Interactive whiteboards and the first year experience: Integrating IWBs into pre-service teacher education

The focus of this paper is on how pre-service teachers investigate using interactive whiteboards (IWBs) to incorporate e-teaching into their lessons. Digital convergence in the classroom makes technology an integral part of teaching rather than an add-on feature (Kent, 2004a, 2004b). To establish a context for the use of IWB in schools, the paper first examines relevant literature on IWBs. It then describes a program designed to link knowledge gained in a first-semester Information and Communication Technology (ICT) unit of a first year pre-service teacher undergraduate course with the practical use of IWBs in a mathematics education unit, Working Mathematically, in second semester. During this transfer of knowledge, pre-service teachers also explore the pedagogical implications of using IWBs in the classroom

Valuing assessment in teacher education - Multiple-choice competency testing

When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and with collaborative and cooperative learning episodes

Using self- and peer-assessment to enhance students' future learning in higher education

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education

Thin monodromy in Sp(4)\mathrm{Sp}(4) and Sp(6)\mathrm{Sp}(6)

We explore the thinness of hypergeometric groups of type $\mathrm{Sp}(4)$ and $\mathrm{Sp}(6)$ by applying a new approach of computer-assisted ping pong. We prove the thinness of $17$ hypergeometric groups with maximally unipotent monodromy in $\mathrm{Sp}(6)$, completing the classification of all $40$ such groups into arithmetic and thin cases. In addition, we establish the thinness of further $46$ hypergeometric groups in $\mathrm{Sp}(6)$, and of $3$ hypergeometric groups in $\mathrm{Sp}(4)$, completing the classification of all $\mathrm{Sp}(4)$ hypergeometric groups. To the best of our knowledge, this article produces the first $63$ examples in the cyclotomic family of Zariski dense non-arithmetic hypergeometric monodromy groups of real rank three.Comment: 27 pages, 1 figure, 4 tables. v3: new results about Sp(4) have been incorporated. Arithmeticity results have been moved into arXiv:2209.0740

How men and women learn about sex: multi-generational perspectives on insufficient preparedness and prevailing gender norms in Scotland

Attitudes towards sexual health and relationships are learned from a young age, and there is an ongoing need for innovative and comprehensive approaches to sex education that keep pace with rapidly changing contexts of people’s lives. We used thematic analysis of data from two qualitative studies in Scotland to explore learning contexts from a multi-generational perspective, as well as the influence of different socio-cultural factors on provision, access to and experience of sex education. The importance, but inadequacy, of school as a source of learning, was a persistent theme over time. Participants’ strategies to address perceived gaps in knowledge included experience, conversations, vicarious and online learning. Gender and age differences emerged, with younger participants more likely to go online for information, and prevailing gender norms shaping attitudes and behaviours across both study groups. Participants who identified as gay, lesbian or bisexual described feeling particularly unprepared for sex and relationships due to the narrow, heteronormative content received. Although schools continue to be a common source of information, it appears that they fail to equip young people for their post-school sexual life-course. We recommend the mandatory provision of comprehensive, positive, inclusive and skills-based learning to improve people’s chances of forming and building healthy, positive relationships across the lifespan

Reflecting on Improving our Practice: Using Collaboration as an Approach to Enhance First Year Transition in Higher Education

This paper is concerned with teacher collaboration in Higher Education. Specifically, it focuses on how a ‘community of practice’ emerged and developed during the process of enhancing first year transition for pre-service teachers. It is written from the perspective of five teacher educators and is situated within the literature of the first year in higher education and teacher collaboration. In this paper we describe how the process of conceptualising an innovative first year teacher education program, designed to facilitate student retention and engagement, increased our own engagement, motivation and teaching practice. Our experiences suggest that collaboration in Higher Education is not only beneficial to those involved in a community of practice, but also enhances student engagement and transition

Draft genome sequences of 64 type strains of 50 species and 25 subspecies of the genus Staphylococcus Rosenbach 1884

Members of the genus Staphylococcus have been isolated from humans, animals, and the environment. Accurate identification with whole-genome sequencing requires access to data derived from type strains. We provide sequence data for type strains of 64 taxa in the genus that at the time of this writing have standing in the nomenclatur

Quantitative fluid overload in severe aortic stenosis refines cardiac damage and associates with worse outcomes

Aims: Cardiac decompensation in aortic stenosis (AS) involves extra-valvular cardiac damage and progressive fluid overload (FO). FO can be objectively quantified using bioimpedance spectroscopy. We aimed to assess the prognostic value of FO beyond established damage markers to guide risk stratification. Methods and results: Consecutive patients with severe AS scheduled for transcatheter aortic valve implantation (TAVI) underwent prospective risk assessment with bioimpedance spectroscopy (BIS) and echocardiography. FO by BIS was defined as ≥1.0 L (0.0 L = euvolaemia). The extent of cardiac damage was assessed by echocardiography according to an established staging classification. Right-sided cardiac damage (rCD) was defined as pulmonary vasculature/tricuspid/right ventricular damage. Hospitalization for heart failure (HHF) and/or death served as primary endpoint. In total, 880 patients (81 ± 7 years, 47% female) undergoing TAVI were included and 360 (41%) had FO. Clinical examination in patients with FO was unremarkable for congestion signs in >50%. A quarter had FO but no rCD (FO+/rCD−). FO+/rCD+ had the highest damage markers, including N-terminal pro-B-type natriuretic peptide (NT-proBNP) levels. After 2.4 ± 1.0 years of follow-up, 236 patients (27%) had reached the primary endpoint (29 HHF, 194 deaths, 13 both). Quantitatively, every 1.0 L increase in bioimpedance was associated with a 13% increase in event hazard (adjusted hazard ratio 1.13, 95% confidence interval 1.06–1.22, p < 0.001). FO provided incremental prognostic value to traditional risk markers (NT-proBNP, EuroSCORE II, damage on echocardiography). Stratification according to FO and rCD yielded worse outcomes for FO+/rCD+ and FO+/rCD−, but not FO−/rCD+, compared to FO−/rCD−. Conclusion: Quantitative FO in patients with severe AS improves risk prediction of worse post-interventional outcomes compared to traditional risk assessment

Melanoma cells break down LPA to establish local gradients that drive chemotactic dispersal.

The high mortality of melanoma is caused by rapid spread of cancer cells, which occurs unusually early in tumour evolution. Unlike most solid tumours, thickness rather than cytological markers or differentiation is the best guide to metastatic potential. Multiple stimuli that drive melanoma cell migration have been described, but it is not clear which are responsible for invasion, nor if chemotactic gradients exist in real tumours. In a chamber-based assay for melanoma dispersal, we find that cells migrate efficiently away from one another, even in initially homogeneous medium. This dispersal is driven by positive chemotaxis rather than chemorepulsion or contact inhibition. The principal chemoattractant, unexpectedly active across all tumour stages, is the lipid agonist lysophosphatidic acid (LPA) acting through the LPA receptor LPAR1. LPA induces chemotaxis of remarkable accuracy, and is both necessary and sufficient for chemotaxis and invasion in 2-D and 3-D assays. Growth factors, often described as tumour attractants, cause negligible chemotaxis themselves, but potentiate chemotaxis to LPA. Cells rapidly break down LPA present at substantial levels in culture medium and normal skin to generate outward-facing gradients. We measure LPA gradients across the margins of melanomas in vivo, confirming the physiological importance of our results. We conclude that LPA chemotaxis provides a strong drive for melanoma cells to invade outwards. Cells create their own gradients by acting as a sink, breaking down locally present LPA, and thus forming a gradient that is low in the tumour and high in the surrounding areas. The key step is not acquisition of sensitivity to the chemoattractant, but rather the tumour growing to break down enough LPA to form a gradient. Thus the stimulus that drives cell dispersal is not the presence of LPA itself, but the self-generated, outward-directed gradient

First Results from a Broadband Search for Dark Photon Dark Matter in the 4444 to 52 μ52\,\mueV range with a coaxial dish antenna

We present first results from a dark photon dark matter search in the mass range from 44 to 52 $\mu{\rm eV}$ ($10.7 - 12.5\,{\rm GHz}$) using a room-temperature dish antenna setup called GigaBREAD. Dark photon dark matter converts to ordinary photons on a cylindrical metallic emission surface with area $0.5\,{\rm m}^2$ and is focused by a novel parabolic reflector onto a horn antenna. Signals are read out with a low-noise receiver system. A first data taking run with 24 days of data does not show evidence for dark photon dark matter in this mass range, excluding dark photon - photon mixing parameters $\chi \gtrsim 10^{-12}$ in this range at 90% confidence level. This surpasses existing constraints by about two orders of magnitude and is the most stringent bound on dark photons in this range below 49 $\mu$eV.Comment: 7 pages, 4 figure