scholarly journals Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE “research in schools” programme

2021 ◽  
Vol 4 (2) ◽  
pp. 147-168 ◽  
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt ◽  
Charlotte Thorley ◽  
Olivia Keenan
Keyword(s):  
External Input ◽  
Cutting Edge ◽  
University Research ◽  
Independent Research ◽  
School Environments ◽  
University Outreach ◽  
Research Level ◽  
Positive Experiences ◽  
Extended Interaction ◽  
Additional Feedback

Abstract. Physics in schools is distinctly different from, and struggles to capture the excitement of, university research-level work. Initiatives where students engage in independent research linked to cutting-edge physics within their school over several months might help mitigate this, potentially facilitating the uptake of science in higher education. However, how such initiatives are best supported remains unclear and understudied. This paper evaluates a provision framework, Physics Research in School Environments (PRiSE), using survey data from participating 14–18-year-old students and their teachers to understand their experience of the programme. The results show that PRiSE appears to provide much more positive experiences than typical university outreach initiatives due to the nature of the opportunities afforded over several months, which schools would not be able to provide without external input. The intensive support offered is deemed necessary, with all elements appearing equally important. Based on additional feedback from independent researchers and engagement professionals, we also suggest the framework could be adopted at other institutions and applied to their own areas of scientific research, something which has already started to occur.

scholarly journals Transforming school students' aspirations into destinations through extended interaction with cutting-edge research: Physics Research in School Environments

2020 ◽  
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt ◽  
Charlotte Thorley
Keyword(s):  
Particle Physics ◽  
Cutting Edge ◽  
Theory Of Change ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Diverse Range ◽  
Positive Experiences ◽  
Extended Interaction ◽  
Made In

Abstract. We introduce a scalable framework for protracted research-based engagement with schools called Physics Research in School Environments (PRiSE) which has transformed cutting-edge space science, astronomy, and particle physics into accessible 6-month independent research projects for schools. The programme's theory of change presents how PRiSE aims to impact on a diverse range of 14–18 year-old students, supporting and enhancing their physics aspirations, as well as influencing teachers' practice and their school environments to potentially enable wider impacts. We explore the considerations made in developing the programme to help enact these theorised changes, in particular detailing the structure, support, and resources offered by active researchers as part of PRiSE. Through feedback from participating students and teachers, we assess the provision within this framework. This illustrates that the model appears to provide highly positive experiences that are otherwise not accessible to schools and that the extraordinary level of support offered is deemed necessary with all elements appearing equally important. Researchers and public engagement professionals seem receptive to the PRiSE framework of schools engagement and it has started to spread to other institutions.

scholarly journals Co-researching complexities: Learning strategies for edge walking in community–university research partnerships

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Laura A. Chubb ◽  
Christa B. Fouché ◽  
Karen Sadeh Kengah
Keyword(s):  
Learning Strategies ◽  
Cross Cultural ◽  
University Research ◽  
Diverse Group ◽  
Academic Researcher ◽  
Research Partnerships ◽  
Governmental Organization ◽  
Course Of Action ◽  
Positive Experiences ◽  
Careful Navigation

Community–university research partnerships (CURPs) comprise a diverse group of stakeholders who share differing capabilities and diverse insights into the same issues, and they are widely regarded as valuable to navigate the best course of action. Partnering as co-researchers is core to nurturing these partnerships, but it requires careful navigation of complexities. The different insider and outsider positionalities occupied by co-researchers highlight experiences of ‘walking on the edges’ of each other’s worlds. This not only challenges these collaborations, but also enables a depth of understanding that may not be achieved in CURPs where the luxury of, or effort in, building a team of co-researchers to collect, analyse and write up data is not present. This article focuses on learning strategies to advance the co-researching capacities of CURPs where stakeholders occupy divergent positions. The focus will be on lessons from a co-researching partnership comprising a university-affiliated academic researcher, a local Kenyan non-governmental organization (NGO) and members of a community in which the NGO worked. We argue that applying selected learning strategies may facilitate positive experiences of edge walking and enhance the meaningful two-way sharing required for cross-cultural CURPs. It is recommended that community and university research partners examine the utility of these learning strategies for strengthening co-researching in CURP contexts.

Intensive care

2016 ◽  
Keyword(s):  
Intensive Care ◽  
Clinical Practice ◽  
Evidence Base ◽  
Cutting Edge ◽  
Direct Impact ◽  
Independent Research ◽  
Everyday Clinical Practice ◽  
Distinct Distance ◽  
Short Space ◽  
The Uk

In the last two decades, intensive care has progressed significantly. The phenomenal developments clinically, academically, organizationally, and professionally during this relatively short space of time have all helped to define a specialty that has not only come of age, but also has established a distinct distance from its parent specialties. Intensive care in the UK now has an established Faculty and continues to forge ahead in expanding an independent research and evidence base. The field is rapidly changing, with cutting-edge ideas driving clinical progress. Through the papers considered in this chapter, various innovations are described that have had a direct impact on everyday clinical practice.

School-, Classroom-, and Dyadic-Level Experiences: A Literature Review of Their Relationship With Students’ Executive Functioning Development

2019 ◽  
Vol 90 (1) ◽  
pp. 47-94 ◽  
Author(s):  
Michelle M. Cumming ◽  
Elizabeth Bettini ◽  
Andy V. Pham ◽  
Jeeyun Park
Keyword(s):  
Executive Functioning ◽  
School Level ◽  
Student Experiences ◽  
School Environments ◽  
Community Based ◽  
Teacher Student ◽  
School Based ◽  
School Classroom ◽  
Positive Experiences ◽  
The Relationship

Executive functioning (EF) is key to students’ school and lifelong success and reflects both genetic predisposition and sensitivity to negative and positive experiences. Yet there is less available literature investigating the relationship between typical experiences within school environments and student EF development. This is unfortunate, as school environments are potentially more malleable than home- or community-based factors. Thus, the purpose of this article is to present a systematic review of the literature from 2000 to 2017 to understand how school-, classroom-, and dyadic-level (teacher–student and peer–student) experiences relate to student EF development. Across 20 studies, we found that classroom emotional support and teacher–student conflict were the most consistent predictors of student EF development, with emerging support for school-level and peer-level variables. We discuss findings in relation to school-based inhibitors and facilitators of student EF and provide implications for education research and practice.

scholarly journals School students from all backgrounds can do physics research: On the accessibility and equity of the PRiSE approach to independent research projects

2020 ◽  
Author(s):  
Martin O. Archer
Keyword(s):  
Particle Physics ◽  
Teacher Engagement ◽  
Research Projects ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Disadvantaged Groups ◽  
National Statistics ◽  
Qualitative Feedback ◽  
Systematic Biases

Abstract. Societal biases are a major issue in school students' access to and interaction with science. Schools engagement programmes in science from universities, like independent research projects, which could try and tackle these problems are, however, often inequitable. We evaluate these concerns applied to one such programme, Physics Research in School Environments (PRiSE), which features projects in space science, astronomy, and particle physics. Comparing the schools involved with PRiSE to those of other similar schemes and UK national statistics, we find that PRiSE has engaged a much more diverse set of school students and significantly more disadvantaged groups than is typical. While drop-off occurs within the protracted programme, we find no evidence of systematic biases present. The majority of schools that complete projects return for multiple years of the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, school students' ability to succeed at independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers show that the diversity and equity of the programme, which they attribute to the level of support offered through PRiSE, is valued and they have highlighted further ways of making the projects potentially even more accessible. Researcher-involvement, uncommon in many other programmes, along with teacher engagement and communication are found to be key elements to success in independent research projects overall.

scholarly journals The Industry-University-Research Cooperation of Chinese Medium and Small Technological Enterprises Taking Scientific Papers Supported by the TIF between 2000-2010 for Sample

2012 ◽  
Vol 6-7 ◽  
pp. 149-155 ◽  
Author(s):  
Jian Feng Zhu
Keyword(s):  
Basic Research ◽  
University Research ◽  
Research Institutions ◽  
Engineering Technology ◽  
Research Cooperation ◽  
External Resources ◽  
Research Level ◽  
Innovation Projects ◽  
Scientific Papers ◽  
External Characteristics

Taking 2062 scientific papers supported by the TIF between 2000-2010 for sample, we define variables and coding for those papers’ external characteristics, and analyze the industry-university-research cooperation of MSTEs. The results show that: through the use of external resources, MSTEs completed the innovation projects, IURC are active; the papers jointly completed mainly belong to engineering technology and basic research level; the universities are the most important external intellectual resources of MSTEs; most MSTEs cooperates with universities and research institutions in the field of engineering technology; MSTEs in Jiangsu, Beijing, Sichuan, Shanghai, Guangdong are more likely to cooperate with universities or research institutions in other provinces. At last, we propose some suggestions.

scholarly journals Schools of all backgrounds can do physics research – on the accessibility and equity of the Physics Research in School Environments (PRiSE) approach to independent research projects

2021 ◽  
Vol 4 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Martin O. Archer
Keyword(s):  
School Engagement ◽  
Particle Physics ◽  
Teacher Engagement ◽  
Research Projects ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Qualitative Feedback ◽  
Science School ◽  
Systematic Biases

Abstract. Societal biases are a major issue in school students' access to and interaction with science. School engagement programmes in science from universities, like independent research projects, which could try and tackle these problems are, however, often inequitable. We evaluate these concerns applied to one such programme, Physics Research in School Environments (PRiSE), which features projects in space science, astronomy, and particle physics. Comparing the schools involved with PRiSE to those of other similar schemes and UK national statistics, we find that PRiSE has engaged a much more diverse set of schools with significantly more disadvantaged groups than is typical. While drop-off occurs within the protracted programme, we find no evidence of systematic biases present. The majority of schools that complete projects return for multiple years with the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, a school's ability to succeed in independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers shows that the diversity and equity of the programme, which they attribute to the level of support offered through PRiSE's framework, is valued, and they have highlighted further ways of making the projects potentially even more accessible. Researcher involvement, uncommon in many other programmes, along with teacher engagement and communication are found to be key elements to success in independent research projects overall.

Plastic Deformation in Microtomed Sections

1971 ◽  
Vol 29 ◽  
pp. 458-459
Author(s):  
J. Temple Black
Keyword(s):  
Plastic Deformation ◽  
Plastic Strain ◽  
Applied Stress ◽  
Elastic Strain ◽  
High Strain ◽  
Tool Material ◽  
Cutting Edge ◽  
Material Structure ◽  
Geometrical Constraints

The output of the ultramicrotomy process with its high strain levels is dependent upon the input, ie., the nature of the material being machined. Apart from the geometrical constraints offered by the rake and clearance faces of the tool, each material is free to deform in whatever manner necessary to satisfy its material structure and interatomic constraints. Noncrystalline materials appear to survive the process undamaged when observed in the TEM. As has been demonstrated however microtomed plastics do in fact suffer damage to the top and bottom surfaces of the section regardless of the sharpness of the cutting edge or the tool material. The energy required to seperate the section from the block is not easily propogated through the section because the material is amorphous in nature and has no preferred crystalline planes upon which defects can move large distances to relieve the applied stress. Thus, the cutting stresses are supported elastically in the internal or bulk and plastically in the surfaces. The elastic strain can be recovered while the plastic strain is not reversible and will remain in the section after cutting is complete.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

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