for the energy eigenvalues for the Hulth\'en potential containing the vector part as well as the scalar component are considered.Comment: 14 pages, to be submitted to Journal of Physics

Curriculum-making in school and college: The case of hospitality

Drawing upon research in the curriculum of Hospitality, this article explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum is school and college contexts. It identifies organisational culture and teacher and student backgrounds and dispositions as central to the emerging contrasts. It uses this evidence to argue that the evolution of credit frameworks which assume a rational curriculum is unhelpful in understanding the multiple plays of difference in learning and the enacted curriculu

"From ‘What the hell is going on?’ to the ‘Mushy middle ground’ to ‘getting used to a new normal’: Young people’s biographical narratives around navigating parental dementia"

The number of young people who have a parent with dementia is rising as a result of improvements in diagnosis of young onset variants and demographic shifts. There has, however, been very little research focusing on this group. Accounts elicited as part of the Perceptions and Experiences of Young People With a Parent With Dementia described the period, usually some years, leading up to a diagnosis of a dementia and then the progress of the condition post diagnosis. These narratives were characterised by confusion, uncertainty, trauma and distress as the young people struggled to make sense of the significant and often extreme, behavioural and attitudinal changes that were symptoms of the illness. This paper describes and discusses how the young people experienced and navigated the temporal messiness and consequent biographical disruption arising from parental dementia

Teacher agency in curriculum making: agents of change and spaces for manoeuvre

In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to act as agents of change. And yet, teacher agency is under-theorised and often misconstrued in the educational change literature, wherein agency and change are seen as synonymous and positive. This paper addresses the issue of teacher agency in the context of an empirical study of curriculum making in schooling. Drawing upon the existing literature, we outline an ecological view of agency as an effect. These insights frame the analysis of a set of empirical data, derived from a research project about curriculum-making in a school and further education college in Scotland. Based upon the evidence, we argue that the extent to which teachers are able to achieve agency varies from context to context based upon certain environmental conditions of possibility and constraint, and that an important factor in this lies in the beliefs, values and attributes that teachers mobilise in relation to particular situations

Recognising Desire: A psychosocial approach to understanding education policy implementation and effect

It is argued that in order to understand the ways in which teachers experience their work - including the idiosyncratic ways in which they respond to and implement mandated education policy - it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachers’ practical and ideological positionings, it is suggested that teachers’ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often underacknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable

Turbulent protostellar discs

Aspects of turbulence in protostellar accretion discs are being reviewed. The emergence of dead zones due to poor ionization and alternatives to the magneto-rotational instability are discussed. The coupling between dust and gas in protostellar accretion discs is explained and turbulent drag is compared with laminar drag in the Stokes and Epstein regimes. Finally, the significance of magnetic field generation in turbulent discs is emphasized in connection with driving outflows and with star-disc coupling.Comment: 16 pages, 7 figures, proceedings of Nobel Symposium 135: Physics of Planetary System

The formation of planetary disks and winds: an ultraviolet view

Planetary systems are angular momentum reservoirs generated during star formation. This accretion process produces very powerful engines able to drive the optical jets and the molecular outflows. A fraction of the engine energy is released into heating thus the temperature of the engine ranges from the 3000K of the inner disk material to the 10MK in the areas where magnetic reconnection occurs. There are important unsolved problems concerning the nature of the engine, its evolution and the impact of the engine in the chemical evolution of the inner disk. Of special relevance is the understanding of the shear layer between the stellar photosphere and the disk; this layer controls a significant fraction of the magnetic field building up and the subsequent dissipative processes ougth to be studied in the UV. This contribution focus on describing the connections between 1 Myr old suns and the Sun and the requirements for new UV instrumentation to address their evolution during this period. Two types of observations are shown to be needed: monitoring programmes and high resolution imaging down to, at least, milliarsecond scales.Comment: Accepted for publication in Astrophysics and Space Science 9 figure

Changing times in England: the influence on geography teachers’ professional practice

School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three “moments” from my experience as a student, teacher and teacher educator. Barnett's description of teacher professionalism as a continuous project of “being” illuminates how geography teachers can adapt to competing influences. It reflects teacher professionalism as an unfinished project, which is responsive, but not beholden, to shifting trends, and is informed by how teachers frame and enact policies. I argue that recognising these contextual factors is key to supporting geography teachers in “being” geography education professionals. As education becomes increasingly competitive on a global scale, individual governments are looking internationally for “solutions” to improve educational rankings. In this climate, the future of geography education will rest on how teachers react locally to international trends. Geography teacher educators can support this process by continuing to inform the field through meaningful geography education research, in particular in making the contextual factors of their research explicit. This can be supported through continued successful international collaboration in geography education research

Symmetries and reversing symmetries of toral automorphisms

Toral automorphisms, represented by unimodular integer matrices, are investigated with respect to their symmetries and reversing symmetries. We characterize the symmetry groups of GL(n,Z) matrices with simple spectrum through their connection with unit groups in orders of algebraic number fields. For the question of reversibility, we derive necessary conditions in terms of the characteristic polynomial and the polynomial invariants. We also briefly discuss extensions to (reversing) symmetries within affine transformations, to PGL(n,Z) matrices, and to the more general setting of integer matrices beyond the unimodular ones.Comment: 34 page