Exploring teacher-writer identities in the classroom: Conceptualising the struggle

Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006-7), the core goal of the Phase II project, was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year long project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities in England, also sought to build new relationships with parents and families and to explore the concept of a Reading Teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004). The research design was multi-layered; involving data collection at individual, school and LA levels, and employing a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the research and highlights the challenges encountered and the insights garnered. It argues that teachers need support in order to develop children's reading for pleasure, which can influence both attainment and achievement and increase young learners' engagement as self- motivated and socially engaged readers

Students' views of higher education in their transitions to work in Portugal

Higher education has grown to mass proportions in the past two decades in Portugal, with the\ud political expectation that it will contribute to the knowledge economy and social change.\ud However, the predominantly low skilled productive system has led to increasing graduate\ud unemployment and underemployment. The central question in this research is what higher\ud education signifies for students and graduates in this context.\ud Higher education has the potential to change students' relationship with knowledge, developing\ud critical thinking, autonomy and character (Barnett 1990). However, this potential for change\ud depends on how individuals engage in it, according to their values and perspectives (Bloomer\ud 2001). Moreover, knowledge is constructed contextually (Lave and Wenger 1991), and its\ud relevance is not always clear when graduates start work. This longitudinal research therefore\ud consisted of in-depth interviews with graduates to ascertain the meanings and values they\ud attribute to higher education and how this changes in the transition to work.\ud In this study, participants' view of higher education was narrow, focussing on how it affected\ud their labour market opportunities, rather than as a place for personal development, gaining\ud generic skills and critical engagement. This affected how they acted on their educational\ud opportunities and the criteria by which they measured the validity of higher education after their\ud transition to work. Moreover, labour market limitations meant that graduates who did not find\ud work in areas directly related to their degree devalued their education. This study concluded\ud that individual paths from education to work are affected by social networks, resources and\ud significant others, but there are no deterministic effects of social class, gender or field of study.\ud A key finding was that in contrast to Bloomer's concept of learning careers (1997), graduates'\ud embedded knowledge was insufficient for their new work contexts; instead they needed to\ud reconstruct their knowledge according to their socio-cultural resources, and membership of\ud multiple communities. This has significance internationally for research into transitions to work.\ud In general, broader perspectives of higher education by students and employers, greater\ud support for the transition and greater labour market opportunities, would be beneficial for both\ud graduates' self-realization and how mass higher education can affect the knowledge economy

Carbon dioxide flash-freezing applied to ice cream production

Includes bibliographical references (p. 62-64).Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2006.(cont.) Carbon dioxide is recompressed from 1.97 x 106 Pa (285 psi) to 3.96 x 106 Pa (575 psi). The process is scaled by increasing the number of nozzles to accommodate the desired flow rate. Only 165 nozzles are required to flash freeze the ice cream mix at a 2000 L/hr ice cream production rate. The power consumption of a continuous cycle implementation is modeled including single or double stage carbon dioxide recovery and compression, pre-cooling of the carbon dioxide by a standard condensing unit, pumping of the ice cream mix at high pressure and extrusion of the ice cream powder by a piston or screw extruder. The power consumption of an implementation recovering 95% of the carbon dioxide is approximately 37.3% of the power consumption of a conventional process. The cost of the make-up carbon dioxide is $0.002 per liter of ice cream. A cart implementation is also possible.Ice cream mix and other liquids are frozen by direct contact with carbon dioxide while carbon dioxide is throttled from a liquid phase to a saturated vapor phase. The process is demonstrated with a proof-of-principle apparatus that freezes discrete batches of mix. The fluid consumption, power consumption and space requirement of a continuous cycle implementation are modeled. In the proof-of-principle apparatus and the continuous cycle model, the ice cream mix is sprayed into the liquid carbon dioxide using 1.0 GPH Delavan fuel nozzles; the combined fluid is throttled by 2.0 GPH Delavan fuel nozzles, forming a fine mist during flash-freezing. The pressure at the outlet of the throttle determines the temperature of the saturated carbon dioxide vapor after the flashing process. The resulting product is a frozen carbonated ice cream powder. Depending on the implementation, 50-99% of the carbon dioxide flow is vented and can be compressed and recycled with additional make-up carbon dioxide flow. The required ratio of carbon dioxide to ice cream mix is found by balancing the change in enthalpy of each liquid from the inlet to the outlet state. For ice cream mix frozen from 5°C to -200C, the ratio is shown to be about 1.1.by Teresa Susan Baker.S.M

On-line learning: Using webinars to teach about succession and enterprise development issues

Iowa State University\u27s Beginning Farmer Center and Practical Farmers of Iowa teamed up to broadcast eight webinars to assist current and beginning farmers in devising strategies for successful farm enterprises

At the confluence of digital rights and climate & environmental justice: A Landscape Review

This research report, based on research conducted by The Engine Room from October 2021 to April 2022, is part of a larger body of work around the intersection of digital rights with environmental and climate justice, supported by the Ford Foundation, Ariadne and Mozilla Foundation. This research project aims at better equipping digital rights funders to craft grantmaking strategies that maximise impact on these issues.This report was published alongside several publications, including issue briefs by Association for Progressive Communications (APC), BSR, and the Open Environmental Data Project and Open Climate. All publications can be found at https://engn.it/climatejusticedigitalright

Clathrate hydrates in frozen confections : formation by carbon dioxide flash freezing and behavior during distribution and consumption

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2009.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from PDF version of thesis.Includes bibliographical references (p. 113-117).Carbonated frozen foods are not common on the market due to the limited liquid water available to dissolve CO₂ . CO₂ clathrate hydrates can change this because CO₂ is trapped in crystalline water. The CO₂ flash-freezing process developed in this thesis forms CO₂ hydrates directly in a confection as it freezes. In this process, the confection mixture is dispersed in liquid CO₂; then the combined fluids are flashed to 10-20 bars. The mixture breaks up into small fragments, which rapidly crystallize into CO₂ hydrate (instead of ice) due to the intimate contact between mixture and evaporating CO₂ . This CO₂ hydrate formation results in a frozen, carbonated confection. CO₂ hydrates have a significant impact on packaging and storage requirements for the confection. This study shows that the minimum storage pressure is determined by the ice- CO₂ hydrate-gas equilibrium (IHG) curve, which does not change with the concentration of solutes in the aqueous phase. The minimum CO₂ content in a storage vessel is determined by the amount of CO₂ needed to avoid ice; in the presence of ice CO₂ can redistribute quickly, leading to an inhomogeneous product. Packaging must therefore be designed considering the significant CO₂ evolution from dissociating CO₂ hydrates during heat shock. Warming of a confection causes CO₂ hydrates to dissociate, even at pressures greater than the IHG pressure due to the requirement of chemical equilibrium between water in aqueous and crystalline phases. In packaging with limited heads pace, this CO₂ release increases the pressure significantly.(cont.) When CO₂ hydrate confections are consumed CO₂ is strongly perceived both through tingling caused by carbonic acid and through tactile stimulation caused by bubbles. A higher concentration of CO 2 is required in CO₂ hydrate confections than in carbonated beverages for similar fizziness perception because a significant fraction of the CO₂ escapes when a consumer exhales. The CO₂ concentration in the melted confection does not exceed the solubility of CO₂ at atmospheric pressure, but ingredients in the recipe can modulate the growth of bubbles as the confection melts. Consumer testing is needed to define the form and style of CO₂ hydrate confection that should be pursued.by Teresa Baker Peters.Ph.D

Students' views of higher education in their transitions to work in Portugal

EThOS - Electronic Theses Online ServiceGBUnited Kingdo