Is complexity theory useful in describing classroom learning?

Complexity theory in the physical sciences describes systems in which groups of agents acting in relation to only their immediate environment nevertheless develop an organisational structure which is able to evolve and adapt. It also highlights the sensitivity of this structure to small changes and the indeterminate nature of these changes. In education, these characteristics have been applied to understanding action research (Radford, 2008); curriculum (Osberg, 2005; Doll, 2008) and change in educational systems (Mason, 2008). Whilst this is a promising field, complexity theory within education is still in its infancy, and a systematic and rigorous evaluation of the validity of transferring concepts from the physical to the social sciences is urgently required before analysing the usefulness of complexity theory in describing educational settings. In this paper I evaluate the validity of transferring understanding about complex systems from the physical sciences to understanding the dynamic interactions in a classroom, through focus on the below research questions: 1. What general properties of complex systems can be defined from the physical sciences? 2. What is the validity of using this understanding of complex systems to consider learning in classrooms? 3. How useful are concepts from complexity theory in understanding classroom learning? Through these research questions the paper leads to the development of a theoretical framework for describing classrooms as a complex system

‘If you don’t understand this don’t worry, for the rest of you I will go on’: Deconstructing children’s opportunity to participate in the classroom community of practice

Learning is a fundamental concern within Western societies as demonstrated through the development of schooling systems and National Curriculums, both of which strive to take charge of and advance children’s learning

Ecosystem (dis)benefits arising from formal and informal land-use in Manchester (UK); a case study of urban soil characteristics associated with local green space management

Urban soils are subject to anthropogenic influences and, reciprocally, provide benefits and dis-benefits to human wellbeing; for example carbon storage, nutrient cycling and the regulation trace element and contaminant mobility. Collective stewardship of urban green commons provides contemporary examples of the diversity of uses and management of green space in cities and represents a growing movement in user participation in, and awareness of, the importance of urban ecological health. Exploring the range of social-ecological benefits exemplified in the urban environment has generally focused on above-ground processes, with few studies examining the potential for (dis)benefits arising from edaphic characteristics of collectively-managed spaces. An investigation into the influence of formal and informal green space management on carbon fluxes and heavy metal concentrations in urban soils was carried out in Manchester (UK) finding that carbon storage in soils of collectively managed urban green commons (7.15 ±1.42 kg C m⁻²) was significantly greater than at formally managed sites (for example city parks: 5.08 ±0.69 kg C m⁻²), though the latter exhibited reduced losses through CO2 emission. Variation in heavy metal concentrations and mobility were likewise observed, exemplified by the acidification of surface soils by leaf litter at orchard sites, and the resultant increase in the mobility of lead (Pb) and zinc (Zn). The results of this study indicate the importance of small-scale contemporary urban green space management on selected ecosystem services provided by the limited soil resource of cities. Thus, a greater consideration of the effects of horticultural and amenity activities with regards to soil quality/functionality is required to ensure available urban green commons retain or increase their ecological quality over time

How does learning emerge in science classrooms?

When planning a science lesson, teachers often consider what they want pupils to learn and then select and design activities that convey the concepts or skills being promoted. However, in recent years there has been a theoretical shift away from seeing concepts as ‘mental entities’ which can be conveyed through activities, and instead recognising that learning involves the specifics of embodied cognition and interaction between people, texts, images, equipment and the broader learning environment. The question then becomes whether we can give a more specific account of how pupils actually learn, and what they learn from. This workshop will highlight some of the issues with how learning is currently characterised and then report the early findings of video studies into what pupils actually learn from in science classroom, and what experienced teachers do to promote this learning

In-flight calibration of the high-gain antenna pointing for the Mariner Venus-Mercury 1973 spacecraft

The methods used to in-flight calibrate the pointing direction of the Mariner Venus-Mercury 1973 spacecraft high gain antenna and the achieved antenna pointing accuracy are described. The overall pointing calibration was accomplished by performing calibration sequences at a number of points along the spacecraft trajectory. Each of these consisted of articulating the antenna about the expected spacecraft-earth vector to determine systematic pointing errors. The high gain antenna pointing system, the error model used in the calibration, and the calibration and pointing strategy and results are discussed

Collections of Disorder: Stories of Mental Illness

This thesis contains five short stories, each narrated by a character with a psychological disorder. The disorders represented are as follows: alcohol use disorder, schizophrenia, Alzheimer’s disease, phobic disorder, and autism spectrum disorder. Research was conducted in two parts: (1) study of psychological texts including peer reviewed articles and case studies and (2) study of literary works including memoirs and novels. The author aims to use storytelling to humanize and therefore generate empathy for those with mental illnesses