Holding it all together? The management of supply cover in the teaching profession

There have for some years been concerns in Scotland about the availability of supply cover, the quality of supply teachers and the adequacy of support and development provided for them. This is a report of a study which focuses on the management of supply cover in Scotland. It presents an analysis of qualitative and quantitative data collected from education authorities, schools and supply teachers

The management of supply cover in the teaching profession

There have for some years been concerns in Scotland about the availability of supplycover, the quality of supply teachers, and the adequacy of support and developmentprovided for them. This Insighthighlights key findings from a study of the managementof supply cover in Scotland. The research was commissioned by the Scottish ExecutiveEducation Department in October 2002 to inform the development of guidelines

Micro-Hall Magnetometry Studies of Thermally Assisted and Pure Quantum Tunneling in Single Molecule Magnet Mn12-Acetate

We have studied the crossover between thermally assisted and pure quantum tunneling in single crystals of high spin (S=10) uniaxial single molecule magnet Mn12-acetate using micro-Hall effect magnetometry. Magnetic hysteresis experiments have been used toinvestigate the energy levels that determine the magnetization reversal as a function of magnetic field and temperature. These experiments demonstrate that the crossover occurs in a narrow (~0.1 K) or broad (~1 K) temperature interval depending on the magnitude and direction of the applied field. For low external fields applied parallel to the easy axis, the energy levels that dominate the tunneling shift abruptly with temperature. In the presence of a transverse field and/or large longitudinal field these energy levels change with temperature more gradually. A comparison of our experimental results with model calculations of this crossover suggest that there are additional mechanisms that enhance the tunneling rate of low lying energy levels and broaden the crossover for small transverse fields.Comment: 5 pages, 5 figure

Simulation of a Shear Coaxial GO2/GH2 Rocket Injector with DES and LES Using Flamelet Models

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/97098/1/AIAA2012-3744.pd

Experimental validation of the quadratic constitutive relation in supersonic streamwise corner flows

The quadratic constitutive relation is a simple extension to the linear eddy-viscosity hypothesis and has shown some promise in improving the computation of flow along streamwise corner geometries. In order to further investigate these improvements, the quadratic model is validated by comparing RANS simulations of a Mach 2.5 wind tunnel flow with high-quality experimental velocity data. Careful set up and assessment of computations using detailed characterisation data of the overall flow field suggests a minimum expected discrepancy of approximately 3% for any experimental–computational velocity comparisons. The corner regions of the rectangular cross-section wind tunnel exhibit velocity differences of 7% between experimental data and computations with linear eddy-viscosity models, but these discrepancies are reduced to 4–5% when the quadratic constitutive relation is used. This improvement can be attributed to a better prediction of the corner boundary-layer structure, due to computations reproducing the stress-induced streamwise vortices which are known to exist in this flow field. However, the strength and position of these vortices do not correspond exactly with those in the measured flow. A further observation from this study is the appearance of additional, non-physical vortices when the value of the quadratic coefficient in the relation exceeds the recommended value of 0.3.This material is based upon work supported by the US Air Force Office of Scientific Research under award number FA9550–16–1–0430

Diversity and complexity: becoming a teacher in England in 2015-16

This paper is based on a profile of Initial Teacher Training (ITT) provision in England, which was developed as part of a wider research programme on Diversity in Teacher Education (DiTE) based at Bath Spa University (Whiting et al, 2016). It provides a new topography of routes to qualified teacher status (QTS) in England for the academic year 2015-16, along similar lines to an exercise undertaken for an earlier research programme, the ESRC funded Modes of Teacher Education (MOTE) projects conducted in the 1990s (Barrett et al, 1992; Whiting et al, 1996; Furlong et al, 2000). The allocations and census data published by the National College for Teaching and Leadership (NCTL) provide the basis for this new topography, with additional material from a range of sources, mostly online. Reflections on further changes in policy discourse since the year of analysis hint at an acknowledgement of the role of Higher Education (HE) and a reduced emphasis on the much vaunted focus on ‘school-led’ routes. However, there is little to reassure either ITT providers, or potential candidates, of a long term plan aimed at halting the trajectory towards over-complexity and incoherence. The analysis raises important questions about the quality of such diverse teacher education provision, the nature of partnership between higher education institutions and schools, and the impact of reform on the identities of those training to teach

Renewed investigations at Taung; 90 years after Australopithecus africanus

2015 marked the 90th anniversary of the description of the first fossil ofAustralopithecus africanus, commonly known as the Taung Child, which was unearthed during blasting at the Buxton-Norlim Limeworks (referred to as the BNL) 15 km SE of the town of Taung, South Africa. Subsequently, this site has been recognized as a UNESCO World Heritage site on the basis of its importance to southern African palaeoanthropology. Some other sites such as Equus Cave and Black Earth Cave have also been investigated; but the latter not since the 1940s. These sites indicate that the complex of palaeontological and archaeological localities at the BNL preserve a time sequence spanning the Pliocene to the Holocene. The relationship of these various sites and how they fit into the sequence of formation of tufa, landscapes and caves at the limeworks have also not been investigated or discussed in detail since Peabody’s efforts in the 1940s. In this contribution we mark the 90th anniversary of the discovery and description of the Taung Child by providing a critical review of previous work at Taung based on our recent preliminary work at the site. This includes a reassessment of the Taung Child Type Site, as well as renewed excavations at Equus Cave and the lesser-known locality and little-investigated Black Earth Cave. Preliminary results suggest that much of our previous understandings of the BNL’s formational history and site formation processes need to be reassessed. Only through detailed analysis on the BNL as a whole can we understand this complex depositional environment

Performativity, fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity