Staff gender Balance in Primary Schools

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Getting diverse students and staff to talk about integration on campus, and what they say when they do: A UK-India collaborative case study.

This paper reports the early stages of a UKIERI-funded project, ‘Widening Participation: Diversity, isolation or integration in Higher Education?’.The project is concerned with greater equity, social justice, community and social cohesion within the current globalised, market oriented context of higher education (HE), and with enabling students to be better prepared for, and thrive in social networks and work-related arenas which are increasingly diverse, multicultural, interdependent and global. The main aim of this 3 year project is to explore the nature of social cohesion, integration and separation, diversity, equality and discrimination experienced by diverse, minority, disadvantaged and under-represented students attending HE in UK and India. Group stereotypes are often subconsciously held, emerging into consciousness only when they appear confirmed or confounded by personal experience or public events. Where there is little knowledge or personal experience then reliance upon group stereotypes is more likely (Kunda & Thagard, 1996). This can impact upon student and staff expectations of, responses to, and interactions with each other. Individual students’ experiences and perceptions lie at the core of this project, but the ultimate purpose is to illuminate our understanding as to how these are mediated, shaped and formed, in relation to and in interaction with the structures and contextual features of the educational environments in which they, as students, are located. It is thus framed by socio-cultural rather than psychological or therapeutic theories and is located within a social-constructivist perspective (Moore, 2000). Social constructivism facilitates the development of improved understandings of educational and social environments that shape rather than determine individual dispositions towards social diversity encountered on campus. It is highly suited to the understanding of perceptions, and exploring resonances with actions, reactions and interactions. The initial stage of this project involved inviting students and staff (academic and support staff) from five HE colleges and universities in England and India to keep a record (written and photographic) of what for them seemed to be important and relevant events relating to what they saw, heard, did and experienced on campus for a period of 1 month, in teaching, learning and social situations; namely interactions in classes and social settings; what seem to be good experiences and what seem to be negative ones; how and if their particular knowledge and experiences were used, valued and incorporated into their HE experience and learning or how they were negated. A sample size of 90 record keepers was sought across the participating institutions. Getting that sample presented significant difficulties to all but one of the participating institutions, and raised questions about • the methods initially adopted, • the general willingness of students and staff to address and share issues relating to diversity, equality, social cohesion and integration on HE campuses with researchers • cultural differences in accessing respondents to take part in the research Additional data collection methods were adopted and by January 2009 the intended sample size almost met. This paper will address the problems encountered in undertaking the first stage of this research and present initial findings from the data that were eventually obtained

Career changers and fast-track induction: teacher perspectives on their early professional development

In this article, the early professional development of mature, early career teachers who entered the profession via an employment-based route to teaching in England is presented and explored from the teachers’ own perspectives. From a larger sample in a longitudinal study, the development of four career changers is traced in detail, using a model of professional learning which highlights teaching and professional skills. There is some evidence that those who undertake the programme experience a smoother induction into teaching than those from more traditional routes, although the internship year itself is challenging and demands a high level of commitment and resilience on the part of the pre-service teachers. Contextual factors, such as school support and learning from experienced teachers, are vital in enabling early professional development and the absence of these can hinder learning and self-confidence. Findings are analysed with reference to the model, as well as research on teachers’ development, within a socio-cultural learning framework. The study makes a valuable contribution to knowledge about the professional development of mature entrants to teaching

Can wave coupling improve operational regional ocean forecasts for the north-west European Shelf?

Operational ocean forecasts are typically produced by modelling systems run using a forced mode approach. The evolution of the ocean state is not directly influenced by surface waves, and the ocean dynamics are driven by an external source of meteorological data which are independent of the ocean state. Model coupling provides one approach to increase the extent to which ocean forecast systems can represent the interactions and feedbacks between ocean, waves, and the atmosphere seen in nature. This paper demonstrates the impact of improving how the effect of waves on the momentum exchange across the ocean–atmosphere interface is represented through ocean–wave coupling on the performance of an operational regional ocean prediction system. This study focuses on the eddy-resolving (1.5 km resolution) Atlantic Margin Model (AMM15) ocean model configuration for the north-west European Shelf (NWS) region. A series of 2-year duration forecast trials of the Copernicus Marine Environment Monitoring Service (CMEMS) north-west European Shelf regional ocean prediction system are analysed. The impact of including ocean–wave feedbacks via dynamic coupling on the simulated ocean is discussed. The main interactions included are the modification of surface stress by wave growth and dissipation, Stokes–Coriolis forcing, and wave-height-dependent ocean surface roughness. Given the relevance to operational forecasting, trials with and without ocean data assimilation are considered. Summary forecast metrics demonstrate that the ocean–wave coupled system is a viable evolution for future operational implementation. When results are considered in more depth, wave coupling was found to result in an annual cycle of relatively warmer winter and cooler summer sea surface temperatures for seasonally stratified regions of the NWS. This is driven by enhanced mixing due to waves, and a deepening of the ocean mixed layer during summer. The impact of wave coupling is shown to be reduced within the mixed layer with assimilation of ocean observations. Evaluation of salinity and ocean currents against profile measurements in the German Bight demonstrates improved simulation with wave coupling relative to control simulations. Further, evidence is provided of improvement to simulation of extremes of sea surface height anomalies relative to coastal tide gauges

Specific niche requirements underpin multidecadal range edge stability, but may introduce barriers for climate change adaptation

Aim: To investigate some of the environmental variables underpinning the past and present distribution of an ecosystem engineer near its poleward range edge. Location: >500 locations spanning >7,400 km around Ireland. Methods: We collated past and present distribution records on a known climate change indicator, the reef-forming worm Sabellaria alveolata (Linnaeus, 1767) in a biogeographic boundary region over 182 years (1836–2018). This included repeat sampling of 60 locations in the cooler 1950s and again in the warmer 2000s and 2010s. Using species distribution modelling, we identified some of the environmental drivers that likely underpin S. alveolata distribution towards the leading edge of its biogeographical range in Ireland. Results: Through plotting 981 records of presence and absence, we revealed a discontinuous distribution with discretely bounded sub-populations, and edges that coincide with the locations of tidal fronts. Repeat surveys of 60 locations across three time periods showed evidence of population increases, declines, local extirpation and recolonization events within the range, but no evidence of extensions beyond the previously identified distribution limits, despite decades of warming. At a regional scale, populations were relatively stable through time, but local populations in the cold Irish Sea appear highly dynamic and vulnerable to local extirpation risk. Contemporary distribution data (2013–2018) computed with modelled environmental data identified specific niche requirements which can explain the many distribution gaps, namely wave height, tidal amplitude, stratification index, then substrate type. Main conclusions: In the face of climate warming, such specific niche requirements can create environmental barriers that may prevent species from extending beyond their leading edges. These boundaries may limit a species’ capacity to redistribute in response to global environmental change

Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis

School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5– 18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered

SEASTAR: a mission to study ocean submesoscale dynamics and small-scale atmosphere-ocean processes in coastal, shelf and polar seas

High-resolution satellite images of ocean color and sea surface temperature reveal an abundance of ocean fronts, vortices and filaments at scales below 10 km but measurements of ocean surface dynamics at these scales are rare. There is increasing recognition of the role played by small scale ocean processes in ocean-atmosphere coupling, upper-ocean mixing and ocean vertical transports, with advanced numerical models and in situ observations highlighting fundamental changes in dynamics when scales reach 1 km. Numerous scientific publications highlight the global impact of small oceanic scales on marine ecosystems, operational forecasts and long-term climate projections through strong ageostrophic circulations, large vertical ocean velocities and mixed layer re-stratification. Small-scale processes particularly dominate in coastal, shelf and polar seas where they mediate important exchanges between land, ocean, atmosphere and the cryosphere, e.g., freshwater, pollutants. As numerical models continue to evolve toward finer spatial resolution and increasingly complex coupled atmosphere-wave-ice-ocean systems, modern observing capability lags behind, unable to deliver the high-resolution synoptic measurements of total currents, wind vectors and waves needed to advance understanding, develop better parameterizations and improve model validations, forecasts and projections. SEASTAR is a satellite mission concept that proposes to directly address this critical observational gap with synoptic two-dimensional imaging of total ocean surface current vectors and wind vectors at 1 km resolution and coincident directional wave spectra. Based on major recent advances in squinted along-track Synthetic Aperture Radar interferometry, SEASTAR is an innovative, mature concept with unique demonstrated capabilities, seeking to proceed toward spaceborne implementation within Europe and beyond

Comparing benthic biogeochemistry at a sandy and a muddy site in the Celtic Sea using a model and observations

Results from a 1D setup of the European Regional Seas Ecosystem Model (ERSEM) biogeochemical model were compared with new observations collected under the UK Shelf Seas Biogeochemistry (SSB) programme to assess model performance and clarify elements of shelf-sea benthic biogeochemistry and carbon cycling. Observations from two contrasting sites (muddy and sandy) in the Celtic Sea in otherwise comparable hydrographic conditions were considered, with the focus on the benthic system. A standard model parameterisation with site-specific light and nutrient adjustments was used, along with modifications to the within-seabed diffusivity to accommodate the modelling of permeable (sandy) sediments. Differences between modelled and observed quantities of organic carbon in the bed were interpreted to suggest that a large part (>90%) of the observed benthic organic carbon is biologically relatively inactive. Evidence on the rate at which this inactive fraction is produced will constitute important information to quantify offshore carbon sequestration. Total oxygen uptake and oxic layer depths were within the range of the measured values. Modelled depth average pore water concentrations of ammonium, phosphate and silicate were typically 5–20% of observed values at the muddy site due to an underestimate of concentrations associated with the deeper sediment layers. Model agreement for these nutrients was better at the sandy site, which had lower pore water concentrations, especially deeper in the sediment. Comparison of pore water nitrate with observations had added uncertainty, as the results from process studies at the sites indicated the dominance of the anammox pathway for nitrogen removal; a pathway that is not included in the model. Macrofaunal biomasses were overestimated, although a model run with increased macrofaunal background mortality rates decreased macrofaunal biomass and improved agreement with observations. The decrease in macrofaunal biomass was compensated by an increase in meiofaunal biomass such that total oxygen demand remained within the observed range. The permeable sediment modification reproduced some of the observed behaviour of oxygen penetration depth at the sandy site. It is suggested that future development in ERSEM benthic modelling should focus on: (1) mixing and degradation rates of benthic organic matter, (2) validation of benthic faunal biomass against large scale spatial datasets, (3) incorporation of anammox in the benthic nitrogen cycle, and (4) further developments to represent permeable sediment processes

An approach for the identification of exemplar sites for scaling up targeted field observations of benthic biogeochemistry in heterogeneous environments

Continental shelf sediments are globally important for biogeochemical activity. Quantification of shelf-scale stocks and fluxes of carbon and nutrients requires the extrapolation of observations made at limited points in space and time. The procedure for selecting exemplar sites to form the basis of this up-scaling is discussed in relation to a UK-funded research programme investigating biogeochemistry in shelf seas. A three-step selection process is proposed in which (1) a target area representative of UK shelf sediment heterogeneity is selected, (2) the target area is assessed for spatial heterogeneity in sediment and habitat type, bed and water column structure and hydrodynamic forcing, and (3) study sites are selected within this target area encompassing the range of spatial heterogeneity required to address key scientific questions regarding shelf scale biogeochemistry, and minimise confounding variables. This led to the selection of four sites within the Celtic Sea that are significantly different in terms of their sediment, bed structure, and macrofaunal, meiofaunal and microbial community structures and diversity, but have minimal variations in water depth, tidal and wave magnitudes and directions, temperature and salinity. They form the basis of a research cruise programme of observation, sampling and experimentation encompassing the spring bloom cycle. Typical variation in key biogeochemical, sediment, biological and hydrodynamic parameters over a pre to post bloom period are presented, with a discussion of anthropogenic influences in the region. This methodology ensures the best likelihood of site-specific work being useful for up-scaling activities, increasing our understanding of benthic biogeochemistry at the UK-shelf scale