Lipid metabolism of Saccharomyces cerevisiae and control of volatile ester synthesis in wort fermentations.

SIGLEAvailable from British Library Document Supply Centre- DSC:D43337/82 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Exploring the Use of Peer and Self-Assessment as a Pedagogical Tool in UK Secondary Design Education.

In this case study, a collaborative and social-constructivist approach to secondary Design and Technology teaching is explored. Self and peer-assessment interventions are employed as a pedagogical tool for increasing student attainment, knowledge gain and self-efficacy. Within schools, students learn by interacting with their peers; they help each other identify their strengths, address their weaknesses, and develop metacognitive skills. As a construct for aiding knowledge sharing, peer assessment can be significantly beneficial as it allows students to evaluate the work of their peers and provide constructive feedback within a supported environment. This research presents student perceptions on strategies designed to facilitate self-assessment, and peer-assessment as a pedagogical tool and investigates the order these strategies are employed within the classroom. Eighteen, year 11 design students aged 15-16 from across two classes took part in four ‘peer-learning’ sessions containing both self and peer-assessments. These sessions were spread across different stages of the student’s design process: research, iteration, design development and testing and evaluation. The project began at the start of the 2022-23 academic year and concluded at the end of the second term. Each session approaches these assessment exercises with different methods and finishes with a questionnaire to enable comparison. The results gathered show an increase in student attainment, self-efficacy, and a greater understanding of the assessment criteria when students complete their design coursework. A sequence of activities for employing self and peer-assessment within design education is established and presented. This research aims to share evidence of self and peer-assessment as a pedagogical tool when students are completing their design coursework. In presenting the benefits and barriers of this method, teachers will be able to use and adapt it within their own classe

The nature of emotional support and counselling provision for people with sight loss in the United Kingdom

People with sight loss in the United Kingdom are known to have lower levels of emotional wellbeing and to be at higher risk of depression. Consequently ‘having someone to talk to’ is an important priority for people with visual impairment. An on-line survey of the provision of emotional support and counselling for people affected by sight loss across the UK was undertaken. The survey was distributed widely and received 182 responses. There were more services offering ‘emotional support’, in the form of listening and information and advice giving, than offered ‘counselling’. Services were delivered by providers with differing qualifications in a variety of formats. Waiting times were fairly short and clients presented with a wide range of issues. Funding came from a range of sources, but many felt their funding was vulnerable. Conclusions have been drawn about the need for a national standardised framework for the provision of emotional support and counselling services for blind and partially sighted people in the U

The rationality of Sol manifolds

Let $\Gamma$ be the fundamental group of a manifold modeled on three dimensional Sol geometry. We prove that $\Gamma$ has a finite index subgroup $G$ which has a rational growth series with respect to a natural generating set. We do this by enumerating $G$ by a regular language. However, in contrast to most earlier proofs of this sort our regular language is not a language of words in the generating set, but rather reflects a different geometric structure in $G$.Comment: 30 pages; author's name changed to agree with published version; to appear in Journal of Algebr

Organisational culture in the volunteer sport sector: A case study of sailing [Abstract]

Organisational culture in the volunteer sport sector: A case study of sailing [Abstract

Capturing more than poverty: School free and reduced-price lunch data and household income

Linking K-12 data on students and teachers to Internal Revenue Service (IRS) information allows us to answer questions that are difficult to answer using survey data or educational administrative data alone. We describe two research projects that demonstrate the importance of using linked administrative data to further research on education and inform policy discussions. In the first research project, using linked IRS income tax data to school administrative records for all 8th graders in one California public school district and all K-12th graders in Oregon public schools, we examine how well free and reduced price lunch (FRPL) enrollment captures student disadvantage. We find that FRPL categories capture relatively little variation in household income. However, FRPL captures elements of educational disadvantage that IRS-reported household income data do not. In the second research project, using data on teachers from a large California school district linked to IRS records and the Business Register, we examine what teachers do after they leave teaching. Preliminary findings suggest that many teachers leave the workforce after they leave teaching. Teachers that continue to work after leaving our school district often do so in a nearby school district, and often see a modest increase in their earnings in their new positions

Making innovation happen in a megaproject: London's crossrail suburban railway system

Isolated pockets of innovation can be found in projects - such as the novel solution used to redesign the Velodrome roof during the London 2012 Olympics - but there have been few, if any, systematic efforts to manage innovation in a megaproject. This paper presents the initial findings of an ongoing three-year (2012-2014) action research project between Crossrail and researchers at Imperial College London and University College London. Action research is well suited to a setting where an intervention is required to diagnose and solve an organizational problem and produce scientific findings (Miles & Huberman, 1994; Van de Ven, 2007). Undertaken in collaboration with practitioners, the aim of action research is to transform the research setting through a process of critical inquiry and action. Our engagement with Crossrail aimed to formulate and implement an innovation strategy to improve the performance and outcomes of the project. We identified four stages - or windows of opportunity - to intervene to generate, discover, and implement innovation in a megaproject: (1) the bridging window during the front-end when ideas, learning, and practices from other projects and industries can be used to create an innovative project process, organization, and governance structure; (2) the engaging window, when tendering and contractual processes can be used by the client to encourage contractors and suppliers to develop novel ideas and innovative solutions; (3) the leveraging window, when all the parties involved - clients, delivery partners, and suppliers - are mobilized to develop novel ideas, new technologies, and organizational practices to improve performance; and (4) the exchanging window at the back-end, when ideas and resources for innovation can be (re)combined with those of other projects in the wider innovation ecosystem to improve performance. The first two stages had largely occurred when we became involved in the Crossrail project in 2012. Our intervention addressed the final two stages, when we assisted in the development and implementation of an innovation strategy. Core to this strategy was a coordinated mobilization of the innovative capabilities across the project supply chain. Though, to be successful, this approach had to be open enough to span organizational boundaries beyond the supply chain, reaching into the broader ecosystem. The four windows provide a valuable new heuristic for organizing innovation in megaprojects, pointing to areas where project managers can craft targeted innovation interventions and compare their efforts with those of others

Detracking and Tracking Up: Mathematics Course Placements in California Middle Schools, 2003–2013

Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the algebra-for-all effort in diverse ways. While some schools detracked by enrolling all eighth graders in algebra, others "tracked up," creating more advanced geometry opportunities while increasing algebra enrollments. These responses created a new differentiated course structure that is likely to benefit advantaged students. Consistent with the effectively maintained inequality hypothesis, we find that detracking occurred primarily in disadvantaged schools while "tracking up" occurred primarily in advantaged schools

Degenerate weakly nonlinear elastic plane waves

Weakly nonlinear plane waves are considered in hyperelastic crystals. Evolution equations are derived at a quadratically nonlinear level for the amplitudes of quasi-longitudinal and quasi-transverse waves propagating in arbitrary anisotropic media. The form of the equations obtained depends upon the direction of propagation relative to the crystal axes. A single equation is found for all propagation directions for quasi-longitudinal waves, but a pair of coupled equations occurs for quasi-transverse waves propagating along directions of degeneracy, or acoustic axes. The coupled equations involve four material parameters but they simplify if the wave propagates along an axis of material symmetry. Thus, only two parameters arise for propagation along an axis of two-fold symmetry, and one for a three-fold axis. The transverse wave equations decouple if the axis is four-fold or higher. In the absence of a symmetry axis it is possible that the evolution equations of the quasi-transverse waves decouple if the third order elastic moduli satisfy a certain identity. The theoretical results are illustrated with explicit examples.Comment: 18 pages, no figure