Exploring schools' use of natural spaces

This chapter focuses on the changing ways in which schools are using natural spaces as part of their pupils’ learning experience. We suggest that learning in natural spaces has undergone something of a renaissance in recent times, and explore the reasons that this might be so. We then examine ways in which schools and other practitioners are using outdoor spaces for play, for non-curricular and for curricular learning. The chapter draws on a range of countries for examples that show how a nation’s cultural ideas about the outdoors can be incorporated into a country’s outdoor learning, and how other ideas travel across boundaries to be interpreted in different practical ways. Within these sections, we consider different theoretical underpinnings that inform learning outside. Finally, the benefits of and challenges to outdoor learning are considered

Natural Connections Demonstration Project, 2012- 2016: Final Report

This report presents the key findings from the Natural Connections Demonstration Project, that aimed to encourage teachers to take curricular learning outdoors. The project was commissioned by DEFRA, Natural England and Historic England, and delivered by a team at Plymouth University. 125 schools contributed to the evaluation which found that: 1. schools most likely to engage with outdoor learning displayed strong leadership and were open-minded about trying new things 2. schools reported a statistically-significant increase in the amount of time spent on outdoor learning activity across the project 3. Schools adopted many different models of outdoor learning 4. Schools invested time, goodwill, energy and funding in outdoor learning 5. Over 90 per cent of responding schools agreed that outdoor learning was useful for curriculum delivery 6. Outdoor learning had positive impacts for teachers and pupils 7. the project model of distributed independent brokerage was found to have the capacity to unlock latent demand for outdoor learning in schools, and to support schools in embedding low-cost outdoor learning practice

Natural Connections Demonstration Project, 2012-2016: Analysis of the Key Evaluation Questions

This report provides a detailed discussion of the key evaluation questions relating to the impact of the Natural Connections Demonstration Project. The project's aim was to encourage teachers to take curricular learning outside

MM Algorithms for Geometric and Signomial Programming

This paper derives new algorithms for signomial programming, a generalization of geometric programming. The algorithms are based on a generic principle for optimization called the MM algorithm. In this setting, one can apply the geometric-arithmetic mean inequality and a supporting hyperplane inequality to create a surrogate function with parameters separated. Thus, unconstrained signomial programming reduces to a sequence of one-dimensional minimization problems. Simple examples demonstrate that the MM algorithm derived can converge to a boundary point or to one point of a continuum of minimum points. Conditions under which the minimum point is unique or occurs in the interior of parameter space are proved for geometric programming. Convergence to an interior point occurs at a linear rate. Finally, the MM framework easily accommodates equality and inequality constraints of signomial type. For the most important special case, constrained quadratic programming, the MM algorithm involves very simple updates.Comment: 16 pages, 1 figur

Simulating the Common Envelope Phase of a Red Giant Using SPH and Uniform Grid Codes

We use three-dimensional hydrodynamical simulations to study the rapid infall phase of the common envelope interaction of a red giant branch star of mass equal to 0.88 \msun and a companion star of mass ranging from 0.9 down to 0.1 \msun. We first compare the results obtained using two different numerical techniques with different resolutions, and find overall very good agreement. We then compare the outcomes of those simulations with observed systems thought to have gone through a common envelope. The simulations fail to reproduce those systems in the sense that most of the envelope of the donor remains bound at the end of the simulations and the final orbital separations between the donor's remnant and the companion, ranging from 26.8 down to 5.9 \rsun, are larger than the ones observed. We suggest that this discrepancy vouches for recombination playing an essential role in the ejection of the envelope and/or significant shrinkage of the orbit happening in the subsequent phase.Comment: 45 pages, 19 figures, accepted to Ap

Evaluation of the impact of a school gardening intervention on children's fruit and vegetable intake: a randomised controlled trial.

Background: Current academic literature suggests that school gardening programmes can provide an interactive environment with the potential to change children’s fruit and vegetable intake. This is the first cluster randomised controlled trial (RCT) designed to evaluate whether a school gardening programme can have an effect on children’s fruit and vegetable intake. Methods: The trial included children from 23 schools; these schools were randomised into two groups, one to receive the Royal Horticultural Society (RHS)-led intervention and the other to receive the less involved Teacher-led intervention. A 24-hour food diary (CADET) was used to collect baseline and follow-up dietary intake 18 months apart. Questionnaires were also administered to evaluate the intervention implementation. Results: A total of 641 children completed the trial with a mean age of 8.1 years (95% CI: 8.0, 8.4). The unadjusted results from multilevel regression analysis revealed that for combined daily fruit and vegetable intake the Teacher-led group had a higher daily mean change of 8 g (95% CI: −19, 36) compared to the RHS-led group -32 g (95% CI: −60, −3). However, after adjusting for possible confounders this difference was not significant (intervention effect: −40 g, 95% CI: −88, 1; p = 0.06). The adjusted analysis of process measures identified that if schools improved their gardening score by 3 levels (a measure of school gardening involvement - the scale has 6 levels from 0 ‘no garden’ to 5 ‘community involvement’), irrespective of group allocation, children had, on average, a daily increase of 81 g of fruit and vegetable intake (95% CI: 0, 163; p = 0.05) compared to schools that had no change in gardening score. Conclusions: This study is the first cluster randomised controlled trial designed to evaluate a school gardening intervention. The results have found very little evidence to support the claims that school gardening alone can improve children’s daily fruit and vegetable intake. However, when a gardening intervention is implemented at a high level within the school it may improve children’s daily fruit and vegetable intake by a portion. Improving children’s fruit and vegetable intake remains a challenging task

Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)

peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rett2

Post-common envelope binaries from SDSS - XVI. Long orbital period systems and the energy budget of CE evolution

Virtually all close compact binary stars are formed through common-envelope (CE) evolution. It is generally accepted that during this crucial evolutionary phase a fraction of the orbital energy is used to expel the envelope. However, it is unclear whether additional sources of energy, such as the recombination energy of the envelope, play an important role. Here we report the discovery of the second and third longest orbital period post-common envelope binaries (PCEBs) containing white dwarf (WD) primaries, i.e. SDSSJ121130.94-024954.4 (Porb = 7.818 +- 0.002 days) and SDSSJ222108.45+002927.7 (Porb = 9.588 +- 0.002 days), reconstruct their evolutionary history, and discuss the implications for the energy budget of CE evolution. We find that, despite their long orbital periods, the evolution of both systems can still be understood without incorporating recombination energy, although at least small contributions of this additional energy seem to be likely. If recombination energy significantly contributes to the ejection of the envelope, more PCEBs with relatively long orbital periods (Porb >~ 1-3 day) harboring massive WDs (Mwd >~ 0.8 Msun) should exist.Comment: Accepted for publication in MNRAS. 8 pages, 6 figures and 4 table

Estimating the binary fraction of planetary nebulae central stars

During the past 20 years, the idea that non-spherical planetary nebulae (PN) may need a binary or planetary interaction to be shaped was discussed by various authors. It is now generally agreed that the varied morphologies of PN cannot be fully explained solely by single star evolution. Observationally, more binary central stars of planetary nebulae (CSPN) have been discovered, opening new possibilities to understand the connections between binarity and morphology. So far, \simeq 45 binary CSPN have been detected, most being close systems detected via flux variability. To determine the PN binary fraction, one needs a method to detect wider binaries. We present here recent results obtained with the various techniques described, concentrating on binary infrared excess observations aimed at detecting binaries of any separation.Comment: 2 pages, IAU 283: An Eye To The Future proceeding

Modal Logics of Topological Relations

Logical formalisms for reasoning about relations between spatial regions play a fundamental role in geographical information systems, spatial and constraint databases, and spatial reasoning in AI. In analogy with Halpern and Shoham's modal logic of time intervals based on the Allen relations, we introduce a family of modal logics equipped with eight modal operators that are interpreted by the Egenhofer-Franzosa (or RCC8) relations between regions in topological spaces such as the real plane. We investigate the expressive power and computational complexity of logics obtained in this way. It turns out that our modal logics have the same expressive power as the two-variable fragment of first-order logic, but are exponentially less succinct. The complexity ranges from (undecidable and) recursively enumerable to highly undecidable, where the recursively enumerable logics are obtained by considering substructures of structures induced by topological spaces. As our undecidability results also capture logics based on the real line, they improve upon undecidability results for interval temporal logics by Halpern and Shoham. We also analyze modal logics based on the five RCC5 relations, with similar results regarding the expressive power, but weaker results regarding the complexity