Intersecting the Academy: Legitimizing Applied & Professional Studies at the Post-Graduate Level

Given an increasing demand for continuing professional education at the graduate level, what is the appropriate role of the university? Applied graduate degree programs, in the interests of CPE for working adult students, may be perceived as a threat to the hegemony of the traditional academy, or as a new opportunity for the university to “serve.

“Just A Minute Sweetheart, Mom’s Writing A Paper” Home, Flexible Learning, and Learning Biographies with Uneven Plots

Explorations of “postmodern time,” the accelerating effects of technology, and long-standing challenges of work-life balance are presented to question the impacts of online study in the home on the learning experiences of working adults. The flexibility that makes online learning appealing may have unexplored costs and consequences for the quality of learning, and the quality of family life

Who is the “Professional” in a Professional Learning Community? An Exploration of Teacher Professionalism in Collaborative Professional Development Settings

This study is a survey and interpretation of professional development literature related to professional learning communities (PLCs) in schools. Current K‐12 trade publications focusing on PLCs were analyzed against four different theoretical models of professional‐ ism. Each model encourages and legitimates a different understanding of the knowledge content and practices that make teachers and their schools “professional.” The article con‐ cludes that PLC learning presently embraces the technical and managerial dimensions of teachers’ work at the expense of craft knowledge and critical perspectives, resulting in narrow and impoverished understandings of teacher professionalism, and limiting poten‐ tial contributions of PLCs to teachers’ professional growth and learning. Key words: PLCs, teacher learning, neo‐liberalism, school reform L’auteure présente un inventaire et une interprétation de la littérature sur le perfectione‐ ment professionnel en lien avec les communautés d’apprentissage professionnelles (CAP) dans les écoles. Des publications spécialisées portant sur les CAP de la maternelle au se‐ condaire ont été analysées à l’aide de quatre modèles théoriques de professionnalisme distincts. Chaque modèle favorise et justifie une compréhension différente du contenu du savoir et des pratiques qui donnent un caractère professionnel aux enseignants et à leurs écoles. L’auteure conclut que l’apprentissage dans les CAP englobe présentement les di‐ mensions techniques et administratives du travail des enseignants au détriment de la connaissance du métier et des perspectives critiques, ce qui entraîne une compréhension étroite et appauvrie du professionnalisme de l’enseignant et limite l’apport potentiel des CAP à la croissance professionnelle et à l’apprentissage des enseignants. Mots clés : CAP, apprentissage chez l’enseignant, néolibéralisme, réforme scolaire

Investigating the Effects of Dehydration on the Conformational Preferences of Biomolecules during the Final Stages of Electrospray Ionization

Electrospray ionization (ESI) combined with ion mobility-mass spectrometry (IMMS) provides a means to directly measure the three-dimensional shape(s) of intact biomolecular ions allowing for the structural investigation of biologically-important systems. Studies of gas-phase biomolecules remove the complicating effects of solute-solvent interactions, but understanding the conformational preferences of ions as they transition from solution to the gas phase is of critical importance to the development of “native” mass spectrometry. A number of recent studies utilizing ESI have demonstrated that gas-phase peptide and protein ions can retain memory of their solution-phase counterparts. However, the preservation of native structures is dependent on an ensemble of stabilizing interactions, specifically the interplay between inter- and intramolecular interactions that afford stability to ions. Cryogenic ion mobility-mass spectrometry takes advantage of the freeze-drying capabilities of ESI and a cold IM drift cell (80 K) to preserve extensively solvated ions of the type [M + xH]^x+ (H2O)n, where n can vary from zero to several hundred. This affords an experimental approach for tracking the structural evolution of hydrated biomolecules en route to forming solvent-free gas-phase ions. Studies of small ions, including protonated water clusters and alkyl diammonium cations, reveal structural transitions associated with the development of the H-bond network of water molecules surrounding the charge carrier(s). When extended to larger peptide ions, results show that water networks are highly dependent on the charge-carrying species within the cluster. Studies on the neuropeptide substance P illustrate the ability to elucidate information about heterogeneous ion populations. Results showed that a kinetically-trapped conformer was stabilized by a combination of solvation and specific intramolecular interactions. However, upon desolvation, the kinetically-trapped conformer rearranges to form a thermodynamically-favored gas-phase ion conformation. Finally, extension of this approach to larger biomolecules revealed a water-mediated protein-binding event associated with dehydration of ubiquitin ions. Cryo-IM-MS adds a new dimension to studies of biomolecules in the ability to monitor snapshots of the structural evolution of ions during the transition from solution to gas phase, and provides insight into the intricate interplay between competing effects that dictate conformational preferences

Improving the PhD through provision of skills training for postgraduate researchers

Postgraduate research degrees in some systems, such as the UK, can be almost exclusively research based, with little formal, compulsory taught component. Government reviews recommend 10 days per year training in generic or transferable skills to ensure the suitability of doctoral graduates for employment. Professional bodies stipulate a commitment to continuing professional development as a requirement for chartered or accredited status. This includes The Chartered Society of Forensic Science and the British Association for Forensic Anthropology, as well as institutions for related fields such as The Institution of Engineering and Technology. Increasing numbers of universities therefore offer skills training programmes. Research students were surveyed to investigate their attendance and views on non-mandatory training courses, and only 33% of students agreed that all training needs were covered by their degree. However, in contrast to the recommended training commitment, over a one-year period students attended a mean of 5.5±0.7 training days, with 12% attending no training. Responses indicate a significant demand for increased training in management, consistent with government reviews; however, this work also indicates that provision of technical training should be addressed.Short course availability, design, delivery, promotion and recognition are discussed in relation to improving student uptake to reduce to the discrepancy between attendance levels and recommendations or aspirations

Gas-phase microsolvation of ubiquitin: investigation of crown ether complexation sites using ion mobility-mass spectrometry.

In this study the gas-phase structure of ubiquitin and its lysine-to-arginine mutants was investigated using ion mobility-mass spectrometry (IM-MS) and electron transfer dissociation-mass spectrometry (ETD-MS). Crown ether molecules were attached to positive charge sites of the proteins and the resulting non-covalent complexes were analysed. Collision induced dissociation (CID) experiments revealed relative energy differences between the wild type and the mutant crown-ether complexes. ETD-MS experiments were performed to identify the crown ether binding sites. Although not all of the binding sites could be revealed, the data confirm that the first crown ether is able to bind to the N-terminus. IM-MS experiments show a more compact structure for specific charge states of wild type ubiquitin when crown ethers are attached. However, data on ubiquitin mutants reveal that only specific lysine residues contribute to the effect of charge microsolvation. A compaction is only observed for one of the investigated mutants, in which the lysine has no proximate interaction partner. On the other hand when the lysine residues are involved in salt bridges, attachment of crown ethers has little effect on the structure

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

From the issue entitled 'Special Issue: Emerging Social and Legal Aspect'E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technology-oriented approaches makes elearning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 elearning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual's work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach. © Springer Science + Business Media, LLC 2009.postprin

Professional Learning Communities as drivers of educational change: the case of Learning Rounds

Many researchers claim that there is a compelling weight of evidence for the effectiveness of PLCs in promoting teachers’ learning and pupil achievement. However, others raise fundamental questions about their nature and purpose. Some of the uncertainties about the nature and purpose of PLCs relate to the ways in which the macro-context of neo-liberalism has shaped the practices of PLCs in particular ways. The fundamental questions raised about PLCs relate to the type of change they are intended to produce, the model of community they are based on and whether the right conditions and skills are in place for them to contribute to change. Some researchers argue that we need to pay more attention to shortcomings within existing PLCs and their internal dynamics. Others argue that little research focuses on the specific interactions of teachers inside PLCs. The research reported here goes ‘inside the teacher community’ of Learning Rounds to explore what the shortcomings of some examples of this model in practice add to what we know about how to assist PLCs to produce change in education

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic, and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable systems change. Throughout the following discussion, the authors argue that the school-wide programs most commonly utilized in schools lack the explicit organizational structures for integrating culturally responsive practice, leadership development, and collaborative community building processes that are essential to sustainable implementation. Therefore, this conceptual paper aims to explore the possibilities for practical applications of the Integral Perspective of Peace Leadership (IPPL, McIntyre Miller and Green, 2015) within school systems change efforts by shifting focus from direct student skill development toward a more integrated and systems-oriented approach aimed at strengthening culture and capacity within communities of educational leaders. The IPPL can “connect the dots” and provide a strong foundation through which school-wide change is possible and more sustainable. By challenging individuals, schools, communities, and organizations to examine and include Innerwork; theories, behaviors and practices, or Knowledge building; Communities of practice; and Environment work, such as systems and global thinking (McIntyre Miller and Green, 2015), the implementation of the IPPL may “challenge issues of violence and aggression and build positive, inclusive social systems and structures” (McIntyre Miller, 2016, p. 223). The purpose of this paper is twofold. First, there is a discussion of how the elements of the IPPL connect to school culture and system change. Second, specific examples, such as character development, mindfulness, school-wide positive behavior supports, social-emotional learning, professional learning communities, home-school connection, systems thinking, and distributed leadership, will demonstrate how school leaders might engage, using consultants and an implementation team, in the work to create positive, equitable school cultures