Making connections: engaging student technology teachers with a mathematics module

Over the last three sessions, we have redeveloped a Mathematics module for student Technology teachers to provide an experience that is more relevant to the students’ intended career. The most recent version uses Moodle forums, wikis and the “External Tool” facility, social media, group projects and Mahara. Previously, this was essentially a revision module, intended to ensure that students could cope with the mathematical aspects of the rest of their course. Students were required to complete ten topic tests, and attendance was mandatory only until they had done so, leading to a “race to finish” attitude. Engagement was minimal and the relevance of the module to the remainder of their course was poorly understood. We introduced a “topics wiki” in which groups of students collaborate to provide additional explanations and resources around the course content. The efforts so far are very worthwhile and will be of use to those with less experience of Maths and to future students. Students are encouraged to discuss module content during class time, and in the forums and Facebook group. We are also encouraging students to use the wikis and group projects to build personal e-portfolios using Mahara. In this presentation, we shall set out our reasons for redesigning the existing course, and for selecting the additional activities. We shall report on students’ reaction to this year’s module, present examples of student engagement with the course, and put forward ideas for further development, which could be the basis for discussion

Module facelift: engaging student technology teachers with maths

In recent years a First Year Mathematics module for student Technology teachers has undergone a significant redesign due to a combination of factors. In 2010 a new tutor took over the module and began to add more content to the existing course in order to encourage students to engage with online resources, but a total redesign was not possible due to the limitations of the existing Virtual Learning Environment (VLE) (Moodle 1.9). In 2012, with support from the Learning Technology Unit, this course was restructured on the new Moodle 2.3 site in order that a new tool for quiz authoring and delivery could be embedded within the course. Previous technologies available were limited in various ways; with the arrival of this new tool sophisticated questions can be delivered and activities can be accessed on and off campus. In addition to this, the new version of the course includes tools for social networking and collaborative learnin

Molecular Cloning and Analysis of Tomato Blackring Virus

Tomato blackring virus RNA was reverse transcribed into single-strand complementary DNA. The RNA template was removed by alkaline hydrolysis, and the cDNA was transcribed into a double-stranded structure. The remaining single-stranded regions were removed by digestion with S1 nuclease and the recessed 3'-termini converted to a double-stranded structure. The cDNA was fractionated according to size

Children’s experiences and conceptualisations of child-adult relations within, and beyond, their families

This study explored children’s experiences and perceptions of adults and child-adult relations and relationships. Child-adult relations involve the conceptualisation of adults and children as distinct social groups and child-adult relationships are inter-personal relationships between individuals that cross the boundary between these groups. The focus of this study was children’s contacts and relationships with adults and how these relationships informed children’s constructions of child-adult relations. The study took place in the context of concern about distance between child and adult worlds generating negative stereotypes and distrust between the two social groups and an interest in children’s perspectives. A multi-stage, multi-method study was undertaken with children aged 10/11 years living in the relatively deprived, ‘Social Inclusion Partnership’ (SIP), areas of a Scottish city. A period of familiarisation, through participant observation, was undertaken with Year 6 children in one school, followed by paired and individual interviews with 17 children. A survey was then conducted with 375 children in primary schools across the SIP areas. In general it seemed that ‘relationships’ with individual adults, other than with parents, were not particularly important to the children, who, with a few exceptions, did not seek out such adults and generally indicated a preference for spending time with other children. However, knowing and being able to identify adults within and beyond their families was very important to children’s sense of self and to their feelings of belonging to a family and within a neighbourhood. The children did experience their worlds and those of adults as separate. Mobility beyond their neighbourhood without adult accompaniment, to visit swimming pools, cinemas, and retail facilities, provided children with opportunities to observe and experience a range of ‘unknown’ adults, and particularly ‘public workers’. This experientially confirmed their conceptualisations of adults as a separate social group occupying a higher status than children. The research process in itself indicated that in some circumstances children did have an interest in interacting with adults, and that time, negotiation, testing and trusting were part of the relationship forming process. The child-adult relationships formed in this study through engagement in ‘joint enterprises’, of play and research project, provide evidence for the possibilities of positive ‘generational proximity’ between children and adults

How men and women learn about sex: multi-generational perspectives on insufficient preparedness and prevailing gender norms in Scotland

Attitudes towards sexual health and relationships are learned from a young age, and there is an ongoing need for innovative and comprehensive approaches to sex education that keep pace with rapidly changing contexts of people’s lives. We used thematic analysis of data from two qualitative studies in Scotland to explore learning contexts from a multi-generational perspective, as well as the influence of different socio-cultural factors on provision, access to and experience of sex education. The importance, but inadequacy, of school as a source of learning, was a persistent theme over time. Participants’ strategies to address perceived gaps in knowledge included experience, conversations, vicarious and online learning. Gender and age differences emerged, with younger participants more likely to go online for information, and prevailing gender norms shaping attitudes and behaviours across both study groups. Participants who identified as gay, lesbian or bisexual described feeling particularly unprepared for sex and relationships due to the narrow, heteronormative content received. Although schools continue to be a common source of information, it appears that they fail to equip young people for their post-school sexual life-course. We recommend the mandatory provision of comprehensive, positive, inclusive and skills-based learning to improve people’s chances of forming and building healthy, positive relationships across the lifespan

Local lung responses following endobronchial elastase and lipopolysaccharide instillation in sheep

Chronic lipopolysaccharide (LPS) exposure may contribute to the pathogenesis of a number of lung diseases including COPD and emphysema. We sought to develop a large- animal model of emphysema using repeated LPS administration into sheep lung segments. An experimental protocol was designed to facilitate comparisons with elastase-treated and control segments within the same lung of individual sheep. Histopathologic evaluation of segments treated with LPS demonstrated low-grade inflammation characterized by an increase in the number of intra-alveolar macrophages and lymphocytes. Treated segments demonstrated a significant reduction in airspace surface area (ASA), an increase in percent disrupted alveolar attachments and the distance between normal alveolar attachments, and a reduction in the number of normal alveolar attachments surrounding nonrespiratory bronchioles. Coefficient of variation of individual ASA measurements in elastase-treated segments was indicative of a heterogeneous parenchymal response, in contrast to that associated with chronic LPS treatment. Our results demonstrate that chronic LPS treatment of individual lung segments in sheep induces microscopic emphysema qualitatively and quantitatively consistent with both accepted pathologic definitions of this condition and with that produced by airway instillation of elastolytic enzymes. Development of this phenotype is associated with evidence of downregulated activation of transforming growth factor beta

The effect of short-term kaempferol exposure on reactive oxygen levels and integrity of human (HL-60) leukaemic cells

AbstractFlavonoids may be a principal contributor to the cancer preventative activity of fruit- and vegetable-rich diets and there is interest in their use as dietary supplements. However, there is potential conflict between the cytoprotective and cytotoxic activities of flavonoids, and their efficacy as anti-cancer agents is unresolved. Here, the integrity and survival of HL-60 promyelocytic leukaemia cells following short-term (90 min) exposure to the dietary abundant flavonoid kaempferol (1–100 μM) is reported. Supplementation initially decreased reactive oxygen levels but, paradoxically, a dose-dependent increase in single-strand DNA breakage occurred. However, there was no increase in oxidised DNA purines or membrane damage. Following a 24-h recovery period in non-kaempferol supplemented media, DNA single-strand breakage had declined and kaempferol exposed and control cultures possessed similar reactive oxygen levels. A reduction in 3H-thymidine incorporation occurred with ≥10 μM kaempferol. One hundred micromolar kaempefrol increased the proportion of cells in G2-M phase, the proportion of cells with a sub-G1 DNA content and enhanced ‘active’ caspase-3 expression but only induced a loss of mitochondrial membrane potential within a minority of cells. The relevance of induced DNA damage within a non-overtly oxidatively stressed environment to the disease preventative and therapeutic use of kaempferol is discussed

Negotiating values for the science curriculum: The need for dialogue and compromise

Recently, a Curriculum Framework has been developed and mandated for implementation in all school systems— government, Catholic and independent— in Western Australia (WA). A statement of core shared values is a significant part of the Framework. The curriculum is divided into eight learning area statements, science being one of these. The Science Learning Area Statement, with its roots in the Australian Education Council (1994) statement on science, includes a definition of science and a rationale for teaching it in schools; major outcome statements concerned with working scientifically and developing conceptual understandings; principles for science learning, teaching and assessment; and sections about science as it relates to different phases of schooling, and how science can be integrated into other areas of the curriculum. Thirty two core shared values have been espoused as integral to the Cirriculum Framework. These values have been clustered into five main statements: a pursuit of knowledge and a commitment to achievement of potential; self acceptance and respect for self; respect and concern for others and their rights; social and civic responsibility; and environmental responsibility. One of the main tasks for us as writers of the Science Learning Area Statement was to explicate the core shared values into a description of the science curriculum. This article documents, from our point of view, the process by which a mandated set of core shared values were incorporated into a statement describing the curriculum in the science learning area. The process was under the direction of a Science Learning Area Committee. At several points, conflict, or potential conflict, about the interpretation of the core shared values in relation to science in the classroom was resolved by negotiation amongst ourselves in the first instance, the Science Learning Area Committee, and the Values Consultative Group. While the central narrative in this paper is about our journey through the process, there are the antecedent themes relating to how and why the core shared values were developed and subsequently mandated. The arising tensions, as yet unexplored, relate to how, or even whether, the values might be explicated in science classrooms. In reflecting on these tensions, we provide a re-analysis of some of the issues in school science, which of course are not new. We believe that science as taught in classrooms cannot be value-free, even when teachers believe otherwise

Electronic theses: the turning point.

Purpose: To describe the key findings of the UK JISC-funded Electronic Theses project that was led by The Robert Gordon University, as well as the results of associated projects that formed part of the JISC-funded “FAIR” programme, and the way in which the recommendations will be taken forward. Design/methodology/approach: The research involved: an assessment of existing best practice relating to the production, management and use of e-theses; the use of questionnaires to obtain feedback from potential users; the identification and testing of potentially useful software; consideration of the elements required in a metadata core set, and discussions with representative bodies to ensure that the model recommended for use in the UK had support from the key stakeholders. Findings: Information is provided about the value of the NDLTD web site, the suitability of DSpace and EPrints software for institutional e-theses repositories, and the recommended infrastructure for the operation of an e-theses service at national level. Details are included about the agreed metadata core set for UK e-theses, and advice is provided about administrative, legal and cultural issues. Practical implications: The JISC-funded EThOS project is taking forward many of the recommendations from the Electronic Theses project. Originality/value: The research results described in this paper will be of use to institutions, which are aiming to establish their own e-theses collections. The details provided about the UK approach towards the management of e-theses may be of use in countries, which have not yet made their theses available in electronic format

Better reporting of interventions : template for intervention description and replication (TIDieR) checklist and guide

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