A Contribution to the Study of Phlyctenular Ophthalmia.

n/

Contrasting the modelled sensitivity of the Amundsen Sea Embayment ice streams

Present-day mass loss from the West Antarctic ice sheet is centred on the Amundsen Sea Embayment (ASE), primarily through ice streams, including Pine Island, Thwaites and Smith glaciers. To understand the differences in response of these ice streams, we ran a perturbed parameter ensemble, using a vertically-integrated ice flow model with adaptive mesh refinement. We generated 71 sets of three physical parameters (basal traction coefficient, ice viscosity stiffening factor and sub-shelf melt rate), which we used to simulate the ASE for 50 years. We also explored the effects of different bed geometries and basal sliding laws. The mean rate of sea-level rise across the ensemble of simulations is comparable with current observed rates for the ASE. We found evidence that grounding line dynamics are sensitive to features in the bed geometry: simulations using BedMap2 geometry resulted in a higher rate of sea-level rise than simulations using a rougher geometry, created using mass conservation. Modelled grounding-line retreat of all the three ice streams was sensitive to viscosity and basal traction, while the melt rate was more important in Pine Island and Smith glaciers, which flow through more confined ice shelves than Thwaites, which has a relatively unconfined shelf

Teacher quality in the twenty first century: new lives, old truths

This chapter is based upon a keynote address to the first global teacher education summit, organised by Beijing Normal University in 2011, in which research across the world about influences which affect teachers' sense of professional identity, capacity for compassion, commitment, resilience and effectiveness long after they have graduated from their pre-service education and training programmes in universities and colleges were shared. The findings suggest that teaching pre-service students about how the conditions in which they work may enhance or diminish their capacity to teach to their best and how they might act to mediate these is a key part of the work of all teacher educators and an important focus for the work of educational researchers

New Mass-Conserving Bedrock Topography for Pine Island Glacier Impacts Simulated Decadal Rates of Mass Loss

Published maps of of Antarctic bedrock elevation place Pine Island Glacier's grounding line on a submarine ridge, but observations of ice velocity indicate that the ridge is absent. Constructing a map of bedrock elevation that is compatible with the ice velocity leads to an ice sheet model that quite different dynamic behaviour over the coming decades, and present day behaviour that is in better agreement with observations

Adaptive mesh refinement versus subgrid friction interpolation in simulations of Antarctic ice dynamics

Geophysical Research Letters

Social trajectories or disrupted identities? : Changing and competing models of teacher professionalism under New Labour

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post-1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children's agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified

Supporting induction: relationships count

This article examines the structural changes to the induction of teachers in Scotland using the perceptions of a group of final year student teachers. This group would be the first probationer teachers to experience revised arrangements for new teacher induction in 37 years. Their preferences and concerns are highlighted, as the new procedures roll out in schools nationwide, in an attempt to stress the importance of relationships to the success of the induction scheme. The argument put forward in this article is based on the notion that personal intelligence is central to effective relationships and therefore crucially important in the context of this mentoring relationship. The views of our sample provide evidence to suggest that the quality of interactions between the mentor and the probationer teacher are paramount in providing a good induction experience. These views are substantiated by experiences in England and in induction literature elsewhere. A synthesis of this evidence is used to make recommendations for those involved in supporting induction in schools, local authorities or teacher education institutions