Student teachers’ perceptions of technical subjects

This paper explores the extent to which a cohort of student teachers studying for a one-year Post Graduate Certificate of Education in a Scottish university hold stereotypical views about subjects in the curriculum of Scottish secondary schools and of the pupils who select these subjects for study. In particular, a comparison between physics and technological studies is made. Technological studies, which is a relatively new area in the Scottish curriculum, was introduced in an attempt to provide a course with a high degree of academic content and was perceived to be of particular relevance to pupils intent on pursuing a career in engineering. Despite these intentions, uptake of the course in schools in the west of Scotland has shown a steady decline. It is suggested that the persistence of traditional stereotypes regarding the non-academic, skills-based nature of subjects in the technical curriculum may be a factor contributing to the demise of technological studies. The results from this small sample suggest that stereotypical views do exist, at least for the particular group of student teachers surveyed. These findings are discussed within the context of factors which have been found to influence pupil choice of subjects in secondary schools

Technology students’ views of intelligence and the implications for classroom practice

This paper explores the views of intelligence held by two groups of students studying for the degree of Bachelor of Technology Education (B.Tech.Ed) at a Scottish University. The course is specifically designed to educate students for a career as teachers of technical education in secondary schools. The research builds upon the work carried out by Carol Dweck on implicit theories. Dweck (Dweck and Legge, 1998) postulates that two views of intelligence are held which she labels entity and incremental. The entity view assumes that intelligence is stable and global. Incremental views on the other hand are based on the assumption that intelligence is malleable and can change over time and according to context. The theories that are held by individuals have important implications for teachers through determining the type of learning structures they create. Analysis of the two groups indicates some important differences between them. These are explored and the implications of the findings are discussed

Seismic Surveys and Marine Turtles: An Underestimated Global Threat?

Seismic surveys are widely used in marine geophysical oil and gas exploration, employing airguns to produce sound-waves capable of penetrating the sea floor. In recent years, concerns have been raised over the biological impacts of this activity, particularly for marine mammals. While exploration occurs in the waters of at least fifty countries where marine turtles are present, the degree of threat posed by seismic surveys is almost entirely unknown. To investigate this issue, a mixed-methods approach involving a systematic review, policy comparison and stakeholder analysis was employed and recommendations for future research were identified. This study found that turtles have been largely neglected both in terms of research and their inclusion in mitigation policies. Few studies have investigated the potential for seismic surveys to cause behavioural changes or physical damage, indicating a crucial knowledge gap. Possible ramifications for turtles include exclusion from critical habitats, damage to hearing and entanglement in seismic survey equipment. Despite this, the policy comparison revealed that only three countries worldwide currently include turtles in their seismic mitigation guidelines and very few of the measures they specify are based on scientific evidence or proven effectiveness. Opinions obtained from stakeholder groups further highlight the urgent need for directed, in-depth empirical research to better inform and develop appropriate mitigation strategies. As seismic surveying is becoming increasingly widespread and frequent, it is important and timely that we evaluate the extent to which marine turtles, a taxon of global conservation concern, may be affected

Recruitment Facilitation and Spatial Pattern Formation in Soft-Bottom Mussel Beds

Mussels (Mytilus edulis) build massive, spatially complex, biogenic structures that alter the biotic and abiotic environment and provide a variety of ecosystem services. Unlike rocky shores, where mussels can attach to the primary substrate, soft sediments are unsuitable for mussel attachment. We used a simple lattice model, field sampling, and field and laboratory experiments to examine facilitation of recruitment (i.e., preferential larval, juvenile, and adult attachment to mussel biogenic structure) and its role in the development of power-law spatial patterns observed in Maine, USA, soft-bottom mussel beds. The model demonstrated that recruitment facilitation produces power-law spatial structure similar to that in natural beds. Field results provided strong evidence for facilitation of recruitment to other mussels—they do not simply map onto a hard-substrate template of gravel and shell hash. Mussels were spatially decoupled from non-mussel hard substrates to which they can potentially recruit. Recent larval recruits were positively correlated with adult mussels, but not with other hard substrates. Mussels made byssal thread attachments to other mussels in much higher proportions than to other hard substrates. In a field experiment, mussel recruitment was highest to live mussels, followed by mussel shell hash and gravel, with almost no recruitment to muddy sand. In a laboratory experiment, evenly dispersed mussels rapidly self-organized into power-law clusters similar to those observed in nature. Collectively, the results indicate that facilitation of recruitment to existing mussels plays a major role in soft-bottom spatial pattern development. The interaction between large-scale resource availability (hard substrate) and local-scale recruitment facilitation may be responsible for creating complex power-law spatial structure in soft-bottom mussel beds

Abstracts

The following publications are abstracts by the mentionned authors;A Preliminary Study of an attempt to Introduce PGCE D&T Students to Designing and the Teaching of Designing in the Secondary School - Abstract by David Barlex and Marion RutlandRemembering the C in D&T: Gendered Perceptions of Creativity and Design & Technology - Abstract by David SpendloveInnovation in Design and Technology: the Polymer Acoustic Guitar and the Case for Relegation of 'The Design Process' - Abstract by Dr Eddie NormanThe Introduction of Practical Craft Skills into the Scottish Technology Curriculum: A New Beginning or the Beginning of the End - Abstract by John DakersMaking Progress? A Discussion of the Concept of Progress in Relation to Design and Technology Education - Abstract by Steve KeirlGlobalisation of the Go: Implications for Design and Technology Education @ 2003 - Abstract by Steve KeirlThe Wow Factor - Textiles gets a Boost with CAD in the UK and Australia - Abstract by Rose Sinclair and Louise DuvernetInteraction, Dialogue and a Creative Spirit of Inquiry - Abstract by J. W. HamiltonTechnology Students' Views of Intelligence and the Implications for Classroom Practice - Abstract by Wendy J. DowIs there a Core of D&T Knowledge? - Abstract by Tim LewisDeyond Pro/DESKTOP Computer Aided Design (CAD): the Transfer of CAD-based Design Modelling Skills from Schools to Higher Education - Abstract by Tony Hodgson and Clare Allsop'It aint what you do it's the way that you do it' - Abstract by Tony Lawler and Martin HowlettThe Presentation of Systems Thinking in Support Materials for Secondary Design & Technology Pupils: A Review - Abstract by Torben SteegValuing Progression in Design and Technology Education - Abstract by Mike MartinElectronic Portfolios for Design and Technology. What if...? - Abstract by Andy MitchellGifted and Talented Pupils in Design and Technology at Key Stage Three - Abstract by Christine Arthingto

Stem cell dynamics and pretumor progression in the intestinal tract

Colorectal carcinogenesis is a process that follows a stepwise cascade that goes from the normal to an invisible pretumor stage ultimately leading to grossly visible tumor progression. During pretumor progression, an increasing accumulation of genetic alterations occurs, by definition without visible manifestations. It is generally thought that stem cells in the crypt base are responsible for this initiation of colorectal cancer progression because they are the origin of the differentiated epithelial cells that occupy the crypt. Furthermore, they are characterized by a long life span that enables them to acquire these cumulative mutations. Recent studies visualized the dynamics of stem cells both in vitro and in vivo. Translating this work into clinical applications will contribute to the evaluation of patients’ predisposition for colorectal carcinogenesis and may help in the design of preventive measures for high-risk groups. In this review, we outline the progress made in the research into tracing stem cell dynamics. Further, we highlight the importance and potential clinical value of tracing stem cell dynamics in pretumor progression

Plasma Micronutrient Concentrations Are Altered by Antiretroviral Therapy and Lipid-Based Nutrient Supplements in Lactating HIV-Infected Malawian Women

Background: Little is known about the influence of antiretroviral therapy with or without micronutrient supplementation on the micronutrient concentrations of HIV-infected lactating women in resource-constrained settings

Effect of cytomegalovirus infection on breastfeeding transmission of HIV and on the health of infants born to HIV-infected mothers

Cytomegalovirus (CMV) infection can be acquired in utero or postnatally through horizontal transmission and breastfeeding. The effect of postnatal CMV infection on postnatal HIV transmission is unknown

Adherence to extended postpartum antiretrovirals is associated with decreased breast milk HIV-1 transmission

Estimate association between postpartum antiretroviral adherence and breastmilk HIV-1 transmissio

Supplement 1. Recruitment facilitation model with source code and executable file for readers to use.

<h2>File List</h2><div> <p><a href="Mussel_Recruitment_Model_description_and_source_code_June_2014.txt">Mussel_Recruitment_Model_description_and_source_code_June_2014.txt</a> (MD5: e29281a06751245eda695b7b678b2243)</p> <p><a href="mussel_recruitment_model.exe">mussel_recruitment_model.exe</a> (MD5: 0eee8f1d904aca658f2accbe8b13d636)</p> </div><h2>Description</h2><div> <p>The Recruitment Facilitation Model allows the user to choose from four distinctly paired rules called "Edge" (recruitment facilitation at patch edge), "No Edge" (recruitment at any location), "Growth" (recruitment with bed growth), and "No Growth" (recruitment without bed growth), creating four possible scenarios. If desired, each of the four rules may be applied to a mussel bed where the user can spatially structure the probability of recruitment success, creating four additional scenarios.</p> </div