Multicoloured Random Graphs: Constructions and Symmetry

This is a research monograph on constructions of and group actions on countable homogeneous graphs, concentrating particularly on the simple random graph and its edge-coloured variants. We study various aspects of the graphs, but the emphasis is on understanding those groups that are supported by these graphs together with links with other structures such as lattices, topologies and filters, rings and algebras, metric spaces, sets and models, Moufang loops and monoids. The large amount of background material included serves as an introduction to the theories that are used to produce the new results. The large number of references should help in making this a resource for anyone interested in beginning research in this or allied fields.Comment: Index added in v2. This is the first of 3 documents; the other 2 will appear in physic

Bulletin of the Natural History Museum.

v.24:no.1 (1994:June

Bulletin of the Natural History Museum.

v.25:no.2 (1995:Nov.

Bulletin of the Natural History Museum.

v.32:no.2 (2002:Nov.

Correspondence from Buckingham Palace to Lady Edward Spencer Churchill and Mr. John H. Shary.

John H. Shary sent a shipment of grapefruit on two separate occasions in 1929 and 1931 to King George V and Queen Mary of England.https://scholarworks.utrgv.edu/johnshary/1025/thumbnail.jp

The Inclusion of Pupils with Special Educational Needs: A Study of the Formulation and Implementation of the National Curriculum Physical Education in Britain

The paper examines the planned and unplanned outcomes associated with the inclusion of pupils with special educational needs (SEN) in the National Curriculum Physical Education (NCPE) in Britain. This involves the use of key concepts from figurational sociology, and documentary analysis, to examine the emergence of disability as a social issue in British society and in secondary school education. Norbert Elias’ game models (Elias, 1978) are then used to analyse the NCPE 1992, 1995 and 2000 documents, and their associated consultation materials. This allows the researcher to identify all the major players involved in the formulation of the NCPEs, and the extent to which the objectives of each player, and their subsequent power struggles with each other, impacted upon the overall objectives and content of the NCPEs. The game models are then used to examine the extent to which the objectives of the players involved in the implementation of the NCPE generated outcomes which none of the players planned for, or could have foreseen

The e-Robot Project: a longitudinal on-line research collaboration to investigate ERA principles

The Educational Robotic Application (ERA) Principles provides a framework for evaluating Educational Robots and their activities. This paper presents the rationale behind the proposed e-Robot Project, an online community based research resource aimed at gathering data on the use of educational robotics. Collating the data against ERA is an iterative process that will simultaneously verify and improve ERA, which in turn will inform the design and application of educational robotics. e-Robot involves all aspects of the research process from research design to meta-analysis. The project can run indefinitely and will encourage participation from student teachers, teachers, researchers, developers, administrators, politicians and other interested parties

Physical Education and Special Educational Needs in North-West England

The paper examines the inclusion of pupils with special educational needs (SEN) in mainstream secondary schools from the perspective of physical education (PE) teachers. The findings of this case study, which used individual interviews and was undertaken in the North-West of England, suggest that team games are activities which teachers find particularly difficult to plan and deliver in an inclusive way. Specifically, many teachers suggested that there was limited opportunity for individual planning during team games and that they found it difficult to develop and implement rules and adapt games to make them more inclusive. Moreover, there was an expressed feeling among teachers that, first, their initial teacher traininG (ITT) had not prepared them adequately for their day-to-day endeavours to include pupils with SEN in PE; and, second, that the schools in which they work are not providing them with any inclusion training. Finally, there was a general feeling among PE teachers that they are not receiving enough support from special educational needs coordinators (SENCOs) and learning support assistants (LSAs) whose role is, lest we forget, to enable teachers to include pupils with SEN in the mainstream education system