A study of lubricated contacts by electrical methods

Imperial Users onl

A critique of Forest School: something lost in translation

This is a critique of an approach to outdoor education experienced in the United Kingdom (UK) at Forest School. Forest School came to the UK primarily from Scandinavia, where early years education conducted in the outdoors is a widely accepted practice. In its move to the UK, however, three major issues have arisen. The first concerns how Forest School as a form of outdoor education is culturally, socially, and historically situated. This suggests that its adoption in the UK must navigate cultural differences, acknowledging that Forest School is a social construction. Secondly, the pedagogy of Forest School, relevant as it is to early years education, is undertheorised in the outdoor education literature. This especially relates to considerations of play as a central tenet of Forest School pedagogy. Thirdly, the expansion of Forest School in the UK has taken a particularly corporate turn, resulting in a rapid institutionalisation and commodification of Forest School practices. The need to situate claims made for and about Forest School in well-designed and conducted research is crucial for substantiating what can degenerate into market-based promotion. Finally, some of the very positive contributions Forest School is making to the development of contemporary practices of outdoor and environmental education are introduced. This critique is written in the spirit of engaging in robust discussion and debate around Forest School in order to see the difficulties addressed and the positive contributions continue

“Ecological Armageddon” - more evidence for the drastic decline in insect numbers

Research into insect decline over the years indicates increased funding is required for long term monitoring and more research to support sustainable agriculture. Planning authorities need to consider how to mitigate the impact of urbanisation and roads on invertebrate populations

Models and idea in Beethoven's Late 'Trifles': A stylistic study of the Bagatelles, op. 126

The Bagatelles for piano that Beethoven wrote in the last decade of his life have attracted little attention in comparison to the 'major' works of the same period. The six Bagatelles he published as op. 126 display a deeper concentration of musical ideas than his previous attempts in the genre. Their density of musical thought approaches that of the larger works, but the small form of the Bagatelle has precluded recognition of their importance for the music of Beethoven's late period. This study seeks to explore the position of the Bagatelle within this complex style. Through a consideration of the individual pieces of op. 126 the notions of Model and Idea will inform an interpretation of the Bagatelle and its relation to the 'late style.' The Bagatelle is considered as a 'model' for larger compositions and as a 'model' for the musical language itself, assuming a crucial part in the evolution of Beethoven's musical thought. The Idea of the individual Bagatelle in turn highlights the various elements that we recognise as comprising the 'late style.' This study attempts to establish an interpretation of the op. 126 Bagatelles as providing a significant insight into Beethoven's last compositions

XC.?Some excessively saline Indian well waters

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