Threshold effects in the Teaching Space Allocation Problem with Splitting

Universities aim for good “Space Management” so as to use the teaching space efficiently. Part of this task is to assign rooms and time-slots to teaching activities with limited numbers and capacities of lecture theaters, seminar rooms, etc. It is also common that some teaching activities require splitting into multiple events. For example, lectures can be too large to fit in one room or good teaching practice requires that seminars/tutorials are taught in small groups. Then, space management involves decisions on splitting as well as the assignments to rooms and time-slots. These decisions must be made whilst satisfying the pedagogic requirements of the institution and constraints on space resources. The efficiency of such management can be measured by the “utilisation”: the percentage of available seat-hours actually used. In many institutions, the observed utilisation is unacceptably low, and this provides our underlying motivation: to study the factors that affect teaching space utilisation, with the goal of improving it. We give a brief introduction to our work in this area, and then introduce a specific model for splitting. We present experimental results that show threshold phenomena and associated easy-hard-easy patterns of computational difficulty. We discuss why such behaviour is of importance for space management.

The After Slavery Website: A New Online Resource for Teaching U. S. Slave Emancipation

Historiographical essay and evaluation of textbooks and web-based resource for teaching slave emancipation. Published to coincide with re-launch of After Slavery website (www.afterslavery.com) in partnership with Lowcountry Digital Library, College of Charleston, SC.

Acetylation of Rb by PCAF is required for nuclear localization and keratinocyte differentiation

Although the retinoblastoma protein (Rb) functions as a checkpoint in the cell cycle, it also regulates differentiation. It has recently been shown that Rb is acetylated during differentiation; however, the role of this modification has not been identified. Depletion of Rb levels with short hairpin RNA resulted in inhibition of human keratinocyte differentiation, delayed cell cycle exit and allowed cell cycle re-entry. Restoration of Rb levels rescued defects in differentiation and cell cycle exit and re-entry; however, re-expression of Rb with the major acetylation sites mutated did not. During keratinocyte differentiation, acetylation of Rb is mediated by PCAF and it is further shown that PCAF acetyltransferase activity is also required for normal differentiation. The major acetylation sites in Rb are located within the nuclear localization sequence and, although mutation did not alter Rb localization in cycling cells, the mutant is mislocalized to the cytoplasm during differentiation. Studies indicate that acetylation is a mechanism for controlling Rb localization in human keratinocytes, with either reduction of the PCAF or exogenous expression of the deacetylase SIRT1, resulting in mislocalization of Rb. These findings identify PCAF-mediated acetylation of Rb as an event required to retain Rb within the nucleus during keratinocyte differentiation.

The four I-model for scaffolding the professional development of experienced teachers in the use of virtual learning environments for classroom teaching.

Models of professional development for teachers have been criticized for not being embedded in the context in which teachers are familiar, namely their own classrooms. This paper discusses an adapted-Continuous Practice Improvement model, which qualitative findings indicate was effective in facilitating the transfer of creative and innovative teaching approaches from the expert or Resident Teacher’s school to the novice or Visiting Teachers’ classrooms over the duration of the project. The cultural shift needed to embed and extend the use of online teaching across the school was achieved through the positive support and commitment of the principals in the Visiting Teachers’ schools, combined with the success of the professional development activities offered by the Visiting Teachers to their school-based colleagues.