Increasing the subject knowledge of trainee teachers

A number of potential entrants to teacher training in secondary science are deterred due to lack of breadth and depth in subject knowledge. This article outlines two Teacher Training Agency (TTA) sponsored approaches to enhancing the subject knowledge of trainee teachers during and prior to their formal training period

Why don't zombies like hibiscus tea? A multi-subject approach to photosynthesis through the use of Grätzel cells

Traditionally, photosynthesis has been seen as the domain of biology, with some input from chemistry when dealing with chromatography, while, apart from a passing reference to the colour of leaves, physics has tended to steer clear of the process that provides the lifeblood of human existence. This article outlines how a recent technological advance can be used as a teaching resource in all three branches of science

Policy-based management for body-sensor networks

Accepted versio

Why don't zombies like hibiscus tea? A multi-subject approach to photosynthesis through the use of Gratzel cells

Traditionally, photosynthesis has been seen as the domain of biology, with some input from chemistry when dealing with chromatography, while, apart from a passing reference to the colour of leaves, physics has tended to steer clear of the process that provides the lifeblood of human existence. This article outlines how a recent technological advance can be used as a teaching resource in all three branches of science

Configuration Management for Distributed Software Services

The paper describes the SysMan approach to interactive configuration management of distributed software components (objects). Domains are used to group objects to apply policy and for convenient naming of objects. Configuration Management involves using a domain browser to locate relevant objects within the domain service; creating new objects which form a distributed service; allocating these objects to physical nodes in the system and binding the interfaces of the objects to each other and to existing services. Dynamic reconfiguration of the objects forming a service can be accomplished using this tool. Authorisation policies specify which domains are accessible by which managers and which interfaces can be bound together. Keywords Domains, object creation, object binding, object allocation, graphical management interface. 1 INTRODUCTION The object-oriented approach brings considerable benefits to the design and implementation of software for distributed systems (Kramer 1992). Con..

Towards supporting interactions between self-managed cells

Accepted versio

The quiet editor: Ivan Vladislavić and South African cultural production

This article examines the literary and sociological significance of Ivan Vladislavić’s "double life” (Lahire, 2010: n.p.) as both editor and writer. With reference to a number of his editorial roles as well as the joint projects he has worked on with writers and visual artists, the article considers how Vladislavić’s work with others spreads symbolic value. Described by one of his clients as the “quiet editor”, Vladislavić can be read as a new kind of author; what he terms “creative editing” (Steyn, 2012: n.p.) as a new kind of writing, through which more traditional models of authorship and literary production are thrown into question — less Bourdieu’s (1984) “field of literary production” or Casanova’s (2004: 82) “world literary space”, red in tooth and claw, amd more Howard Becker’s “art world”: a convivial “network of cooperating people, all of whose work is essential to the final outcome” (1982: 25)

Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching

In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society