Collaborative Epistemic Discourse in Classroom Information Seeking Tasks

We discuss the relationship between information seeking, and epistemic beliefs – beliefs about the source, structure, complexity, and stability of knowledge – in the context of collaborative information seeking discourses. We further suggest that both information seeking, and epistemic cognition research agendas have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners – an area we seek to address in this paper. A small-scale observational study using sociocultural discourse analysis was conducted with eight eleven year old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. We find that 1) discourse which could be characterised as ‘epistemic’ is identifiable in student talk, 2) that it is possible to identify talk which is more or less productive, and 3) that epistemic talk is associated with positive learning outcomes

JULES-BE:Representation of bioenergy crops and harvesting in the Joint UK Land Environment Simulator vn5.1

We describe developments to the land surface model JULES, allowing for flexible user-prescribed harvest regimes of various perennial bioenergy crops or natural vegetation types. Our aim is to integrate the most useful aspects of dedicated bioenergy models into dynamic global vegetation models, in order that assessment of bioenergy options can benefit from state-of-the-art Earth system modelling. A new plant functional type (PFT) representing Miscanthus is also presented. The Miscanthus PFT fits well with growth parameters observed at a site in Lincolnshire, UK; however, global observed yields of Miscanthus are far more variable than is captured by the model, primarily owing to the model's lack of representation of crop age and establishment time. Global expansion of bioenergy crop areas under a 2 ?C emissions scenario and balanced greenhouse gas mitigation strategy from the IMAGE integrated assessment model (RCP2.6- SSP2) achieves a mean yield of 4.3 billion tonnes of dry matter per year over 2040-2099, around 30 % higher than the biomass availability projected by IMAGE. In addition to perennial grasses, JULES-BE can also be used to represent short-rotation coppicing, residue harvesting from cropland or forestry and rotation forestry

The negotiation and co-construction of meaning and understanding within a postgraduate online learning community

There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality and outcomes of these dialogues. Drawing on contemporary socio-cultural research, this paper adapts a well-established analytical framework (see Mercer, 1995) that has been developed to understand face to face educational dialogues to the new context of asynchronous electronic conferencing. The work reported is derived from an in-depth case study of a tutorial group of 11 students enrolled on a course within the Open University's MA in Open and Distance Learning. The course was taught on-line to an international cohort of students from wide-ranging academic backgrounds. The analyses of electronic conference archives presented here focus on understanding the students’ on-line collaborative work and the ways in which they constructed meaning, negotiated shared understanding and supported each other in the process of learning at a distance. The implications of the findings for educational practice are considered

Employing culturally responsive pedagogy to foster literacy learning in schools

 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What largely has been omitted from the literature, however, is discussion of a relevant model of learning to underpin this approach. For this reason this paper adopts a socio-cultural lens (Vygotsky, 1978) through which to view such pedagogy and refers to a number of seminal texts to justify of its relevance. Use of this lens is seen as having a particular rationale. It forces a focus on the agency of the teacher as a mediator of learning who needs to acknowledge the learner’s cultural situatedness (Kozulin, 2003) if school literacy learning for all students is to be as successful as it might be. It also focuses attention on the predominant value systems and social practices that characterize the school settings in which students’ literacy learning is acquired. The paper discusses implications for policy and practice at whole-school, classroom and individual student levels of culturally-responsive pedagogy that is based on a socio-cultural model of learning. In doing so it draws on illustrations from the work of a number of researchers, including that of the author

Structure and magnetism of multiphase Sm0.080Co0.645Fe0.276 powders

A Sm-poor mixture of Fe-substituted Sm2Co17, having the nominal stoichiometry of Sm0.080Co0.645Fe0.276, was ball-milled to explore the possibility of enhancing its remanence through direct microstructural refinement. With milling, the Sm2(Co0.7Fe0.3)17 compound disassociates to a body-centered-cubic supersaturated SmCoFe solid solution and a residual SmCoFe amorphous phase. Correspondingly, the coercive field values first increase, peaking at 0.83 kOe after 180 min of milling, then decrease with continued milling t

Projections of global and UK bioenergy potential from Miscanthus × giganteus - Feedstock yield, carbon cycling and electricity generation in the 21st century

This is the final version. Available on open access from Wiley via the DOI in this recordIn this article, we modify bioenergy model MiscanFor investigating global and UK potentials for Miscanthus × giganteus as a bioenergy resource for carbon capture in the 21st century under the RCP 2.6 climate scenario using SSP2 land use projections. UK bioenergy land projections begin in the 2040s, 60 year average is 0.47 Mega ha rising to 1.9 Mega ha (2090s). Our projections estimate UK energy generation of 0.09 EJ/year (60 year average) and 0.37 EJ/year (2090s), under stable miscanthus yields of 12 t ha−1 year−1. We estimate aggregated UK soil carbon (C) increases of 0.09 Mt C/year (60 year average) and 0.14 Mt C/year (2090s) with C capture plus sequestration rate of 2.8 Mt C/year (60 year average) and 10.49 Mt C/year (2090s). Global bioenergy land use begins in 2010, 90 year average is 0.13 Gha rising to 0.19 Gha by the 2090s, miscanthus projections give a 90 year average energy generation of 16 EJ/year, rising to 26.7 EJ/year by the 2090s. The largest national capabilities for yield, energy and C increase are projected to be Brazil and China. Ninety year average global miscanthus yield of 1 Gt/year will be 1.7 Gt/year by the 2090s. Global soil C sequestration increases less with time, from a century average of 73.6 Mt C/year to 42.9 Mt C/year by the 2090s with C capture plus sequestration rate of 0.54 Gt C/year (60 year average) and 0.81 Gt C/year (2090s). M. giganteus could provide just over 5% of the bioenergy requirement by the 2090s to satisfy the RCP 2.6 SSP2 climate scenario. The choice of global land use data introduces a potential source of error. In reality, multiple bioenergy sources will be used, best suited to local conditions, but results highlight global requirements for development in bioenergy crops, infrastructure and support.Natural Environment Research Council (NERC)Engineering and Physical Sciences Research Council (EPSRC

Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire

This paper reports on a 4-year research and development case study about the design of citizen science tools for inquiry learning. It details the process of iterative pedagogy-led design and evaluation of the nQuire toolkit, a set of web-based and mobile tools scaffolding the creation of online citizen science investigations. The design involved an expert review of inquiry learning and citizen science, combined with user experience studies involving more than 200 users. These have informed a concept that we have termed ‘citizen inquiry’, which engages members of the public alongside scientists in setting up, running, managing or contributing to citizen science projects with a main aim of learning about the scientific method through doing science by interaction with others. A design-based research (DBR) methodology was adopted for the iterative design and evaluation of citizen science tools. DBR was focused on the refinement of a central concept, ‘citizen inquiry’, by exploring how it can be instantiated in educational technologies and interventions. The empirical evaluation and iteration of technologies involved three design experiments with end users, user interviews, and insights from pedagogy and user experience experts. Evidence from the iterative development of nQuire led to the production of a set of interaction design principles that aim to guide the development of online, learning-centred, citizen science projects. Eight design guidelines are proposed: users as producers of knowledge, topics before tools, mobile affordances, scaffolds to the process of scientific inquiry, learning by doing as key message, being part of a community as key message, every visit brings a reward, and value users and their time

A review of the use of blood and blood products in HIV-infected patients

Despite numerous publications on the appropriate use of blood and blood products, few specifically consider the role of transfusion in the management of HIV. This review is a synthesis of conditions encountered in the management of HIV-infected patients where the transfusion of blood or blood products may be indicated. A consistent message emerging from the review is that the principles of transfusion medicine do not differ between HIV-negative and -positive patients. The aim of the review is to provide clinicians witha practical and succinct overview of the haematological abnormalities and clinical circumstances most commonly encountered in the HIV setting, while focusing on the rational and appropriate use of blood and blood products forHIV patients. Important ethical considerations in dealing with both the collection and transfusion blood and blood products in the HIV era have also been addressed

Body image, body dissatisfaction and weight status in south asian children: a cross-sectional study

Background Childhood obesity is a continuing problem in the UK and South Asian children represent a group that are particularly vulnerable to its health consequences. The relationship between body dissatisfaction and obesity is well documented in older children and adults, but is less clear in young children, particularly South Asians. A better understanding of this relationship in young South Asian children will inform the design and delivery of obesity intervention programmes. The aim of this study is to describe body image size perception and dissatisfaction, and their relationship to weight status in primary school aged UK South Asian children. Methods Objective measures of height and weight were undertaken on 574 predominantly South Asian children aged 5-7 (296 boys and 278 girls). BMI z-scores, and weight status (underweight, healthy weight, overweight or obese) were calculated based on the UK 1990 BMI reference charts. Figure rating scales were used to assess perceived body image size (asking children to identify their perceived body size) and dissatisfaction (difference between perceived current and ideal body size). The relationship between these and weight status were examined using multivariate analyses. Results Perceived body image size was positively associated with weight status (partial regression coefficient for overweight/obese vs. non-overweight/obese was 0.63 (95% CI 0.26-0.99) and for BMI z-score was 0.21 (95% CI 0.10-0.31), adjusted for sex, age and ethnicity). Body dissatisfaction was also associated with weight status, with overweight and obese children more likely to select thinner ideal body size than healthy weight children (adjusted partial regression coefficient for overweight/obese vs. non-overweight/obese was 1.47 (95% CI 0.99-1.96) and for BMI z-score was 0.54 (95% CI 0.40-0.67)). Conclusions Awareness of body image size and increasing body dissatisfaction with higher weight status is established at a young age in this population. This needs to be considered when designing interventions to reduce obesity in young children, in terms of both benefits and harms