Report on the work of the Bartol Research Foundation, 1933–1934

Using the velocity analyzer of Zartman with improved technique the combined velocity spectrum of Bi atoms and Bi₂ molecules was obtained at 827°, 851°, 875°, 899°, 922°, 947° C. From the spectral distribution curves the relative abundance of Bi atoms and Bi₂ molecules in the beams at the above temperatures could be determined to 1 per cent. The vapor pressure curve of Bi was obtained experimentally by the method of effusion and the values so obtained were combined with the degree of dissociation of the vapor as computed from the beams to give the heat of dissociation. The heat of dissociation was computed from the data, assuming the pressure to be given by the temperature of the crucible T_c. In calculating the heat of dissociation, the equilibrium temperature was taken as that of the slit chamber T_s which was 24° above T_c. The results of these calculations plotted with log₁₀K_p as ordinates against $\text{1}\text{T}{}_{\mathrm{s}}$ give a straight line whose slope yields the value of the heat of dissociation as 77,100±1200 calories. The curves for the distribution of velocities observed and computed on the assumption of a given ratio of Bi atoms to Bi₂ molecules in the beam were compared in an attempt to test the law of distribution of velocities. On the high velocity side agreement in two curves was obtained within the limits of experimental accuracy. On the low velocity side important deviations were noted of such a sort that the observed curves below a velocity $\text{α}\text{2}$, (α is the most probable velocity) gave more molecules than the theory demanded. Other deviations were observed on some of the runs taken with a fourth slit in which a deficiency of molecules was observed between velocities of .75α and $\text{α}\text{2}$. This deviation was probably due to a warping of the fourth slit carriage due to heat. The nature of the variation at velocities less than $\text{α}\text{2}$ indicated the presence of molecules of greater mass than Bi₂ in the beam and at the lower temperatures a distinct peak corresponding to Bi₈ molecules was observed which were present to less than 2 per cent. The vapor pressure curve for Bi was determined by least square reduction of the observed points to be given by $\text{log}{}_{10}\text{P = ? 52.23 ×}\text{195.26}\text{T}\text{+ 8.56}$ between 1100° and 1220° abs. It lies very close to the extrapolated curve given in the International Critical Tables.     

How inclusion became exclusion: policy,teachers and inclusive education

ABSTRACT

It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter of parental choice and child voice. Meanwhile, the implications of this latest model of inclusive education for teachers and schools in a rapidly changing wider educational landscape have largely been ignored or reduced to a question of training. This paper explores how the inclusive education landscape has changed in England in recent years, charting recent key developments in areas such as policy, statutory guidance and teacher training, with particular reference to teacher workload and the positioning of teachers within political and polemical educational discourse.     

Localising and tailoring research evidence helps public health decision making

Background

Published research evidence is typically not readily applicable to practice but needs to be actively mobilised.

Objectives

This paper explores the mechanisms used by information professionals with a specific knowledge mobilisation role to make evidence useful for local decision making and planning of public health interventions.

Methods

Data are drawn from a NIHR project that studied how, when, where and by whom published research evidence is used in commissioning and planning across two sites (one in England and one in Scotland). Data included 11 in‐depth interviews with information professionals, observations at meetings and documentary analysis.

Results

Published research evidence is made fit for local commissioning and planning purposes by information professionals through two mechanisms. They localise evidence (relate evidence to local context and needs) and tailor it (present actionable messages).

Discussion

Knowledge mobilisation roles of information professionals are not recognised and researched. Information professionals contribute to the ‘inform’ and ‘relational’ functions of knowledge mobilisation; however, they are less involved in improving the institutional environment for sustainable knowledge sharing.

Conclusion

Information professionals are instrumental in shaping what evidence enters local decision making processes. Identifying and supporting knowledge mobilisation roles within health libraries should be the focus of future research and training.

     

What Happens When Learning Takes Place?

When asked "What happens when learning takes place?" most people, including those involved in education, find it difficult to provide a satisfactory answer. Nevertheless, assumptions about what happens have a bearing on what we (as learners, educators, researchers, and policy-makers) do, and on our answers to other questions about learning, teaching, and education. The paper addresses the title question on the basis of an analysis of the logic of learning. The approach is philosophical rather than physiological or sociological, and draws on the work of Karl Popper. The outcome is a radical, universally applicable theory which identifies a set of features common to all processes in which learning can be said to take place. The theory has significant implications for educational policy and practice: it draws attention to factors which inhibit learning and is suggestive of ways in which learning can be promoted.     

Literacies remaking public places: the Umbrella Movement of Hong Kong, 2014

We approach Hong Kong's Umbrella Movement, also known as Occupy Central, encountered in 2 days in November 2014 as an exemplar of literacy as placemaking. As a contemporary city‐based resistance movement, the creation and subsequent resemiotisation of literacy artefacts were an important element of spatialised practice in asserting a new and dynamic sense of citizenship. In their collaborative design, shared commitment to certain values and expressions of political resistance, these occupation sites may be read as an instantiation of Goodsell's concept of public space. The initial research site of engagement gave rise to a dataset of photographs that the authors examined together as discourses in place, informed by cultural knowledge of Hong Kong. Selecting two photographs, we broaden out beyond the linguistic features of texts to consider processes of creative semiotic remediation. We suggest that in such placemaking activities, the Umbrella Movement activists embodied Giroux's concept of literacy as emancipatory practice. Finally, we make suggestions as to how this study might be connected to a critical pedagogy of place.