Collaborative Epistemic Discourse in Classroom Information Seeking Tasks

We discuss the relationship between information seeking, and epistemic beliefs – beliefs about the source, structure, complexity, and stability of knowledge – in the context of collaborative information seeking discourses. We further suggest that both information seeking, and epistemic cognition research agendas have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners – an area we seek to address in this paper. A small-scale observational study using sociocultural discourse analysis was conducted with eight eleven year old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. We find that 1) discourse which could be characterised as ‘epistemic’ is identifiable in student talk, 2) that it is possible to identify talk which is more or less productive, and 3) that epistemic talk is associated with positive learning outcomes

The negotiation and co-construction of meaning and understanding within a postgraduate online learning community

There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality and outcomes of these dialogues. Drawing on contemporary socio-cultural research, this paper adapts a well-established analytical framework (see Mercer, 1995) that has been developed to understand face to face educational dialogues to the new context of asynchronous electronic conferencing. The work reported is derived from an in-depth case study of a tutorial group of 11 students enrolled on a course within the Open University's MA in Open and Distance Learning. The course was taught on-line to an international cohort of students from wide-ranging academic backgrounds. The analyses of electronic conference archives presented here focus on understanding the students’ on-line collaborative work and the ways in which they constructed meaning, negotiated shared understanding and supported each other in the process of learning at a distance. The implications of the findings for educational practice are considered

Evaluating the use of biomass energy with carbon capture and storage in low emission scenarios

Biomass Energy with Carbon Capture and Storage (BECCS) is heavily relied upon in scenarios of future emissions that are consistent with limiting global mean temperature increase to 1.5 °C or 2 °C above pre-industrial. These temperature limits are defined in the Paris Agreement in order to reduce the risks and impacts of climate change. Here, we explore the use of BECCS technologies in a reference scenario and three low emission scenarios generated by an integrated assessment model (IMAGE). Using these scenarios we investigate the feasibility of key implicit and explicit assumptions about these BECCS technologies, including biomass resource, land use, CO2 storage capacity and carbon capture and storage (CCS) deployment rate. In these scenarios, we find that half of all global CO2 storage required by 2100 occurs in USA, Western Europe, China and India, which is compatible with current estimates of regional CO2 storage capacity. CCS deployment rates in the scenarios are very challenging compared to historical rates of fossil, renewable or nuclear technologies and are entirely dependent on stringent policy action to incentivise CCS. In the scenarios, half of the biomass resource is derived from agricultural and forestry residues and half from dedicated bioenergy crops grown on abandoned agricultural land and expansion into grasslands (i.e. land for forests and food production is protected). Poor governance of the sustainability of bioenergy crop production can significantly limit the amount of CO2 removed by BECCS, through soil carbon loss from direct and indirect land use change. Only one-third of the bioenergy crops are grown in regions associated with more developed governance frameworks. Overall, the scenarios in IMAGE are ambitious but consistent with current relevant literature with respect to assumed biomass resource, land use and CO2 storage capacity

The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning

Structure and magnetism of multiphase Sm0.080Co0.645Fe0.276 powders

A Sm-poor mixture of Fe-substituted Sm2Co17, having the nominal stoichiometry of Sm0.080Co0.645Fe0.276, was ball-milled to explore the possibility of enhancing its remanence through direct microstructural refinement. With milling, the Sm2(Co0.7Fe0.3)17 compound disassociates to a body-centered-cubic supersaturated SmCoFe solid solution and a residual SmCoFe amorphous phase. Correspondingly, the coercive field values first increase, peaking at 0.83 kOe after 180 min of milling, then decrease with continued milling t

A “Learning Revolution”? Investigating Pedagogic Practices around Interactive Whiteboards in British Primary Classrooms

Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole-class teaching and learning. Strong claims are made for their value by manufacturers and policy makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms. It is funded by the UK Economic and Social Research Council and builds on the authors’ previous research on ICT in educational dialogues and collaborative activities

Radical Surgery in the Treatment of Localized Carcinoma of the Prostate

New methods of early detection combined with recent advances in surgical techniques have resulted in more patients undergoing radical surgery for treatment of localized carcinoma of the prostate. Over 350 radical prostatectomies have been performed by our group since January 1987. We review the role of radical prostatectomy in the treatment of prostate cancer and our experience with 100 patients undergoing radical retropubic prostatectomy since the advent of nerve-sparing techniques to preserve potency

Strategy for Conjugating Oligopeptides to Mesoporous Silica Nanoparticles Using Diazirine-Based Heterobifunctional Linkers

Successful strategies for the attachment of oligopeptides to mesoporous silica with pores large enough to load biomolecules should utilize the high surface area of pores to provide an accessible, protective environment. A two-step oligopeptide functionalization strategy is examined here using diazirine-based heterobifunctional linkers. Mesoporous silica nanoparticles (MSNPs) with average pore diameter of ~8 nm and surface area of ~730 m2/g were synthesized and amine-functionalized. Tetrapeptides Gly-Gly-Gly-Gly (GGGG) and Arg-Ser-Ser-Val (RSSV), and a peptide comprised of four copies of RSSV (4RSSV), were covalently attached via their N-terminus to the amine groups on the particle surface by a heterobifunctional linker, sulfo-succinimidyl 6-(4,4′-azipentanamido)hexanoate (sulfo-NHS-LC-diazirine, or SNLD). SNLD consists of an amine-reactive NHS ester group and UV-activable diazirine group, providing precise control over the sequence of attachment steps. Attachment efficiency of RSSV was measured using fluorescein isothiocyanate (FITC)-tagged RSSV (RSSV-FITC). TGA analysis shows similar efficiency (0.29, 0.31 and 0.26 mol peptide/mol amine, respectively) for 4G, RSSV and 4RSSV, suggesting a generalizable method of peptide conjugation. The technique developed here for the conjugation of peptides to MSNPs provides for their attachment in pores and can be translated to selective peptide-based separation and concentration of therapeutics from aqueous process and waste streams

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author