‘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

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

Quantum tunneling dynamics of an interacting Bose-Einstein condensate through a Gaussian barrier

The transmission of an interacting Bose-Einstein condensate incident on a repulsive Gaussian barrier is investigated through numerical simulation. The dynamics associated with interatomic interactions are studied across a broad parameter range not previously explored. Effective 1D Gross-Pitaevskii equation (GPE) simulations are compared to classical Boltzmann-Vlasov equation (BVE) simulations in order to isolate purely coherent matterwave effects. Quantum tunneling is then defined as the portion of the GPE transmission not described by the classical BVE. An exponential dependence of transmission on barrier height is observed in the purely classical simulation, suggesting that observing such exponential dependence is not a sufficient condition for quantum tunneling. Furthermore, the transmission is found to be predominately described by classical effects, although interatomic interactions are shown to modify the magnitude of the quantum tunneling. Interactions are also seen to affect the amount of classical transmission, producing transmission in regions where the non-interacting equivalent has none. This theoretical investigation clarifies the contribution quantum tunneling makes to overall transmission in many-particle interacting systems, potentially informing future tunneling experiments with ultracold atoms.Comment: Close to the published versio

What evidence is there to support the impact of gardens on health outcomes? A systematic scoping review of the evidence

According to the World Health Organisation Global Health Observatory (2017), non-communicable diseases (NCD’s) present a significant cause of death through cardiovascular disease, respiratory conditions and type 2 diabetes. The impact of NCDs on health and social care is estimated to outstrip service provision and the drive to promote health and well-being to tackle the key causes of NCD’s is at the vanguard of UK, European and global health care policy. There is a need for health and social care commissioners to examine and commission new treatment interventions that can offer multipurpose interventions for people in the community with LTC and co-morbid conditions. It is claimed that nature based activities, such as therapeutic horticulture or gardening activity, can improve health and wellbeing for a range of people with long-term conditions. Nature Based Activities have been defined as ‘an intervention with the aim to treat, hasten recovery, and/or rehabilitate patients with a disease or a condition of ill health, with the fundamental principle that the therapy involves plants, natural materials, and/or outdoor environment, without any therapeutic involvement of extra human mammals or other living creatures’ (Annerstedt & Währborg 2011). This includes, amongst other activities, gardens as a nature based activity that encourages individuals to engage with, observe or access. This review has located and described research evidence that has reported on the impact of gardens on physical, mental, health and well being. A systematic approach was used to scope the evidence base across a range of data bases and external sources. The review reports on the following: - How gardens can improve physical, mental, health and wellbeing outcomes - A ‘map’ of the literature in relation to the benefits for particular conditions , types of garden, and health outcomes - The gaps in the literature in relation to particular conditions, garden types and health outcomes - Gardens as an intervention within the social prescribing movement - Infographics and a logic models, which capture the data in a simple way. These can be used to inform the future development of the RHS therapeutic garden and for organisations interested in green care or nature-based activities This report has provided an overview of the evidence for gardens as an intervention that could promote health and wellbeing in a range of populations. This has significance for public health and health care as there is a precedence to explore alternative methods of service provision. The findings from this review report on the impact of gardens and gardening on four key areas: Mental Health, Dementia, Wellbeing, Specific Conditions using Physiological Outcome Measures and Nutrition. The review evidence indicated that nature based activities such as gardens (in the range of formats) can help social inclusion, self-esteem and perceived wellbeing. Although the methodologies and interventions varied, the evidence base overwhelming supported the use of gardens as an activity that could promote wellbeing. Moreover, these activities were reflected in the Bragg et al (2016) Green Framework which suggests that gardens positively impact on people through everyday life such as home gardening, health promotion through nature based activates such as digging and community gardening through to and green care that uses more structured approaches for people with defined needs

Sport und Sportunterricht in Ungarischen Schulen nach den politischen Veränderungsprozessen in den 1990er Jahren

Across central and eastern Europe, countries entered into a political transition period typified by democratic freedom and idealism and in educational reforms by conceptual reorientations based on ideas of humanism and liberalisation. This article focuses on school physical education and sport in Hungary after the political transition period of the 1990s. Specifically, it highlights issues relating to curriculum changes, the conceptual modernisation of school physical education and sport, the emergence of a Hungarian national curriculum and suggests that schools and physical education practitioners have critical roles in promoting and fostering participation in physical and sporting activity through curricular and extracurricular programmes for essential full lifespan engagement.Ranih 1990-ih zemlje srednje i istočne Europe ušle su u period političke tranzicije obilježen reformama na području edukacije koje su obuhvaćale konceptualna preusmjeravanja utemeljena na idejama humanizma i liberalizma, što je bilo prevedeno u idealistički kurikulum i principe planiranja. Međutim, realnost implementiranja tih ‘principa’ ignorirala je potrebna financijska ulaganja, nove pedagoške i didaktičke intervencije i relevantnu infrastrukturu neophodnu za realizaciju. Stoga, u godinama političke tranzicije, usprkos vladinim ohrabrenjima ve-zanima uz tjelesni odgoj kao kurikularni zahtjev, tjelesni je odgoj postao podcijenjeni predmet; viša školska uprava pokazala je za njega malo interesa, njegov doprinos općem razvoju učenika nije bio dovoljno cijenjen, a profesori tjelesnog odgoja smatrali su se inferiornima, manje sposobnima i vještim u brojnim srednje- i istočnoeuropskim zemljama. Ovaj rad obrađuje status tjelesnog odgoja i sporta u školama u Mađarskoj nakon perioda političke tranzicije iz 1990-ih godina. Politička tranzicija koja slijedi nakon slobodnih izbora u Mađarskoj 1990. godine postavila je zahtjev za novim društvenim vrijednostima u reorganiziranom društvu. Kako bi se prilagodio tim zahtjevima, cjelokupni edukacijski sustav morao se reformirati kroz državnu politiku obnove i edukacijske zakone. Postupno proširen kurikulum pojačano je naglasio svestranu, dobro uravnoteženu edukaciju i razvoj pozitivnih stavova u okruženju ekonomskog, političkog, znanstvenog, tehničkog, društvenog i moralnog razvoja. Takozvani bipolarni (centralni i lokalni) model reguliranja sadržaja kurikuluma nastao je kao rezultat nacionalnih i inozemnih utjecaja. Tjelesni odgoj i sport identificiran je kao jedno od deset središnjih područja edukacije važnih za zadovoljavanje zahtjeva ‘nove ere’. Njegova je uloga neophodna i jedinstvena u sustavu kulture, a ima izravan utjecaj na tjelesni razvoj učenika te daje povoljnu priliku za razvoj motoričkih vještina i sposobnosti. Njegova se ključna uloga također proteže u područje aktivnog i redovitog tjelesnog vježbanja, kao i nužnosti sporta u vrijednosnom sustavu učenika, čime se promovira zdrav stil života i njeguje tjelesna, mentalna i emocionalna edukacija. Istodobno, novi pristup evaluaciji zamijenio je jednodimenzionalnu, prema učitelju usmjerenu i autoritarnu ocjenu onom utemeljenom na nizu interakcija učenika i profesora: profesori i učenici partneri su u tom procesu. Godine 1995. pokrenut Nacionalni središnji kurikulum (NCC) danas određuje rad u školama, uključujući i tjelesni odgoj i sport, kao i njegov nastavni plan i program. NCC daje primjere proširenih sadržaja nacionalnog standarda obrazovanja, karakteristika kojega je vidljiva na njegove tri ‘razine’ ciljeva. Na prvoj razini su zajednički predmeti povezani s cijelim odgojno-obrazovnim sustavom. Ispred svakog edukacijskog polja ili područja nalaze se opći razvojni ciljevi. U tjelesnom odgoju i sportu ti su ciljevi definirani za dob od 1-6 i 7-10 godina, a obuhvaćaju zdravlje, učenje kretnih struktura, motoričke sposobnosti, održavanje potrebe za tjelesnim vježbanjem i prilagođen tjelesni odgoj. Tri su razine ciljeva zaokružene pojedinačnim ciljevima, koji su podijeljeni na tri dijela: znanje, vještine i minimalna kompetentnost. Nastavni plan tjelesnog odgoja sastoji se od različitih komponenata: organizacijske vježbe (vježbe postrojavanja), pripremne, bazične i preventivne vježbe, relaksacija; osnovne atletske vježbe; gimnastičke vježbe; ritmička gimnastika, vježbe aerobike (samo za djevojke); sportske igre (rukomet, košarka, nogomet, odbojka); rekreacijske aktivnosti i aktivnosti na otvorenom; samoobrana i borilačke vještine te plivanje. Pojedinačni ciljevi specifičnog područja također uključuju i temeljna znanja nužna za donošenje odluka i izvršavanje zadataka. Minimalne kompetencije opisuju osnovnu razinu znanja, vještina i općih sposobnosti potrebnih za uspješan razvoj učenika. U nekim je školama odvojeno puno vremena za nastavu tjelesnog odgoja - 225 minuta tjedno (pet sati tjedno uključujući i izvannastavne aktivnosti). Međutim, u posljednjih petnaest godina, u mnogim mađarskim školama broj sati nastave reduciran je na oko 2,5 sata tjedno. Nekoliko faktora priječi napredak tjelesnog odgoja i sporta u Mađarskoj. Državna politika i zakonske odredbe predviđaju samo ograničeni vremenski okvir za postizanje ambicioznih ciljeva i složenih zadataka sadržanih u nastavnom planu i programu. Sljedeći problem vezan je za na-čin mišljenja starijih generacija mađarskih profesora i školskih institucija - to je način razmišljanja previše kontroliranog okruženja prošlog ‘socijalističkog’ upravljanja i profesori čekaju “odozgo” detaljniji plan i program od onoga u NCC-u, a mnogima od njih nedostaje iskustva i znanja za popunjavanje praznina između NCC-a i njihovih izvedbenih planova i programa, kao i potrebne pedagoške i didaktičke intervencijske vještine za poučavanje i situacijsko učenje. Treći se problem tiče neadekvatnosti sportskih objekata i opreme u Mađarskoj - procijenjen je nedostatak od oko 600 sportskih dvorana u školama. Također, dodatni su problemi vezani uz mađarsko javno obrazovanje, kao što je nedovoljno financiranje i profesori s financijskim poteškoćama zbog niskih primanja. Kao i mnoge druge zemlje, relevantni mađarski vladini i nevladini autoriteti trebali bi u suradničkom odnosu uzeti u obzir razvoj ‘bazičnog modela potreba’, u kojemu su identificirani postojeći nedostaci i u kojem su aktivnosti tjelesnog odgoja prisutne i integrirane u ukupnu obrazovnu politiku. Za ispunjavanje tih bazičnih potreba nužni su kvalitetni edukacijski programi, dostupni objekti i oprema, ali i adekvatno plaćeni kvalificirani/iskusni kadrovi s relevantnim znanjem, vještinama i kompetencijama, kao i mogućnosti obogaćivanja kompetencija kontinuiranim profesionalnim razvojem.In den frühen 1990er Jahren fanden in mehreren Ländern in Zentral- und Osteuropa politische Veränderungsprozesse statt. Diese führten zur demokratischen Freiheit und zu Reformen des Erziehungssystems, die sich wieder an den Ideen und Idealen der Freiheit und des Humanismus orientierten. Dieser Beitrag beschäftigt sich mit der Entwicklung des Sports und des Sportunterrichts in Ungarn nach diesen poli-tischen Veränderungsprozessen in den 1990er Jahren. Es werden besonders die Aspekte hervorgehoben, die mit den allgemeinen unterrichtlichen Veränderungsprozessen, der Modernisierung des Sports und des Sportunterrichts und der Entwicklung eines nationalen ungarischen Curriculums verbunden sind. In dem Artikel wird betont, dass Schulen und Schulsportlehrer Verantwortung tragen für die Förderung und Unterstützung einer regelmäßigen Teilnahmen von Kindern und Jugendlichen an Bewegungs- und Sportaktivitäten im Rahmen der unterrichtlichen und außerunterrichtlichen Maßnahmen, die zu einem lebenslangen Sporttreiben beitragen sollen

Penciptaan Buku Pop-up Legenda Ketintang dengan Menggunakan Teknik Moveable sebagai Upaya Konservasi Budaya Lokal Surabaya

The purpose of this Creation so that people in Surabaya, especially in the area know of the existence Legend of Ketintang. The creation of this book will use the qualitative method by conducting interviews, observation, and literature to obtain data to supplement and support in the creation of movable pop-up book about the legend of this Ketintang. The data that collected will be analyzed using several techniques, data reduction, data presentation, conclusions or verification, as well as editing a script that will be used in the creation of movable pop-up book is. After analyzing the data, which have been collected are then found a creative concept that is used in the creation of movable pop-up book is that, "Vibrant". "Vibrant" has the sense of the word spirit. The word refers to the spirit of the character Mbah Wijil as the main character, in his determination that wanted to make a haunted forest into the settlements. With the technique of movable pop-up kids will be in the spirit of play movable effects pop-ups that are in movable pop-up book about this Legend of Ketintang. So as to make the children to be interested in reading this book will be able to introduce the legend of Ketintang the movable pop-up book as conservation of local culture Surabaya