The negotiation and co-construction of meaning and understanding within a postgraduate online learning community

There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality and outcomes of these dialogues. Drawing on contemporary socio-cultural research, this paper adapts a well-established analytical framework (see Mercer, 1995) that has been developed to understand face to face educational dialogues to the new context of asynchronous electronic conferencing. The work reported is derived from an in-depth case study of a tutorial group of 11 students enrolled on a course within the Open University's MA in Open and Distance Learning. The course was taught on-line to an international cohort of students from wide-ranging academic backgrounds. The analyses of electronic conference archives presented here focus on understanding the students’ on-line collaborative work and the ways in which they constructed meaning, negotiated shared understanding and supported each other in the process of learning at a distance. The implications of the findings for educational practice are considered

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author

The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning

Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire

This paper reports on a 4-year research and development case study about the design of citizen science tools for inquiry learning. It details the process of iterative pedagogy-led design and evaluation of the nQuire toolkit, a set of web-based and mobile tools scaffolding the creation of online citizen science investigations. The design involved an expert review of inquiry learning and citizen science, combined with user experience studies involving more than 200 users. These have informed a concept that we have termed ‘citizen inquiry’, which engages members of the public alongside scientists in setting up, running, managing or contributing to citizen science projects with a main aim of learning about the scientific method through doing science by interaction with others. A design-based research (DBR) methodology was adopted for the iterative design and evaluation of citizen science tools. DBR was focused on the refinement of a central concept, ‘citizen inquiry’, by exploring how it can be instantiated in educational technologies and interventions. The empirical evaluation and iteration of technologies involved three design experiments with end users, user interviews, and insights from pedagogy and user experience experts. Evidence from the iterative development of nQuire led to the production of a set of interaction design principles that aim to guide the development of online, learning-centred, citizen science projects. Eight design guidelines are proposed: users as producers of knowledge, topics before tools, mobile affordances, scaffolds to the process of scientific inquiry, learning by doing as key message, being part of a community as key message, every visit brings a reward, and value users and their time

Body image, body dissatisfaction and weight status in south asian children: a cross-sectional study

Background Childhood obesity is a continuing problem in the UK and South Asian children represent a group that are particularly vulnerable to its health consequences. The relationship between body dissatisfaction and obesity is well documented in older children and adults, but is less clear in young children, particularly South Asians. A better understanding of this relationship in young South Asian children will inform the design and delivery of obesity intervention programmes. The aim of this study is to describe body image size perception and dissatisfaction, and their relationship to weight status in primary school aged UK South Asian children. Methods Objective measures of height and weight were undertaken on 574 predominantly South Asian children aged 5-7 (296 boys and 278 girls). BMI z-scores, and weight status (underweight, healthy weight, overweight or obese) were calculated based on the UK 1990 BMI reference charts. Figure rating scales were used to assess perceived body image size (asking children to identify their perceived body size) and dissatisfaction (difference between perceived current and ideal body size). The relationship between these and weight status were examined using multivariate analyses. Results Perceived body image size was positively associated with weight status (partial regression coefficient for overweight/obese vs. non-overweight/obese was 0.63 (95% CI 0.26-0.99) and for BMI z-score was 0.21 (95% CI 0.10-0.31), adjusted for sex, age and ethnicity). Body dissatisfaction was also associated with weight status, with overweight and obese children more likely to select thinner ideal body size than healthy weight children (adjusted partial regression coefficient for overweight/obese vs. non-overweight/obese was 1.47 (95% CI 0.99-1.96) and for BMI z-score was 0.54 (95% CI 0.40-0.67)). Conclusions Awareness of body image size and increasing body dissatisfaction with higher weight status is established at a young age in this population. This needs to be considered when designing interventions to reduce obesity in young children, in terms of both benefits and harms

A review of the use of blood and blood products in HIV-infected patients

Despite numerous publications on the appropriate use of blood and blood products, few specifically consider the role of transfusion in the management of HIV. This review is a synthesis of conditions encountered in the management of HIV-infected patients where the transfusion of blood or blood products may be indicated. A consistent message emerging from the review is that the principles of transfusion medicine do not differ between HIV-negative and -positive patients. The aim of the review is to provide clinicians witha practical and succinct overview of the haematological abnormalities and clinical circumstances most commonly encountered in the HIV setting, while focusing on the rational and appropriate use of blood and blood products forHIV patients. Important ethical considerations in dealing with both the collection and transfusion blood and blood products in the HIV era have also been addressed

Ca2+ Regulates the Drosophila Stoned-A and Stoned-B Proteins Interaction with the C2B Domain of Synaptotagmin-1

The dicistronic Drosophila stoned gene is involved in exocytosis and/or endocytosis of synaptic vesicles. Mutations in either stonedA or stonedB cause a severe disruption of neurotransmission in fruit flies. Previous studies have shown that the coiled-coil domain of the Stoned-A and the µ-homology domain of the Stoned-B protein can interact with the C2B domain of Synaptotagmin-1. However, very little is known about the mechanism of interaction between the Stoned proteins and the C2B domain of Synaptotagmin-1. Here we report that these interactions are increased in the presence of Ca2+. The Ca2+-dependent interaction between the µ-homology domain of Stoned-B and C2B domain of Synaptotagmin-1 is affected by phospholipids. The C-terminal region of the C2B domain, including the tryptophan-containing motif, and the Ca2+ binding loop region that modulate the Ca2+-dependent oligomerization, regulates the binding of the Stoned-A and Stoned-B proteins to the C2B domain. Stoned-B, but not Stoned-A, interacts with the Ca2+-binding loop region of C2B domain. The results indicate that Ca2+-induced self-association of the C2B domain regulates the binding of both Stoned-A and Stoned-B proteins to Synaptotagmin-1. The Stoned proteins may regulate sustainable neurotransmission in vivo by binding to Ca2+-bound Synaptotagmin-1 associated synaptic vesicles

Empirical evidence of the impact of lesson study on: students’ achievement, teachers’ professional learning and on institutional and system evolution

In this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricular or pedagogical intervention. We illustrate the need for this approach to evaluating lesson study through a complex case exemplar which used Research Lesson Study (a form of lesson study popular in the UK and Europe) to develop learning, teaching, curriculum and local improvement capacity across schools initially involved in a two-year mathematics curriculum development project that later evolved into three self-sustaining, voluntary lesson study school hubs in London. We discuss resulting changes in culture, practice, belief, expectation and student learning. We argue as a result for greater policy level understanding of this expanded conception of lesson study as a vehicle in classroom, school and system transformation.Both projects described received funding from the Greater London Authorit

Energy Penalty Analysis of Possible Cooling Water Intake Structure Requirements on Existing Coal-Fired Power Plants.

Section 316(b) of the Clean Water Act requires that cooling water intake structures must reflect the best technology available for minimizing adverse environmental impact. Many existing power plants in the United States utilize once-through cooling systems to condense steam. Once-through systems withdraw large volumes (often hundreds of millions of gallons per day) of water from surface water bodies. As the water is withdrawn, fish and other aquatic organisms can be trapped against the screens or other parts of the intake structure (impingement) or if small enough, can pass through the intake structure and be transported through the cooling system to the condenser (entrainment). Both of these processes can injure or kill the organisms. EPA adopted 316(b) regulations for new facilities (Phase I) on December 18, 2001. Under the final rule, most new facilities could be expected to install recirculating cooling systems, primarily wet cooling towers. The EPA Administrator signed proposed 316(b) regulations for existing facilities (Phase II) on February 28, 2002. The lead option in this proposal would allow most existing facilities to achieve compliance without requiring them to convert once-through cooling systems to recirculating systems. However, one of the alternate options being proposed would require recirculating cooling in selected plants. EPA is considering various options to determine best technology available. Among the options under consideration are wet-cooling towers and dry-cooling towers. Both types of towers are considered to be part of recirculating cooling systems, in which the cooling water is continuously recycled from the condenser, where it absorbs heat by cooling and condensing steam, to the tower, where it rejects heat to the atmosphere before returning to the condenser. Some water is lost to evaporation (wet tower only) and other water is removed from the recirculating system as a blow down stream to control the building up of suspended and dissolved solids. Makeup water is withdrawn, usually from surface water bodies, to replace the lost water. The volume of makeup water is many times smaller than the volume needed to operate a once-through system. Although neither the final new facility rule nor the proposed existing facility rule require dry cooling towers as the national best technology available, the environmental community and several States have supported the use of dry-cooling technology as the appropriate technology for addressing adverse environmental impacts. It is possible that the requirements included in the new facility rule and the ongoing push for dry cooling systems by some stakeholders may have a role in shaping the rule for existing facilities. The temperature of the cooling water entering the condenser affects the performance of the turbine--the cooler the temperature, the better the performance. This is because the cooling water temperature affects the level of vacuum at the discharge of the steam turbine. As cooling water temperatures decrease, a higher vacuum can be produced and additional energy can be extracted. On an annual average, once-through cooling water has a lower temperature than recirculated water from a cooling tower. By switching a once-through cooling system to a cooling tower, less energy can be generated by the power plant from the same amount of fuel. This reduction in energy output is known as the energy penalty. If a switch away from once-through cooling is broadly implemented through a final 316(b) rule or other regulatory initiatives, the energy penalty could result in adverse effects on energy supplies. Therefore, in accordance with the recommendations of the Report of the National Energy Policy Development Group (better known as the May 2001 National Energy Policy), the U.S. Department of Energy (DOE), through its Office of Fossil Energy, National Energy Technology Laboratory (NETL), and Argonne National Laboratory (ANL), has studied the energy penalty resulting from converting plants with once-through cooling to wet towers or indirect-dry towers. Five locations--Delaware River Basin (Philadelphia), Michigan/Great Lakes (Detroit), Ohio River Valley (Indianapolis), South (Atlanta), and Southwest (Yuma)--were modeled using an ASPEN simulator model. The model evaluated the performance and energy penalty for hypothetical 400-MW coal-fired plants that were retrofitted from using once-through cooling systems to wet- and dry-recirculating systems. The modeling was initially done to simulate the hottest time of the year using temperature input values that are exceeded only 1 percent of the time between June through September at each modeled location. These are the same temperature inputs commonly used by cooling tower designers to ensure that towers perform properly under most climatic conditions