Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

This paper reports on research that took place at Nottingham Trent University and Sheffield Hallam University, United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically web logs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should be on-going and assumptions about new teachers as champions of cascading innovative use of Web 2 technologies into their practice as NQTs may be over optimisti

Supporting induction: relationships count

This article examines the structural changes to the induction of teachers in Scotland using the perceptions of a group of final year student teachers. This group would be the first probationer teachers to experience revised arrangements for new teacher induction in 37 years. Their preferences and concerns are highlighted, as the new procedures roll out in schools nationwide, in an attempt to stress the importance of relationships to the success of the induction scheme. The argument put forward in this article is based on the notion that personal intelligence is central to effective relationships and therefore crucially important in the context of this mentoring relationship. The views of our sample provide evidence to suggest that the quality of interactions between the mentor and the probationer teacher are paramount in providing a good induction experience. These views are substantiated by experiences in England and in induction literature elsewhere. A synthesis of this evidence is used to make recommendations for those involved in supporting induction in schools, local authorities or teacher education institutions

How leadership moments are enacted within a strict hierarchy: The case of kitchen brigades in Haute Cuisine restaurants

This paper employs a strong process approach to leadership – one that focuses on leadership moments in action – to explore how collaborative leadership emerges within a hierarchical context. Drawing on observation in three Haute Cuisine restaurant kitchen brigades – highly hierarchical teams that deal with intense time pressures – we document empirically in the ongoing flow of experience how leadership moments reorient collective action as a response to an unstable environment. Moreover, we show how collaborative leadership emerges from a hierarchical structure, counterintuitively, during the most critical period of the service. Our contribution is twofold. We offer a novel conceptualization of the emergence of plural leadership within a hierarchical context, one that highlights the capacity to reframe the way of working together during the most critical moments of an unfolding situation. In addition, our work contributes to the strong process approach to leadership through the methodology adopted: rather than exploring how turning points are discursively enacted, we focus on these as manifested in action and in the non-verbal aspects displayed at such moments

Smelting conditions and smelting products: Experimental insights into the development of iron bloomery furnaces

The material record for bloomery furnaces in Iron Age and Roman Britain is fragmentary and, because of this paucity of evidence, the reconstruction of the ceramic structures used in iron production is difficult. Experiments have nevertheless been carried out to explore the working parameters and efficiency of iron smelting in bowl furnaces (small structures with little structure above ground level, interior measuring about 30 cm in height) (Craddock, 1995; Girbal, 2013) and shaft furnaces (height c.1m) (Smith, 2013; Crew, 2013; Doonan and Dungworth, 2013; Tylecote and Merkel, 1985; Tylecote and Wynne, 1958). These experiments aimed to clarify which furnace is more efficient for iron smelting and therefore what method was most likely used in Iron Age and Roman Britain. It is theorised that iron smelting furnaces developed from bowl structures to shaft structures over time, as smelters sought furnaces which could reach higher temperatures and create more reducing atmospheres (Dungworth 2013; Tylecote and Merkel, 1985; Tylecote and Wynne, 1958). These experiments suggest that the shaft furnace was used as it could meet these requirements. This study looks at the working conditions of a shaft furnace at an intermediary height - between that of a bowl furnace and of a shaft furnace - in order to understand its working parameters and to consequently better understand the progression from a bowl to a 1m high shaft structure

Experimental admixture among geographically disjunct populations of an invasive plant yields a global mosaic of reproductive incompatibility and heterosis

1. Invasive species have the ability to rapidly adapt in the new regions where they are introduced. Classic evolutionary theory predicts that the accumulation of genetic differences over time in allopatric isolation may lead to reproductive incompatibilities resulting in decreases in reproductive success and, eventually, to speciation. However, experimental evidence for this theoretical prediction in the context of invasive species is lacking. We aimed to test for the potential of allopatry to determine reproductive success of invasive plants, by experimentally admixing genotypes from six different native and non‐native regions of Centaurea solstitialis, an invasive forb for which preliminary studies have detected some degree of reproductive isolation between one native and non‐native region. 2. We grew plants under common garden conditions and outcrossed individuals originating from different source populations in the native and introduced range to evaluate reproductive success in terms of seed to ovule ratio produced. We also assessed geographical and genetic isolation among C. solstitialis regions as a potential driving factor of reproductive success. 3. Experimental admixture generated mixed fitness effects, including significant increases, decreases and no differences in reproductive success as compared to crosses within population (control). Centaurea solstitialis invasive populations in the Americas generated preponderantly negative fitness interactions, regardless of the pollen source, suggesting selection against immigrants and reinforcement. Other non‐native populations (Australia) as well as individuals from the native range of Spain demonstrated an increase in fitness for between‐region crosses, indicating inbreeding. These differences show an asymmetrical response to inter‐regional gene flow, but no evidence of isolation by distance. 4. Synthesis. The speed of adaptation and the accumulation of reproductive incompatibilities among allopatric populations of invasive species might be more rapid than previously assumed. Our data show a global mosaic of reproductive outputs, showcasing an array of evolutionary processes unfolding during colonization at large biogeographical scales

Extensive analysis of native and non-native Centaurea solstitialis L. populations across the world shows no traces of polyploidization

Centaurea solstitialis L. (yellow starthistle, Asteraceae) is a Eurasian native plant introduced as an exotic into North and South America, and Australia, where it is regarded as a noxious invasive. Changes in ploidy level have been found to be responsible for numerous plant biological invasions, as they are involved in trait shifts critical to invasive success, like increased growth rate and biomass, longer life-span, or polycarpy. C. solstitialis had been reported to be diploid (2n = 2x = 16 chromosomes), however, actual data are scarce and sometimes contradictory. We determined for the first time the absolute nuclear DNA content by flow cytometry and estimated ploidy level in 52 natural populations of C. solstitialis across its native and non-native ranges, around the world. All the C. solstitialis populations screened were found to be homogeneously diploid (average 2C value of 1.72 pg, SD = ±0.06 pg), with no significant variation in DNA content between invasive and non-invasive genotypes. We did not find any meaningful difference among the extensive number of native and non-native C. solstitialis populations sampled around the globe, indicating that the species invasive success is not due to changes in genome size or ploidy level

A social scientific framework for social systems in online video games: Building a better looking for raid loot system in World of Warcraft

This paper examines social behavior in the online video game World of Warcraft. Specifically focusing on one element of social design: the behavior of players in the first release of Looking-for-Raid (LFR) loot system of World of Warcraft. It uses lens of economic game theory, combined with Williams (2010) mapping principle and a modern theoretical account of human decision-making, to explore how theory about individual interactions in well-defined contexts (games) can explain collective behavior. It provides some support for this theoretical approach with an examination of data collected as part of an ethnographic study, through focus groups, and a survey distributed to 333 World of Warcraft players. It concludes with a discussion of the results and some guidelines for predicting collective outcomes in certain types of online games using the introduced framework. © 2014 Elsevier Ltd. All rights reserved

Self-assembly in solution of a reversible comb-shaped supramolecular polymer

We report a single step synthesis of a polyisobutene with a bis-urea moiety in the middle of the chain. In low polarity solvents, this polymer self-assembles by hydrogen bonding to form a combshaped polymer with a central hydrogen bonded backbone and polyisobutene arms. The comb backbone can be reversibly broken, and consequently, its length can be tuned by changing the solvent, the concentration or the temperature. Moreover, we have proved that the bulkiness of the side-chains have a strong influence on both the self-assembly pattern and the length of the backbone. Finally, the density of arms can be reduced, by simply mixing with a low molar mass bis-urea

Wanting to become PE teachers in Spain: connections between previous experiences and particular beliefs about school Physical Education and the development of professional teacher identities

Physical Education (PE) teachers have previous experiences that both shape their particular beliefs about the role and purpose of this school subject as well as their pedagogical practice. The present study aims to examine and deepen our knowledge of future Spanish PE teachers’ previous experiences of and beliefs about PE that condition their pedagogical practice and intentionality within this school subject. The data reported on in this paper were generated through questionnaires, life-history stories and semi-structured interviews with 24 initial teacher education students in the second year of a degree specialising in PE at a Spanish university. The data was analysed using content and narrative (thematic) analysis. The students, far from being tabula rasa, in their responses show how their previous socialisation period, their subjectivities and identities constitute particular beliefs about PE teaching. More specifically, the results reveal four key themes in the student teachers’ experiences and beliefs that represent four different factors influencing future PE teacher identities: (1) ‘Sport’; (2) ‘PE for health’; (3) ‘A focus on pedagogy’; and (4) ‘A critical orientation’. In conclusion, the study reaffirms the need for further reflection on how previous experiences and beliefs influence the development of professional teacher identities as part of initial teacher education in PE

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development