bluuebunny/crossref_metadata_2025_split huggingface dataset:
Development of Social Skills and the Use of the Microcomputer in the Primary School Classroom1
Authors: Kutnick Peter , Marshall David 
Published: June 2007

AbstractAs an innovation in the primary school classroom, the microcomputer has served many uses, yet there are rarely enough machines for simultaneous use by each class member. Teachers often ask groups of pupils to undertake computer tasks with the understanding that positive benefits develop within the social context of learning. Group assignment, though, does not mean that co‐operation or effective learning will take place. Effective group work on microcomputers depends on task assignment and outcome, grouping of pupils, and social skills within pupil groups. This study selected a cognitive enrichment computer program and questioned whether training in social skills and variable group size would affect program outcome and social interaction during the task. Comparisons between a control and experimental class showed that social skills training increased co‐operative skills, task outcome/cognitive enrichment, and task oriented behaviours. Results for group size were not clear‐cut, but indicated that pairs in the experimental class were the most effective grouping, followed by threes in the experimental and control classes. Discussion considers teacher choice of task in relation to social skill training and group size.
Proof Practices and Constructs of Advanced Mathematics Students
Authors: Coe Robert , Ruthven Kenneth 
Published: June 2007

AbstractProof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become largely instrumentalised. In particular, validation is primarily and predominantly empirical, and there is little concern for illumination and systematisation.
Stories at Work. Fictional‐Critical Writing as a Means of Professional Development
Authors: Bolton Gillie 
Published: June 2007

Abstract‘Stories at Work’, or fictional‐critical writing, is an emerging discipline; it has been piloted as a means of professional enquiry. This article offers a brief description of the Stories at Work process, an account of a specific course, and a report on the ways in which it has been used as a mode of enquiry. This is followed up with a whistle‐stop tour of a range of academic discourses in order to explore and articulate a theoretical context in which Stories at Work is located.
The Market Forces? The Effect of Local Management of Schools on Special Educational Needs Provision
Authors: Vincent Carol , Evans Jennifer , Lunt Ingrid , Young Pam 
Published: June 2007

ABSTRACTThis paper explores the approaches taken by local education authorities (LEAs) to the funding and organisation of provision for special educational needs (SEN) under local management of schools (LMS). LMS is seen as playing a central role in the new right's attempts to introduce market ‘realities’ into public sector organisations. It is argued that a more market‐oriented discourse, with its concomitant emphasis on individualism, is taking hold in LEAs, and this is illustrated by references to developments in special education in two case study authorities. The two LEAs respond differently to this situation. However, it is concluded that, despite these variations, LEAs are increasingly in a position where they are having to adapt to a more market‐oriented culture. One element of this is that responsibility for pupils with special needs (particularly those without statements) is increasingly becoming that of the school alone. However, arrangements for ensuring and monitoring that provision remain unclear.
Beyond the Whole School Approach: an emerging model of special needs practice and provision in mainstream secondary schools
Authors: Dyson Alan , Millward Alan , Skidmore David 
Published: June 2007

AbstractDuring the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing these tensions by developing an alternative model of provision. This model continues the thrust of the whole school approach towards more individually responsive provision, but also implies a reconceptualisation of teaching and learning. The authors argue that the failure of the whole school approach to undertake such a reconceptualisation has significantly undermined its effectiveness, and invite practitioners to consider the possibilities opened up by the emerging model.
Guests Bearing Gifts: the position of student teachers in primary school classrooms
Authors: Edwards Anne 
Published: June 2007

AbstractConversations between intending early years teachers and their school‐based mentors were tape‐recorded and subjected to content analysis in order to reveal their focus and purpose. Analysis of the content of the conversations, which took place before and after sessions in which the student teachers had been working with children, indicated that both sets of participants used the conversations to limit possibilities for the failure of students while they implemented classroom tasks with pupils. Drawing on the work of Bakhtin and his collaborators, the conversations were also analysed to reveal the speech genre selected by the students as they spoke with their mentors. The analysis indicates that students were presenting themselves less as learners in their mentors' classrooms and more as fellow teachers who were positioned as polite guests in the classrooms of their mentor hosts.
Special Needs and Client Rights: the changing social and political context of special educational research
Authors: Corbett Jenny , Norwich Brahm 
Published: June 2007

AbstractThis paper explores the ways in which the study of special educational needs has developed and changed in the last decade and a half of policy‐making in education. It focuses upon key theoretical changes and the shift of emphasis in substantive concerns. In relation to theoretical issues, the changes have involved an increased focus upon social and political values guiding educational provision rather than on the specific explanatory disciplines of psychology and sociology. These changes can be attributed to the growth in consumer rights and parent power since the 1980s. It is argued that dichotomous thinking oversimplifies matters, whether between psychological and sociological perspectives or between the policy‐making values of inclusion and market‐driven choice. The implication of this position in terms of recent developments and their implications for future policy‐making are explored.
Promoting Sociability and Cooperation in Nursery Settings
Authors: Broadhead Pat 
Published: June 2007

AbstractIn this study, 11 traditional play activities available in one nursery classroom attached to a primary school were investigated for their potential in contributing towards the development of sociability and cooperation in children aged 4 years. The levels of sociability and cooperation were determined through use of an observational schedule which supported the recording of reciprocal sequences of play behaviours and discourse employed by interacting children as they engaged with individual activities. Event sampling was used. As well as revealing insights into the interactive potential of these traditionally available activities, the findings have also provided some foundation for the formulation of a developmental framework for recognising sociability and cooperation in interacting peers. Links with individual cognitive development in cooperative settings are explored with particular reference to Vygotskian theory. Some implications for the use, by practitioners, of the developmental framework in nursery settings are considered. Ongoing research applications are briefly discussed.
‘Making their Minds Up’: family dynamics of school choice
Authors: Reay Diane , Ball Stephen J. 
Published: June 2007

AbstractUsing data from a study of parental choice of secondary education, this paper reports and analyses the dynamics of choice‐making within families. Bernstein's work on positional and person‐oriented family types is deployed to illuminate some social class differences in choice‐making which are identified in the research sample. Some paradoxes are identified in the ‘control’ of choice within families which are related to more general processes of class socialisation and class power. The role of gender in the dynamics of choice is also discussed. The analysis highlights different forms of class engagement with the education market.
Expertise or ‘Baggage’? What Helps Inspectors to Inspect Primary Mathematics?
Authors: Millett Alison , Johnson David C. 
Published: June 2007

AbstractThere is an assumption that, under the Office for Standards in Education system, inspectors will, through training, learn to put aside their preferred ways of working and come to look at school practice unencumbered by ‘baggage’. Yet primary team inspectors are allocated certain subjects for inspection, based on their previous experience and, to a certain extent, their chosen preferences. The research reported here focuses on the inspection of primary mathematics and provides evidence of the potential tensions between ‘experience and expertise’, and ‘baggage’, at different levels of the inspection process. It seems that some primary inspectors are less aware of problems arising from lack of expertise than of those arising from preferences for particular teaching styles or methods. It may be the case that the greater the expertise, the more likely it is that judgements will be related to mathematical criteria, rather than merely to general teaching criteria—is this then still baggage?
A New Look at Secondary Teachers’ Conceptions of Mathematics and its Teaching
Authors: Andrews Paul , Hatch Gillian 
Published: June 2007

AbstractThis article describes a statistical study of secondary teachers’ conceptions of, and beliefs about, mathematics and its teaching. A questionnaire was developed from the extant literature and distributed to all teachers of mathematics in 200 secondary schools drawn from three regions of England. A factor analysis of 577 responses identified five conceptions of mathematics and five of mathematics teaching. Correlations indicated that teachers tend to possess simultaneously disparate conceptions of both mathematics and its teaching although, for most, there are dominant conceptions of mathematics manifested in (largely) commensurate beliefs about teaching. It is argued that the simultaneous possession of diverse conceptions may be a consequence of cultural and curricular ambiguities in respect of mathematics teaching in England. Some implications in respect of teachers being able to fulfil English National Curriculum requirements are discussed.
Breaking the Consensus: lifelong learning as social control
Authors: Coffield Frank 
Published: June 2007

AbstractThis article rejects the powerful consensus in the UK and beyond to the effect that lifelong learning is a wonder drug which, on its own, will solve a wide range of educational, social and political ills. The main features of the consensus are encapsulated in a few central tenets and their influence demonstrated by a few representative quotations. Ten key problems with the consensus are listed and this analysis·prompts the question, if the thesis is so poor, why is it so popular? Alternative visions of the learning society and of lifelong learning are then presented, including a sceptical version of lifelong learning as social control, which treats lifelong learning not as a self‐evident good but as contested terrain between employers, unions and the state. Finally, some reflections are offered on possible ways forward. Both the critique of the dominant consensus and the suggestions for policy have been shaped by the Economic and Social Research Council's Learning Society Programme and by the findings produced so far by its 14 projects.
Authentication of a physico-chemical variability index in freshwaters: Relationship with biological quality
Authors: Nirel P. M. V. , Revaclier R. 
Published: June 2007

This work aims to establish a physico-chemical indicator of freshwater quality with respect to biological quality in order to facilitate the modeling of aquatic systems with a management perspective. In the context of the diversity-stability debate and relying on previous work, we proposed the hypothesis that unsteady systems which are unstable in terms of water composition are less favorable to biological diversity. We tested this hypothesis by considering the distribution of the conductivity/calcium ratio as a function of the flow with respect to the Global Biological Index based upon the determination of macroinvertebrates. We used the results obtained in rivers from the Geneva region (19 rivers, 30 sampling sites, sampled monthly for one year for physico-chemical parameters and four times a year for mean biological index determination).
In rivers (or sampling stations) with biological indexes superior to 13 (considered as not or only moderately polluted) the conductivity/calcium ratio remains stable independently of the flow, whereas in rivers (or sampling stations) presenting poor biological diversity (biological index less than 13), we observed not only changes in the conductivity/calcium ratio but also the deterioration of the stability for the given flow ranges.
The conductivity/calcium index relies on two easily measured parameters, its relationship with the flow can easily be modeled, thus allowing not only the modeling of the water quality response to watershed management, but also the determination of the critical flow ranges where inputs will have the worst impact on the biology of the receiving system. We are now in the process of applying the index to numerical modeling of the impact of urbanization on water quality in rivers from the Geneva region.
Osteoblasts promote migration and invasion of myeloma cells through upregulation of matrix metalloproteinases, urokinase plasminogen activator, hepatocyte growth factor and activation of p38 MAPK
Authors: Hecht Monica , Heider Ulrike , Kaiser Martin , Von Metzler Ivana , Sterz Jan , Sezer Orhan 
Published: June 2007

SummaryFormation of osteolytic lesions is a key pathophysiological feature in multiple myeloma and results from the interaction of myeloma cells with the bone marrow microenvironment. Matrix metalloproteinases (MMPs) and plasmin may be involved in bone destruction, but their precise roles have not been clarified. Furthermore, the impact of osteoblast‐related alterations on myeloma bone disease is not well understood. We addressed this complex phenomenon by applying a coculture system between myeloma cells and osteoblasts. Osteoblasts induced expression of MMP‐1 and upregulated the expression of MMP‐2, urokinase plasminogen activator (uPA) and hepatocyte growth factor (HGF) in myeloma cells. In turn, interaction with myeloma cells led to abundant MMP‐1 expression in osteoblasts. Because MMP‐1 degrades collagen, its upregulation might represent an essential mechanism contributing to bone destruction. Cocultures using primary myeloma cells confirmed the results obtained with cell lines. The mechanisms responsible for MMP‐1 upregulation are mediated by both membrane‐bound and soluble factors, and involve the p38 mitogen‐activated protein kinase (MAPK) pathway. The interaction with osteoblasts enhances the capability of myeloma cells to transmigrate and invade through Matrigel or type I collagen. Using appropriate inhibitors, we provide evidence that these processes involve MMPs, uPA, HGF and activation of p38 MAPK.
Mannose binding lectin gene polymorphisms and asthma
Authors: Wang X. , Saito J. , Tanino Y. , Ishida T. , Fujita T. , Munakata M. 
Published: June 2007

SummaryBackground
Bronchial asthma is a chronic inflammatory disorder of the airways. Recently, it has been suggested that complement plays significant roles in asthma. Mannose‐binding lectin (MBL) is one of the key molecules in complement activation pathways that are associated with several infectious and immune disorders.Subjects and method
To investigate whether MBL plays roles in asthma, we analysed MBL2 polymorphisms (allele B, H/L and Y/X) and plasma MBL levels in a Japanese adult population including 232 healthy controls and 579 asthmatics.Results
Although there was linkage disequilibrium among the three polymorphisms, each polymorphism significantly affects serum MBL levels independently. However, there were no significant differences between asthmatics and controls in MBL2 genotype distribution and in MBL concentrations [1.47±0.07(SE) mg/L for asthmatics and 1.66±0.14 mg/L for controls, P=0.2]. MBL levels and genotype have no significant relationship with serum IgE, pulmonary functions, and the severity of asthma.Conclusion
Although plasma MBL levels depend on the MBL2 polymorphisms, these polymorphisms and plasma MBL levels are not associated with the asthma phenotype.
BBNJ Agreement: A New Infrastructure to Foster Benefit Sharing of Marine Genetic Resources
Authors: Gottlieb Hiroko Muraki , Ardron Jeff A. , Brown Abbe E. L. 
Published: February 2025

Abstract
An effective implementation of the Part II of the Agreement under the United Nations Convention on the Law of the Sea on the Conservation and Sustainable Use of Marine Biological Diversity of Areas Beyond National Jurisdiction (BBNJ Agreement) will require understanding the relevance of the infrastructure in the treaty text. The Agreement’s Part II provides a new framework of information and benefit sharing of marine genetic resources of areas beyond national jurisdiction and associated Digital Sequence Information and Traditional Knowledge. This chapter for the edited collection “Decoding Marine Genetic Resource Governance under the BBNJ Agreement” explores the infrastructure of the Agreement. The chapter views infrastructure of an implementing agreement to be robust when there is a Conference of the Parties (COP) with a decision-making function, a Secretariat and various subsidiary bodies (e.g., Scientific and Technical Body) that provide support for the COP to make informed decisions in an objective manner. A strong infrastructure also facilitates transparency through an open-access information platform and inclusivity provisions, which allow a wide range of stakeholders to be timely informed and facilitate active participation in meetings. Further, a strong infrastructure builds in functions to review the progress of implementation so that any gaps can be addressed by the COP or the Parties, with the support of the subsidiary bodies. These aspects are essential to ensure that with input from various stakeholders, the COP can make timely and well-informed decisions to enhance the health of the two-thirds of the global ocean.
Das Erzählen des eigenen Todes. Narrative Spezifika
Authors: Klatt Andrea 
Published: February 2025

Zusammenfassung
Im systematischen Teil dieser Studie wird der erzähltheoretisch-diachrone Entwicklungsbogen ausgehend von der klassischen über die strukturalistische bis hin zu den postmodern erneuerten Erzähltheorien unter Hinzunahme von Textbeispielen erneut vollzogen. Dieser Teil beginnt mit einer heuristischen Untersuchung des Todes als Erzählgegenstand, in der die zuvor eingeführten Erzählbegriffe systematisch erprobt werden. Im zweiten Abschnitt werden die narrativen Spezifika autobiographischer Sterbeerzählungen im Lichte ihrer Funktionalität im Bewältigungsprozess analysiert. Im dritten Abschnitt wird die Suspension der Wirklichkeitsreferenz als die Grundprämisse fiktionaler Sterbeerzählungen anhand des Hauptbeispiels Der fernste Ort (2001) von Daniel Kehlmann untersucht.
Einzelanalysen
Authors: Klatt Andrea 
Published: February 2025

Zusammenfassung
Im exemplarischen Teil dieser Studie untersuche ich drei deutschsprachige Erzähltexte der Gegenwart, in denen eine direkte Konfrontation mit dem eigenen Tod entweder den Erzählauslöser oder die vorherrschende Thematik darstellt. In der Analyse von Arbeit und Struktur (2013) von Wolfgang Herrndorf (Kap. 5, Abschn. 1) erhebe ich Einwände gegen die in germanistischen Forschungsbeiträgen konstatierte Fiktionalisierung des Textes und plädiere für ein pragmatisches Text- und Fiktionsverständnis und dafür, den Text partizipativ-intuitiv zu lesen. Das zweite Textbeispiel, Tage wie Hunde (2019) von Ruth Schweikert, untersuche ich im Hinblick auf entindividualisierte Erzählstrategien. In Schweikerts autobiographischer Erzählung werden sowohl Subjektives und Kollektives als auch Faktualität und Fiktionalität hybridisiert (Kap. 5, Abschn. 2), wobei beiden Hybridisierungsformen eine Bewältigungsfunktion in der Konfrontation mit der schweren Brustkrebserkrankung der Autorin zukommt. Der anschließend untersuchte Roman Robinsons blaues Haus (2012) von Ernst Augustin (Kap. 5, Abschn. 3) ist eine fiktionale Erzählung, in der über autobiographische und autopoetologische Erzählelemente ein Verhältnis zum Tod dargestellt und dieser Umgang auch einer impliziten Leser:in anempfohlen wird. Meine drei Hauptbeispiele eint, dass in diesen fiktionale und faktuale Elemente hybridisiert werden, deren Unterschiedlichkeit ich kontrastiv herausarbeite.
The evolutionary history of the common bean (Phaseolus vulgaris) revealed by chloroplast and nuclear genomes analysis
Authors: Frascarelli Giulia , Galise Teresa R. , D’Agostino Nunzio , Cafasso Donata , Cozzolino Salvatore , Cortinovis Gaia , Sparvoli Francesca , Bellucci Elisa , Di Vittori Valerio , Nanni Laura , Pieri Alice , Rossato Marzia , Vincenzi Leonardo , Benazzo Andrea , Delledonne Massimo , Bitocchi Elena , Papa Roberto 
Published: February 2025

Abstract

Key message
The origin of common bean was investigated throughout chloroplast and nuclear WGS data considering recombination events. Our results support the Mesoamerican origin of common bean.

Abstract
The remarkable evolutionary history of the common bean (Phaseolus vulgaris L.) has led to the emergence of three wild main gene pools corresponding to three different eco-geographical areas: Mesoamerica, the Andes and northern Peru/Ecuador. Recent works proposed novel scenarios, and the northern Peru/Ecuador population has been described as a new species called P. debouckii, rekindling the debate about the origin of P. vulgaris. Here we shed light on the origin of P. vulgaris by analyzing the chloroplast and nuclear genomes of a large varietal collection representing the entire geographical distribution of wild forms including a large collection of Mesoamerican and Andean individuals. We assembled 37 chloroplast genomes de novo and used them to construct a time frame for the divergence of the genotypes under investigation, revealing that the separation of the Mesoamerican and northern Peru/Ecuador gene pools occurred ~ 0.15 Mya. Our results clearly support a Mesoamerican origin of the common bean and reject the recent P. deboukii hypothesis. These results also imply two independent migratory events from Mesoamerica to the North and South Andes, probably facilitated by birds. Our work represents a paradigmatic example of the importance of taking into account the genetic rearrangements produced by recombination when investigating phylogeny and of the analysis of wild forms when studying the evolutionary history of a crop species.