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

Rheumatoid arthritis

Immune-mediated inflammatory disorders include a clinically diverse group of conditions that share similar pathogenic mechanisms. Conditions such as rheumatoid arthritis (RA), psoriasis, spondyloarthropathy, inflammatory bowel disease and connective-tissue disease are characterised by immune dysregulation and chronic inflammation. This review will focus on immunopathogenic mechanisms, aspects of early disease, co-morbidity and therapy in RA.Keywords: immune, inflammatory, rheumatoid arthritis, therap

Pre‐service teacher training and special educational needs in England 1970–2008: is government learning the lessons of the past or is it experiencing a groundhog day?

The paper outlines the findings from a literature review of the English government’s response to the issue of training pre‐service teachers in the delivery of effective special educational needs support. The review’s findings detail that although educational practice in mainstream classrooms has changed considerably since the 1970s the training of pre‐service teachers with regards to special educational needs has seemingly changed very little. The paper argues that the government needs to re‐think radically its policy of inclusion to ensure that a coherent plan is formulated which enables higher education institutions’ initial teacher training programmes to train students who are competent and confident in their abilities to work with children with special educational needs and/or disabilities

Rheumatoid arthritis

Immune-mediated inflammatory disorders include a clinically diverse group of conditions sharing similar pathogenic mechanisms. Conditions such as rheumatoid arthritis, psoriasis, spondyloarthropathy, inflammatory bowel disease and connective tissue diseases are characterised by immune dysregulation and chronic inflammation. This review will focus immuno-pathogenic mechanisms, aspects of early disease, co-morbidity and therapy in rheumatoid arthritis

On non-local propositional and weak monodic quantified CTL

Accepted versio

FINITE H-DIMENSION DOES NOT IMPLY EXPRESSIVE COMPLETENESS

Accepted versio

Semi-Analytic Galaxy Evolution (SAGE): Model Calibration and Basic Results

This paper describes a new publicly available codebase for modelling galaxy formation in a cosmological context, the "Semi-Analytic Galaxy Evolution" model, or SAGE for short. SAGE is a significant update to that used in Croton et al. (2006) and has been rebuilt to be modular and customisable. The model will run on any N-body simulation whose trees are organised in a supported format and contain a minimum set of basic halo properties. In this work we present the baryonic prescriptions implemented in SAGE to describe the formation and evolution of galaxies, and their calibration for three N-body simulations: Millennium, Bolshoi, and GiggleZ. Updated physics include: gas accretion, ejection due to feedback, and reincorporation via the galactic fountain; a new gas cooling--radio mode active galactic nucleus (AGN) heating cycle; AGN feedback in the quasar mode; a new treatment of gas in satellite galaxies; and galaxy mergers, disruption, and the build-up of intra-cluster stars. Throughout, we show the results of a common default parameterization on each simulation, with a focus on the local galaxy population.Comment: 15 pages, 9 figures, accepted for publication in ApJS. SAGE is a publicly available codebase for modelling galaxy formation in a cosmological context, available at https://github.com/darrencroton/sage Questions and comments can be sent to Darren Croton: [email protected]

Variability in Quantity and Composition of Water Soluble Carbohydrates Among Irish Accessions and European Varieties of Perennial Ryegrass

The objective of this study was to identify perennial ryegrass accessions displaying high fructose and glucose contents and an improved ratio between fructose and glucose fractions across different time points throughout the year. Fructose and glucose are the main constituents of the water soluble carbohydrate (WSC) fraction in perennial ryegrass. For animal nutrition the amount of WSC is crucial as it is the primary energy source available to metabolise the intake of plant protein. The ratio between fructose and glucose fractions is important since fructosan chains, which are an excellent energy source for ruminants, are built from fructose. Furthermore the seasonal variability of WSC content in feed reflects the changing balance between protein and carbohydrates

Variability in Quantity and Composition of Water Soluble Carbohydrates Among Irish Accessions and European Varieties of Perennial Ryegrass

The objective of this study was to identify perennial ryegrass accessions displaying high fructose and glucose contents and an improved ratio between fructose and glucose fractions across different time points throughout the year. Fructose and glucose are the main constituents of the water soluble carbohydrate (WSC) fraction in perennial ryegrass. For animal nutrition the amount of WSC is crucial as it is the primary energy source available to metabolise the intake of plant protein. The ratio between fructose and glucose fractions is important since fructosan chains, which are an excellent energy source for ruminants, are built from fructose. Furthermore the seasonal variability of WSC content in feed reflects the changing balance between protein and carbohydrates