Book review : Citizen voices: performing public participation in science and environment communication

In Citizen Voices Phillips, Carvalho and Doyle present a collection of articles exploring the meaning of “citizens” and their role as initiators of communication on science and as actors in formal public engagement exercises involved in science governance. Focusing on the dialogic process, the articles provide empirical insight into the effect of citizen voices on participatory decision-making and a range of related theories and methodologies

Book review : Newsgames: journalism at play

Book review of Bogost et al\u27s Newsgames: Journalism at play, which explores the potential to harness a new medium for journalism to provide a richer experience than that offered by traditional media, including web publication

Interactions Between Lignin and Cellulose in Organic Liquid and Saline Density Gradient Columns

Despite significant differences in their densities, lignin and carbohydrates associate so strongly, even in physical mixtures, that no separation takes place in liquid density gradient columns. Ball-milled cellulose, lignin, and wood exhibit much higher densities in salt gradients than in organic liquid gradients indicating penetration of the saline solutions into voids or "free volume" in the polymers that are inaccessible to organic liquids

Becoming a teacher: conceptual and practice development in the learning and skills sector

Drawing on a mixed-methods study of in-service learning and skills sector (LSS) trainees, comprising beginning- and end-of-year surveys and six longitudinal case studies together with literature on trainees’ development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become more multi-dimensional and increasingly link teaching and learning whilst initial concern with the practicalities of teaching is followed by recognition of learners’ needs. Next, greater emphasis is placed on learner autonomy and catering for individuals’ needs and finally assessment and evaluation is used systematically to shape practice. The continua offer an understanding of the subtleties and complexities of trainee development allowing for different starting and end points and accommodating varied work contexts. I argue that this provides a more adequate basis for the development of initial teacher education (ITE) than the prescriptive approach embedded within recent LSS ITE policy reforms

Preliminary Canopy Removal Experiments in Algal Dominated Communities Low on the Shore and in the Shallow Subtidal on the Isle of Man

The algal dominated communities immediately above and below the low-water spring level on a moderately exposed Manx shore were investigated by canopy removal experiments. Fucus serratus, Laminaria digitata and L. hyperborea were removed. Competition was shown to be important in determining the zonation of L. digitata and the distribution along the wave exposure gradient of other species such as Alaria esculenta, Desmarestia aculeata and D. viridis, and L. saccharina. Many species of algal epiphytes were early colonizers of canopy removal areas suggesting that competition from canopy algae usually restricts them to an epiphytic habit. The results indicate that interactions between macrophytes are much more important than grazing in structuring these communities

Endovascular Ruptured Abdominal Aortic Aneurysm Repair (EVRAR): A Systematic Review

BackgroundTo review evidence supporting the use of endovascular ruptured aneurysm repair (EVRAR) for treatment of ruptured abdominal aortic aneurysm (RAAA).MethodsA systematic review of the medical literature was performed for relevant studies. We searched a number of electronic databases and hand-searched relevant journals until November 2006 to identify studies for inclusion. We considered studies in which patients with a confirmed ruptured abdominal aortic aneurysm were treated with EVRAR, which reported endpoints of mortality and major complications.ResultsThere was 1 randomised controlled trial (RCT), 33 non-randomised case series (24 retrospective and 9 prospective) reports were identified comparing EVRAR (n=891) with conventional open surgical repair for the treatment of RAAA. Whilst no benefit in the primary outcome of mortality was noted in the only RCT, evidence from non-randomised studies suggest that EVRAR is feasible in selected patients, where it may be associated with a trend towards reductions in blood loss, duration of intensive care treatment, early complications, and mortality.ConclusionsFor the treatment of symptomatic or ruptured abdominal aortic aneurysm, emergency endovascular repair (EVRAR) is feasible in selected patients, with early outcomes comparable to best conventional open surgical repair for the treatment of RAAA

In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning

The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers’ learning and propose ways of improving their learning. A conceptual framework is developed by extending Billett’s (International Journal of Educational Research 47:232–240, 2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford for activities and interactions and how individuals engage with these, to a third base of participation, the affordances of the initial teacher education course. Hager and Hodkinson’s (British Educational Research Journal 35:619–638, 2009) metaphor of ‘learning as becoming’ is used to conceptualise the ways trainees reconstruct learning in a continuous transactional process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees’ development, and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching and interacting with learners, interactions with colleagues, and access to workplace resources and training are important workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations, course activities and experiences as a learner are significant course affordances. Trainees’ beliefs, prior experiences and dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that better integration of course and workplace learning through guided participation in an intentional workplace curriculum and attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential to improve trainee learning