Breaking the boundaries: Geographical approaches to integrating 200 years of the Census

The census and similar sources of data have been published for two centuries so the information that they contain should provide an unparalleled insight into the changing population of Britain over this time period. To date, however, the seemingly trivial problem of changes in boundaries has seriously hampered the use of these sources as they make it impossible to create long run time series of spatially detailed data. The paper reviews methodologies that attempt to resolve this problem by using geographical information systems and areal inter-polation to allow the reallocation of data from one set of administrative units onto another. This makes it possible to examine change over time for a standard geography and thus it becomes possible to unlock the spatial detail and the temporal depth that are held in the census and in related sources.

Ten years of protein kinase B signalling: a hard Akt to follow

It is ten years since the publication of three papers describing the cloning of a new proto-oncogene serine/threonine kinase termed protein kinase B (PKB)/Akt. Key roles for this protein kinase in cellular processes such as glucose metabolism, cell proliferation, apoptosis, transcription and cell migration are now well established. The explosion of publications involving PKB/Akt in the past three years emphasizes the high level of current interest in this signalling molecule. This review focuses on tracing the characterization of this kinase, through the elucidation of its mechanism of regulation, to its role in regulating physiological and pathophysiological processes,to our current understanding of the biology of PKB/Akt, and prospects for the future.

Student teachers' prior experiences of history, geography and science: initial findings of an all-Ireland survey

Research into student teachers' perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.