Using surface plasmon resonance imaging to study bacterial biofilms

This paper describes the use of Surface Plasmon Resonance imaging (SPRi) as an emerging technique to study bacterial physiology in real-time without labels. The overwhelming majority of bacteria on earth exist in large multicellular communities known as biofilms. Biofilms are especially problematic because they facilitate the survival of pathogens, leading to chronic and recurring infections as well as costly industrial complications. Monitoring biofilm accumulation and removal is therefore critical in these and other applications. SPRi uniquely provides label-free, high-resolution images of biomass coverage on large channel surfaces up to 1 cm² in real time, which allow quantitative assessment of biofilm dynamics. The rapid imaging capabilities of this technique are particularly relevant for multicellular bacterial studies, as these cells can swim several body lengths per second and divide multiple times per hour. We present here the first application of SPRi to image Escherichia coli and Pseudomonas aeruginosa cells moving, attaching, and forming biofilms across a large surface. This is also the first time that biofilm removal has been visualized with SPRi, which has important implications for monitoring the biofouling and regeneration of fluidic systems. Initial images of the removal process show that the biofilm releases from the surface as a wave along the direction of the fluid flow.     

Expressing identity: the role of dialogue in teaching citizenship through art

Images and Identity (2008–2010, http://www.image-identity.eu/) was a Comenius funded project in which six European Union countries explored the cross-curricular links between Citizenship and Art Education with both primary and secondary age pupils. The aim of the project was to enhance and develop a sense of the pupils’ identity as European citizens using digital media as a means of expression and communication. As the project developed, it became evident that the role of talk and collaboration was a key element of supporting the pupils’ understanding of their European identity. This article explores that particular dimension in relation to the work carried out with two classes of culturally diverse 9 and 10 year olds in two inner-city primary schools in London, UK. As Zander argues, when working on an artistic production, a creative community is established whereby pupils develop a shared meaning through dialogue which in turn becomes an inherent part of the understanding of their own creative output. In this study, such a creative community was established and this supported the pupils’ emerging understanding of the EU and their own identity within it.     

‘I wonder if they are going up or down’: children's co-constructive talk across the primary years

This article reports a research project, where two pairs of children were recorded in discussion, first in Year One and then five years later in Year Six. A unique opportunity meant that the children engaged in the same task at the beginning and end of their Primary School education. The research analyses the talk on three levels, considering the language that they use, the way that they manage their talk together, and the broader themes that they bring to their discussion. The findings suggest that their language changes subtly over time, with their earlier discussions more imaginative and fluid.     

The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words

The effect of phonology and semantics on word learning in 5- and 6-year-old children was explored. In Experiment 1, children learned to read words varying in spelling-sound consistency and imageability. Consistency affected performance on early trials, whereas imageability affected performance on later trials. Individual differences among children in phonemic awareness on the trained words were related to learning, and knowledge of a word's meaning predicted how well it was learned. In Experiment 2, phonological and semantic knowledge of nonwords was manipulated prior to word learning. Familiarization with a word's pronunciation facilitated word learning, but there was no additional benefit from being taught to associate a meaning with a nonword.

     

Characteristics of support for beginning teachers: evidence from the new Teacher Induction Scheme in Scotland

The Teacher Induction Scheme, introduced in Scotland in August 2002, guarantees beginning teachers a year’s structured support from a more experienced colleague, a reduced timetable and opportunities for professional development. This article places the Scheme in the wider context of recent policy developments in Scotland and reports on research carried out into the early implementation of the Scheme. The personal and professional characteristics sought by the probationers in their supporters and suggested by the supporters themselves are analysed both in terms of the literature on mentoring and of the guidelines accompanying the Scheme. The structures set up in schools to support beginning teachers are also described. The implications of the data are discussed and proposals made for the development of a more extended model of mentoring in Scotland than the one currently in operation.