Time to Really Re-Envisage Teacher Education

Vol. 10. No 1 May 2020 Professor Ann MacPhail is Assistant Dean Research in the Faculty of Education and Health Sciences and a member of the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. Ann's research interests include the professional learning needs of teacher educators, practices in teacher education programmes, self-study, curriculum and instructional models in physical education and assessment. Ann is a Council member of the International Forum for Teacher Educator Development (InFo-TED). In this article she reflects on the impact COVID-19 might have on teacher education and the extent to which the pandemic reinforces and/or challenges her notion of what it means to be an effective initial teacher educator

A Survey of the Experience of Young Persons Registered, under the Disabled Persons (Employment) Act, at the Labour Exchanges in the City of Glasgow

Abstract Not Provided

Interpretation and significance of urban deposits

In many United Kingdom cities, the late Roman to Medieval periods are an archaeological blank. The study of contemporary anthropogenic deposits is therefore crucial to any understanding of urban activity. Using pedological and micromorphological techniques, urban anthropogenic deposits of this age from London and Exeter were therefore investigated. lt can be suggested from the results that previous interpretations of such deposits, once thought of as »flood loams» and often termed »Dark Earth », as i progressively thickening within-urban area »market garden» soils, orii simple accumulations of urban dump material through time, are inadequate. Analysis of undisturbed soil samples through optical microscopy, complemented by archaeological information from individual sites, allow us to be more specific. Our observations may indicate phases of dumping of mainly local soil material from, for example, military ditch digging at Exeter; whereas, at the London sites the deposits are tentatively interpreted as accumulations of partially or fully reworked materials derived from the destruction and collapse of insubstantial buildings. This finding may infer a gross under-estimation of urban activity at this time. Micromorphology has proven tobe the best analytical technique. In contrast, analyses of bulk samples may only provide very general information in these often extremely heterogeneous deposits

Soil micromorphological evidence of early agriculture in north-west Europe

International audienceThe study of early agricultural soils using micromorphology is outlined. The effects of tillage due to modern agriculture are reviewed and the results from four experiments in ‘prehistoric cultivation’ are presented. These are used in the interpretation of prehistoric agricultural practices, based on a study of soils from various archaeological sites in north‐west Europe. It is suggested that microfabric features, varying according to soil texture, can be diagnostic of tillage. Microfabric type, textural features (e.g. coatings) and structure are, taken together, better indicators of ancient tillage than single features

Engineered nanomaterials: exposures, hazards, and risk prevention

Nanotechnology presents the possibility of revolutionizing many aspects of our lives. People in many settings (academic, small and large industrial, and the general public in industrialized nations) are either developing or using engineered nanomaterials (ENMs) or ENM-containing products. However, our understanding of the occupational, health and safety aspects of ENMs is still in its formative stage. A survey of the literature indicates the available information is incomplete, many of the early findings have not been independently verified, and some may have been over-interpreted. This review describes ENMs briefly, their application, the ENM workforce, the major routes of human exposure, some examples of uptake and adverse effects, what little has been reported on occupational exposure assessment, and approaches to minimize exposure and health hazards. These latter approaches include engineering controls such as fume hoods and personal protective equipment. Results showing the effectiveness - or lack thereof - of some of these controls are also included. This review is presented in the context of the Risk Assessment/Risk Management framework, as a paradigm to systematically work through issues regarding human health hazards of ENMs. Examples are discussed of current knowledge of nanoscale materials for each component of the Risk Assessment/Risk Management framework. Given the notable lack of information, current recommendations to minimize exposure and hazards are largely based on common sense, knowledge by analogy to ultrafine material toxicity, and general health and safety recommendations. This review may serve as an overview for health and safety personnel, management, and ENM workers to establish and maintain a safe work environment. Small start-up companies and research institutions with limited personnel or expertise in nanotechnology health and safety issues may find this review particularly useful

“I want to do it all day!” – Students’ experiences of classroom movement integration

Whole-of-school physical activity programming is being advocated internationally, with movement integration in the classroom considered an effective method to increase physical activity throughout the school day. Students (N = 135) from two primary schools in the West of Ireland participated in this study. Data were collected using draw-and-write (N = 135) and focus group interviews (N = 24). Three themes were evident across data types and revealed that students thought the Moving to Learn Ireland active lessons were fun, that they learned academic content better, and the lessons contributed to their fitness development. In conclusion, children who participated in this study positively perceived movement integration lessons in their classrooms. The results of this study can inform future movement integration interventions

Critical Race Theory: An Empirical Investigation of its Benefits

Within the last decade, discussions regarding the implementation of critical race theory in education have gained significant controversy among educators and politicians. Although empirical research on critical race theory is limited, conservative states continue to place bans on the teaching of critical race theory (CRT) in K-12 schools (Carter, 2021). The purpose of this study was to build empirical research on CRT, specifically examining whether a course utilizing a critical race curriculum is effective in reducing negative stereotype beliefs and improving attitudes toward critical race theory. Nineteen undergraduate students who were enrolled in the course, IES 102: The Social Construct of Difference, at Chapman University, were selected to participate in this study. Within the first two weeks of the course, students were recruited to participate in an online pre-test that assessed their beliefs in stereotypes and attitudes toward the concept of critical race theory. In the last four weeks of the course, students were recruited back to complete a similar post-test, assessing their beliefs in stereotypes and attitudes toward the concept of critical race theory again. There was no significant difference between participants’ belief in stereotypes and attitude toward critical race theory before and after exposure to a critical race curriculum. However, students who identify as more liberal had a more positive attitude to CRT, and students who identify within a minority community had fewer beliefs in negative stereotypes. These results are significant as it demonstrates that beliefs in stereotypes and support for a critical race curriculum are dependent on identity. Based on the significant results of this study, educators and advocates should focus on debunking the myths of critical race theory and spreading awareness on its true values and curriculum, especially towards conservative groups. Additionally, educators should utilize activities to build empathy and perspective-taking skills towards “outgroups” to improve intergroup relations