Enhancing Small Group Teaching in Plant Sciences: A Research and Development Project in Higher Education

The Department of Plant Sciences at the University of Cambridge uses a range of learning and teaching environments including lectures, practical laboratories and small group tutorials'. Under the auspices of the Cambridge-MIT Institute's Pedagogy Programme, a two-year research and development project concerned with the development of small-group teaching is being undertaken. The research element of this project endeavours to illuminate current practice and identify areas in which evidence-based development might take place. The development element will include professional development activities and the production of curriculum resources including appropriate online material. This is a multi-method study including a series of student questionnaires; focus groups of students; semi-structured interviews with staff members; and the collection of video of small group teaching. In this paper we report selected findings from the 'student data' of the first year of this project.The questionnaire, conducted with two cohorts of students (2nd and 3rd year Undergraduates), used a double-scale questionnaire in which students were asked to report both on the prevalence of a range of teaching and learning practices and on how valuable these were in supporting their learning. This type of questionnaire instrument is particularly appropriate because the data it generates is suggestive of areas for changes in practice. The gaps between 'practices' and 'values' (across both cohorts) suggested that students valued activities which improved their understanding of how elements of the course were interrelated; which related course content to 'authentic' examples; and those in which teachers made explicit the characteristics of 'high quality' student work. Small group teaching, in the view of most students, was best used to extend and explore concepts introduced in lectures rather than simply reinforcing them or assessing student understanding.Data gathered through focus group activities illuminated the questionnaire data, providing detailed accounts of how students managed their own learning, and the roles played in this by lectures, small group teaching and other resources. Students identified the processes of planning and writing essays as key learning activities during which they integrated diverse course content and reflected on problematic knowledge. Questionnaire and focus group data suggested that students had less clear views regarding the value of collaborative learning, peer-assessment or activities such as making presentations to other students. When students talked in positive terms about these activities, they often referred to the learning benefits of preparation for the tasks rather than of the collaborative activities themselves. These views may provide indications of potential barriers to changes in learning and teaching environments, and suggest that any such changes may have to be carefully justified to students in terms of benefits to their own learning. Many of our findings are broadly in accord with other work on teaching and learning in Higher Education settings (such as the 'Oxford Learning Context Project' and the 'Enhancing Teaching-Learning Environments in Undergraduate Courses' Project) in that 'deep learning' and 'authenticity' in learning activities are valued by students, and that the introduction of specific formative practices (such as sharing notions of 'quality') would be welcomed. At the same time, amongst the students in our sample, a view of learning as an individual process of 'learning-as-acquisition' predominates over a view that it is a social process of 'learning-as-participation', and this will inform the planning of the 'development' aspect of the project. We conclude with a discussion of how the approach we have used might be more widely applied both within and beyond the Cambridge-MIT partnership. We also identify potential affordances of, and barriers to, the development of research-informed teaching in Higher Education

Effect of stellar wind induced magnetic fields on planetary obstacles of non-magnetized hot Jupiters

We investigate the interaction between the magnetized stellar wind plasma and the partially ionized hydrodynamic hydrogen outflow from the escaping upper atmosphere of non- or weakly magnetized hot Jupiters. We use the well-studied hot Jupiter HD 209458b as an example for similar exoplanets, assuming a negligible intrinsic magnetic moment. For this planet, the stellar wind plasma interaction forms an obstacle in the planet's upper atmosphere, in which the position of the magnetopause is determined by the condition of pressure balance between the stellar wind and the expanded atmosphere, heated by the stellar extreme ultraviolet (EUV) radiation. We show that the neutral atmospheric atoms penetrate into the region dominated by the stellar wind, where they are ionized by photo-ionization and charge exchange, and then mixed with the stellar wind flow. Using a 3D magnetohydrodynamic (MHD) model, we show that an induced magnetic field forms in front of the planetary obstacle, which appears to be much stronger compared to those produced by the solar wind interaction with Venus and Mars. Depending on the stellar wind parameters, because of the induced magnetic field, the planetary obstacle can move up to ~0.5-1 planetary radii closer to the planet. Finally, we discuss how estimations of the intrinsic magnetic moment of hot Jupiters can be inferred by coupling hydrodynamic upper planetary atmosphere and MHD stellar wind interaction models together with UV observations. In particular, we find that HD 209458b should likely have an intrinsic magnetic moment of 10-20% that of Jupiter.Comment: 8 pages, 6 figures, 2 tables, accepted to MNRA

Multi-Generational Star Formation in L1551

The L1551 molecular cloud contains two small clusters of Class 0 and I protostars, as well as a halo of more evolved Class II and III YSOs, indicating a current and at least one past burst of star formation. We present here new, sensitive maps of 850 and 450 um dust emission covering most of the L1551 cloud, new CO J=2-1 data of the molecular cloud, and a new, deep, optical image of [SII] emission. No new Class 0/I YSOs were detected. Compact sub-millimetre emitters are concentrated in two sub-clusters: IRS5 and L1551NE, and the HL~Tauri group. Both stellar groups show significant extended emission and outflow/jet activity. A jet, terminating at HH 265 and with a very weak associated molecular outflow, may originate from LkHa 358, or from a binary companion to another member of the HL Tauri group. Several Herbig Haro objects associated with IRS5/NE were clearly detected in the sub-mm, as were faint ridges of emission tracing outflow cavity walls. We confirm a large-scale molecular outflow originating from NE parallel to that from IRS5, and suggest that the "hollow shell" morphology is more likely due to two interacting outflows. We confirm the presence of a prestellar core (L1551-MC) of mass 2-3 Mo north-west of IRS5. The next generation cluster may be forming in this core. The L1551 cloud appears cometary in morphology, and appears to be illuminated and eroded from the direction of Orion, perhaps explaining the multiple episodes of star formation in this cloud. The full paper (including figures) can be downloaded at http://www.jach.hawaii.edu/~gms/l1551/l1551-apj641.pdf, or viewed at http://www.jach.hawaii.edu/~gms/l1551/.Comment: Accepted for publication in The Astrophysical Journal, April 2006 (vol. 641). 27 pages, 17 figure

Large Area Mapping at 850 Microns. IV. Analysis of the Clump Distribution in the Orion B South Molecular Cloud

We present results from a survey of a 1300 arcmin^2 region of the Orion B South molecular cloud, including NGC 2024, NGC 2023, and the Horsehead Nebula (B33), obtained using the Submillimetre Common-User Bolometer Array (SCUBA) on the James Clerk Maxwell Telescope. Submillimeter continuum observations at 450 microns and 850 microns are discussed. Using an automated algorithm, 57 discrete emission features (``clumps'') are identified in the 850 micron map. The physical conditions within these clumps are investigated under the assumption that the objects are in quasi-hydrostatic equilibrium. The best fit dust temperature for the clumps is found to be T_d = 18 +/- 4 K, with the exception of those associated with the few known far infrared sources residing in NGC 2024. The latter internally heated sources are found to be much warmer. In the region surrounding NGC 2023, the clump dust temperatures agree with clump gas temperatures determined from molecular line excitation measurements of the CO molecule. The bounding pressure on the clumps lies in the range log(k^-1 P cm^3 K^-1) = 6.1 +/- 0.3. The cumulative mass distribution is steep at the high mass end, as is the stellar Initial Mass Function. The distribution flattens significantly at lower masses, with a turn-over around 3 -- 10 M_sun.Comment: 41 pages, 16 figures, accepted by Ap

Probation, credibility and justice

This paper explores the difficulties that arise for probation agencies or those that deliver community sanctions in developing and maintaining their credibility in prevailing ‘late-modern’ social conditions. It begins by questioning the limits of the pursuit and promise of ‘public protection’ as a source of credibility, and then proceeds to examine the emergence of an alternative strategy – based principally on reparation and ‘payback’ – in Scotland, arguing that these Scottish developments have much to say to the emerging debates in England and Wales (and elsewhere) about the ‘rehabilitation revolution’ and the proper use of imprisonment. The paper provides a critical account of the development and meaning of the Scottish version of ‘payback’, linking it to some important philosophical and empirical studies that may help to steer the development of payback away from a ‘merely punitive’ drift. In the conclusion, I argue that probation agencies and services need to engage much more deeply and urgently with their roles as justice services, rather than as ‘mere’ crime reduction agencies