‘If your daughters are inclined to love reading, do not check their Inclination'

This paper examines attitudes to the education of children in elite families in eighteenth-century Scotland revealed in various letters, private papers, and memoirs. It takes as its starting point Lady Mary Wortley Montagu’s famous advice to her daughter, Mary Stuart, Countess of Bute (1718-1794), on the education of her granddaughters. Lady Louisa Stuart, one of those six granddaughters, went on to become a writer as well as an avid reader, and later recalled the childhood pleasures of reading books from her grandmother’s vast library. Provision for the education of her daughters and grandchildren, at home and abroad, can also be traced in some detail in the meticulous Household Book and notebooks kept by Lady Grisell Baillie (1665-1746). Her daughter Griseld, Lady Murray (1693-1759), later commemorated her famous mother’s commitment to education. Attitudes to reading, learning languages and education through travel to Europe can be traced in the private papers of these families, and in the views of the children who went on to express their appreciation in memoirs and biographies published in honour of their mothers and grandmothers

War of words: Daniel Defoe and the 1707 Union

The Union of Scotland and England on 1 May 1707 was – and for some still is – undoubtedly contentious. This essay takes a close look at the language Defoe employed in his History of the Union, the language of persuasion, and perhaps also of propaganda, and in particular at some of the rhetorical figures and strategies he had refined as a journalist and pamphleteer. Some of the language he used provoked a small pamphlet war, in which his very words were flung back at him. In the second part of this essay I consider how Defoe handled outstanding Scottish historical grievances at the time of the Union, by examining his account of one of the most contentious political issues of the day, the Darien disaster, before offering some conclusions about the insights afforded by such a historical linguistic analysis

Building a Tiered Approach to In Vitro Predictive Toxicity Screening: A Focus on Assays with In Vivo Relevance

One of the greatest challenges facing the pharmaceutical industry today is the failure of promising new drug candidates due to unanticipated adverse effects discovered during preclinical animal safety studies and clinical trials. Late stage attrition increases the time required to bring a new drug to market, inflates development costs, and represents a major source of inefficiency in the drug discovery/development process. It is generally recognized that early evaluation of new drug candidates is necessary to improve the process. Building in vitro data sets that can accurately predict adverse effects in vivo would allow compounds with high risk profiles to be deprioritized, while those that possess the requisite drug attributes and a lower risk profile are brought forward. In vitro cytotoxicity assays have been used for decades as a tool to understand hypotheses driven questions regarding mechanisms of toxicity. However, when used in a prospective manner, they have not been highly predictive of in vivo toxicity. Therefore, the issue may not be how to collect in vitro toxicity data, but rather how to translate in vitro toxicity data into meaningful in vivo effects. This review will focus on the development of an in vitro toxicity screening strategy that is based on a tiered approach to data collection combined with data interpretation

Threshold concepts: Impacts on teaching and learning at tertiary level

This project explored teaching and learning of hard-to-learn threshold concepts in first-year English, an electrical engineering course, leadership courses, and in doctoral writing. The project was envisioned to produce disciplinary case studies that lecturers could use to reflect on and refine their curriculum and pedagogy, thereby contributing to discussion about the relationship between theory and methodology in higher education research (Shay, Ashwin, & Case, 2009). A team of seven academics investigated lecturers’ awareness and emergent knowledge of threshold concepts and associated pedagogies and how such pedagogies can afford opportunities for learning. As part of this examination the lecturers also explored the role of threshold concept theory in designing curricula and sought to find the commonalities in threshold concepts and their teaching and learning across the four disciplines. The research highlights new ways of teaching threshold concepts to help students learn concepts that are fundamental to the disciplines they are studying and expand their educational experiences. Given that much of the international research in this field focuses on the identification of threshold concepts and debates their characteristics (Barradell, 2013; Flanagan, 2014; Knight, Callaghan, Baldock, & Meyer, 2013), our exploration of what happens when lecturers use threshold concept theory to re-envision their curriculum and teaching helps to address a gap within the field. By addressing an important theoretical and practical approach the project makes a considerable contribution to teaching and learning at the tertiary level in general and to each discipline in particular

Land use/vegetation mapping in reservoir management. Merrimack River basin

This report consists of an analysis of: ERTS-1 Multispectral Scanner imagery obtained 10 August 1973; Skylab 3 S190A and S190B photography, track 29, taken 21 September 1973; and RB-57 high-altitude aircraft photography acquired 26 September 1973. These data products were acquired on three cloud-free days within a 47-day period. The objectives of this study were: (1) to make quantitative comparisons between high-altitude aircraft photography and satellite imagery, and (2) to demonstrate the extent to which high resolution (S190A and B) space-acquired data can be used for land use/vegetation mapping and management of drainage basins

Games in Agriculture, Food, and Natural Resources Education

Educational games provide learners with team-based, experiential, and problem-centered learning opportunities. Therefore, educational games are recommended to encourage learner success in an increasingly complex and collaborative world. Research exploring interventions to increase teacher affinity toward games is needed to inform expansion of games within classrooms. The current study leveraged the input, environment, and outcomes model to analyze perceptions of games held by school-based agriculture, food, and natural resources (AFNR) educators before and after a professional development experience focused on educational games. Results indicate teachers held a favorable perception of games before engaging in the professional development. Engagement in the professional development was related to only minimal increases in the perceptions held by teachers regarding educational games. Importantly, individual items within the construct illuminate an expanded view of educational games and their utility within AFNR classrooms as a result of the professional development experience. Specifically, respondents saw educational games as being valuable to engage learners in new content, not just as a review tool. Findings suggest a professional development experience related to games may help expand teacher conceptualizations of educational game utility. Specific recommendations are included to expand teacher understanding and use of educational games