The nature of scientific work : a study of how science is used in work settings and the implications for education and training programmes

This thesis explores the work of scientists and shows how a description of the main characteristics of scientific work can be constructed. This description forms the basis of a critical appraisal of how scientific education and training could develop to better match the needs of those who wish to pursue a career in science. In the early chapters authoritative reports on science, technology and mathematics in the context of work are analysed to create an overview of how scientists work, of their role within the UK economy and of the knowledge and skills which charactense their expertise. The main part of the research study is the creation of an evidence base which includes data from interview, work observation and documents. Scientists from 28 organisations contributed information and opinion, these people covered the main domains of science. The organisations included both public and private and ranged from small departments to research units in multi-national companies. The data is summarised under headings which have a bearing on the education and training of scientists. Particular attention is given to scientific explanatoiy concepts, concepts concerned with planning experiments, practical skills and analytical skills. The research has revealed the critical importance of a range of non-scientific skills. A commentary on the views of working scientists on aspects of scientific education and training is given and a preliminary match and mismatch analysis of work practice and general educational provision is sununarised. The thesis covers ground which is poorly researched therefore some theoretical constructions have been developed to aid research of this kind. The research shows how the analysis of practice has potential for modemising educational provision, leading to more efficient use of resources and bringing greater relevance to educational courses

National Crystallography Service (NCS) Grid Service

Conference poster about the NCS Grid Service.The EPSRC funded National Crystallography Service (NCS) is a facility available to the entire UK academic Chemistry community. The EPSRC funds a team of experts and 'state of the art' instrumentation, based in Southampton University School of Chemistry, to provide this service. This is an exceptionally important service as crystal structure determination is easily the most information rich method of characterisation of a compound and many research papers cannot be published without confirmation of identity by crystal structure analysis

Oxidopolyborate anions templated by transition-metal complex cations: Self-assembled syntheses and structural studies (XRD) of [Co(NH3)(6)](2)[B4O5(OH)(4)](3)center dot 11H(2)O, [Ni(phen)(3)][B7O9(OH)(5)]center dot 9.5H(2)O and [Zn(dac)(2)(H2O)(2)][B7O9(OH)(5)]center dot H2O

The new oxidopolyborate salts [Co(NH3) 6] 2[B4O5(OH)4] 3·11H2O (1), [Ni(phen)3][B7O9(OH)5]·9.5H2O (2), and [Zn(dac)2(H2O)2][B7O9(OH)5]·H2O (3), were crystallized, in moderate yields, from aqueous solutions containing B(OH)3 and the hydroxide salt of the corresponding cationic metal complex (prepared in situ) in moderate yields. Complexes 1–3, characterized by spectroscopic (NMR, IR) and thermal (TGA) methods and by single-crystal XRD studies, were obtained through cation-templated self-assembly reactions. Compound 1 contains insular tetraborate2- anions (4-1:2Δ + 2T) and 2 and 3 both contain insular heptaborate2- anions (‘O+’ isomer, 6:(3Δ + 3T) + Δ). The X-ray structures show that in all three compounds the polyborate anions are H-bonded together into extended networks, and there are multiple cation-anion H-bond interactions present in 1 and 3. Compound 2 has cation-cation π-stacking interactions. These interactions are likely to be responsible for templating the observed structures. Thermal decomposition of 1–3 in air yielded amorphous anhydrous borates of composition CoB6O10.5, NiB7O11.5 and ZnB7O11.5, respectively. </p

Pentaborate(1-) Salts and a Tetraborate(2-) Salt Derived from C 2- or C 3-Linked Bis(alkylammonium) Dications:Synthesis, Characterization, and Structural (XRD) Studies.

The synthesis of a number of pentaborate(1-) salts from cations arising from N-substituted α,α-, α,β-, and α,-diaminoalkanes has been attempted in aqueous solution from B(OH)3 and the appropriate diammine in a 10:1 ratio. Despite relatively mild work-up conditions the pentaborate(1-) salts prepared were not always as anticipated and the following compounds were isolated in good yield: [Me2NH(CH2)2NHMe2][B5O6(OH)4]2 (1), [Et2NH(CH2)2NHEt2][B5O6(OH)4]2 (2), [Et2NH2][B5O6(OH)4] (3), [Me2NH2][B5O6(OH)4] (4), [Me2NH(CH2)3NHMe2][B5O6(OH)4]2 (5), [Et2NH(CH2)3NHEt2][B5O6(OH)4]2 (6), [Me3NCH2CH=CH2][B5O6(OH)4] (7), and [Me3N(CH2)3NMe3] [B5O6(OH)4]2.0.5H2O (8). The tetraborate(2-) salt, [Me3N(CH2)2NMe3][B4O5(OH)4].2B(OH)3 .2H2O (9) was obtained in moderate yield (41%) from a 3:1 reaction of B(OH)3 with [Me3N(CH2)2NMe3](OH)2. All compounds were characterized by spectroscopy (1H, 11B, 13C NMR and IR) and thermal gravimetric analysis (TGA). BET analysis on materials derived thermally from selected samples (1, 2, 6, 7) all had porosities of &lt; 1 m2/g, demonstrating that they were non-porous. Single-crystal XRD structures were obtained for 2, 3, 7, 8 and 9 and all contain extensive H-bonded polyborate lattices.</p

Coordination polymers and polygons using di-pyridyl-thiadiazole spacers and substituted phosphorodithioato NiII complexes: potential and limitations for inorganic crystal engineering

Coordinatively unsaturated P-substituted dithiophosphonato, dithiophosphato, and dithiophosphito complexes {[Ni?(MeO)2PS2)2] (1), [Ni((EtO)2PS2)2] (2), [Ni(MeOdtp)2] (3), and [Ni((Ph)2PS2)2] (4)} were reacted with the bis-functional ligands 3,5-di-(4-pyridyl)-1,2,4-thiadiazole (L1) and 3,5-di-(3-pyridyl)-1,2,4-thiadiazole (L2) to give the coordination polymers (1–4·L1)?, (3·L2)?, and (4·L2·2C7H8)? and the discrete dimers (1–2·L2)2, all characterised by single crystal X-ray diffraction. A comparison of the structures shows that L1 can be exploited for the predictable assembly of undulating chains independent of the nature of the NiII complex, while L2 allows for the existence of different supramolecular constructs ensuing from different ligand conformations deriving from the rotation of the pyridyl rings

They Be Taggin, Don\u27t They?: The Acquisition of Invariant Be

Does African-American English (AAE) have a separate grammar from Standard American English (SAE)? AAE has a number of distinctive features, several of which have been discussed extensively in the sociolinguistic literature: the variable use of third-person singular -s; the absence of plura -s; the variable use of copula; and others. (See Labov, 1966, 1969a, b, and Fasold, 1972 for discussion.) Perhaps the most distinctive feature of AAE is habitual or invariant be

The development of clinical thinking in trainee physicians: the educator perspective

From Springer Nature via Jisc Publications RouterHistory: received 2020-04-13, accepted 2020-07-02, registration 2020-07-02, pub-electronic 2020-07-16, online 2020-07-16, collection 2020-12Publication status: PublishedFunder: Health Education EnglandAbstract: Background: An important element of effective clinical practice is the way physicians think when they encounter a clinical situation, with a significant number of trainee physicians challenged by translating their learning into professional practice in the clinical setting. This research explores the perceptions of educators about how trainee physicians develop their clinical thinking in clinical settings. It considers what educators and their colleagues did to help, as well as the nature of the context in which they worked. Method: A qualitative approach was used in this study with in depth interviews carried out with educators as key informants. Rich data derived from 15 interview transcripts were analysed thematically in a rigorous and iterative process. Results: Three broad and overlapping themes were identified: working in an educationally minded culture; proximity of the educator to the trainee physician; and trajectory of the trainee physician. The departments in which these educators worked emphasised the importance for the education of trainee physicians. All members of the team were responsible for education of the team, and all members, particularly senior nurses, were able to give feedback upon the trainee physicians’ progress. Educators described working side by side with their trainee physician and frequently being in close proximity to them which means that the educator was both easily accessible and spent more time with their trainee physicians. They described a trajectory of the trainee physicians through the placement with close monitoring and informal assessment throughout. Conclusion: Recommendations are made as to how trainee physicians can be supported to develop their clinical thinking. Educators and managers can analyse their own and their department’s practice and select the recommendations relevant to their local circumstances in order to make change. This study adds the educator perspective to a body of literature about the importance of context and supportive learning environments. As such the discussion is applicable to the education of other health professionals