Characterizing pedagogical decisions in sense-making conversations motivated by scientific uncertainty

Accepted manuscrip

100 years of chemistry at Rhodes University

The history of Grahamstown is well documented and two books deal with the history of Rhodes University.1,2 Although the Chemistry Department was one of the founding departments, coverage in the official histories is minimal and sometimes inaccurate or misleading. The Rhodes University Centenary is an appropriate time to look back on some of the achievements of the department and some of its graduates over the past 100 years

Proteomic and 3D structure analyses highlight the C/D box snoRNP assembly mechanism and its control

International audienceIn vitro, assembly of box C/D small nucleolar ribonucleoproteins (snoRNPs) involves the sequential recruitment of core proteins to snoRNAs. In vivo, however, assembly factors are required (NUFIP, BCD1, and the FISP90-R2TP complex), and it is unknown whether a similar sequential scheme applies. In this paper, we describe systematic quantitative stable isotope labeling by amino acids in cell culture proteomic experiments and the crystal structure of the core protein Snu 13p/15.5K bound to a fragment of the assembly factor Rsa1p/NUFIP. This revealed several unexpected features: (a) the existence of a protein-only pre-snoRNP complex containing five assembly factors and two core proteins, 15.5K and Nop58; (b) the characterization of ZNHIT3, which is present in the protein-only complex but gets released upon binding to C/D snoRNAs; (c) the dynamics of the R2TP complex, which,appears a to load/unload RuvBL AAA(+) adenosine triphosphatase from pre-snoRNPs; and (d) a potential mechanism for preventing premature activation of snoRNP catalytic activity. These data provide a framework for understanding the assembly of box C/D snoRNPs

Future Impermanent

Future Impermanent brings together workshops, discussions, performances and talks themed around science fiction narratives and science fictional thinking. It aims to explore speculative methods of facilitating engagement, agency and a sense of responsibility regarding the issue of human impact on the natural world, to experiment with science fiction as a method of reading the social and environmental demands of the future. These speculations and experiments emphasise the importance of seeing science fiction as being grounded in the challenges of the present moment, while rendering that present impermanent

Teacher attrition and mentoring: an examination of teacher attrition and first year experiences: implications for policy

In recent decades, The United States Department of Education has become concerned with attrition and retention in our teacher workforce. Very low retention, particularly with that of new teachers, is linked to poor quality of education for students. Regular examination of these conditions utilizing the Department of Education's Schools and Staffing Survey (SASS) and the subsequent Teacher Follow-Up Survey (TFS) have resulted in several theories concerning teacher attrition which have, in recent years, put the spotlight on supporting beginning teachers as a way of reducing the number of teachers prematurely retiring from education. The primary purpose of this study was to investigate the relationship between the first year experiences such as mentoring and teacher attrition in the Southeastern States. Data from the 2007-2008 Schools and Staffing Survey and the 2008-2009 Teacher Follow-Up Survey and the subsequent Beginning Teacher Longitudinal Study were used to examine the relationship between mentoring and attrition of new teachers. Five broad questions were developed to guide the study: (1) What is the relationship between new teacher attrition and first year experiences? (2) What is the relationship between reported levels of commitment and new teacher experiences with induction or mentoring? (3) What is the relationship between perceived effectiveness of mentor programs and characteristics of the program? (4) What is the relationship between attrition and the characteristics of a mentoring program? (5) What are the relationships between perceived overall effectiveness of programs, professional commitment, and attrition? . The results of the data analyses indicate that, in the Southeast, mentoring was not related to attrition unless certain characteristics of mentoring, such as same grade and subject matching, were considered. Mentoring with same subject or grade level mentors did have a positive relationship with the perceived overall effectiveness of a program, professional commitment, and attrition of new teachers. The results indicated that professional commitment is not a good indicator of attrition but perceived overall effectiveness of programs was a good indicator. The study provides direction for leaders and researchers, particularly in the Southeast, to further develop quality programs aimed at supporting teachers in their first years of service. (Published By University of Alabama Libraries