6,349 research outputs found
Photoelectro-chemical properties of anilino squaraine derivatives in LB films
No full textPhotocurrent generation from Langmuir-Blodgett (LB) overlays on indium tin oxide (ITO) electrodes, where the active components are 2,4-bis[4-(dibutylamino)-2-hydroxyphenyl]squaraine (1) and the unsubstituted analogue, 2,4-bis[4-(dibutylamino)phenyl]squaraine (2), have been investigated. Dye 1 shows improved behaviour compared with the latter and differences in performance are attributed to a modified aggregate structure, this being indicated by variations in the LB film spectra. The photocurrent generation is enhanced by the presence of electron accepters, e.g. N,N'-dimethyl-4,4'-bipyridinium diiodide (MV2+), but quenched by electron donors, e.g. hydroquinone (HQ). The concentration dependence is reported
Teacher induction: personal intelligence and the mentoring relationship
No full textThis article is aimed at probationer teachers in Scotland, their induction supporters, and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland (GTCS), but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms – formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important
Comments on author citations for nomenclatural novelties published in volume 15 of the Flora Reipublicae Popularis Sinicae (FRPS)
No full textSupporting induction: relationships count
No full textThis article examines the structural changes to the induction of teachers in Scotland using the perceptions of a group of final year student teachers. This group would be the first probationer teachers to experience revised arrangements for new teacher induction in 37 years. Their preferences and concerns are highlighted, as the new procedures roll out in schools nationwide, in an attempt to stress the importance of relationships to the success of the induction scheme. The argument put forward in this article is based on the notion that personal intelligence is central to effective relationships and therefore crucially important in the context of this mentoring relationship. The views of our sample provide evidence to suggest that the quality of interactions between the mentor and the probationer teacher are paramount in providing a good induction experience. These views are substantiated by experiences in England and in induction literature elsewhere. A synthesis of this evidence is used to make recommendations for those involved in supporting induction in schools, local authorities or teacher education institutions
Diversity, Identity and Leadership
No full textThis paper is one of several drawn from the findings of a research project entitled Integrating Leadership and Diversity in Leadership in Further Education funded by the Centre for Excellence in Leadership (CEL) and conducted by Jacky Lumby, Kalwant Bhopal, Martin Dyke, and Felix Maringe at the University of Southampton and Marlene Morrison at Oxford Brookes University. In this section we introduce the aims, purposes, and parameters of the research, and identify those aspects with which this paper is primarily concerned. The Full Report is available at: http://www.lums.lancs.ac.uk/leadership/cel/ Further Education has an historic commitment to providing inclusive education and training opportunities. In consequence, it has sustained an enduring engagement with issues of diversity and inclusion related to learners. The Green Paper Further Education: Raising Skills, Improving Life Chances (DfES, 2006) notes what has been achieved: ‘Many colleges are exemplars in the diversity of their students and staff, serving as a resource that is available to, and valued by, all sections of their community’ (op cit, para. 2.35). However, the paper also suggests that ‘there is more to be done to address the current lack of diversity within the workforce. Too many minority groups continue to be under-represented, especially at senior levels, and face barriers to progression in the sector’ (DfES, 2006, para. 4.34). The sector is increasingly seeking means to address these and other issues related to a diverse workforce. Within this context, diverse leadership is emphasised as key to achieving organizational effectiveness and to modelling values of equity for learners and the wider community (DfES, 2005). However, previous research by Lumby et al (2005) suggests that achieving diversity in leadership presents formidable challenges, not least because it raises questions about what is meant by diversity, and whether assumptions about its meaning are shared. As importantly, it raised concerns about whether there is, as yet, universal support for seeking a more diverse and inclusive leadership, what this might ‘look like’, and whether it would, in itself, lead to more effective leadership
Learning theories and interprofessional education: a user's guide
No full textThere is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required
Tiny Swanson
No full textCharles "Tiny" Swanson (height 6 foot 2.5 inches, weight 36 stone) and his wife Ruby (weight 6 stone 6 lb.) Circa 1951.Martin, E
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