Revolutionary times, 1500-1750 : teaching and learning file.

Material didáctico formado por unas notas detalladas que contienen orientación y asesoramiento para que el profesor utilice las hojas de trabajo que les siguen. Estas hojas de trabajo establecen cuáles son los objetivos y los resultados del aprendizaje que han de cumplir los alumnos, y para ello, se incluyen de varios tipos. Unas, pueden utilizarse para tareas de apoyo referidas al libro del alumno y, otras, son para actividades autónomas ó genéricas. Este recurso contiene también las hojas de trabajo para los libros del alumno editados en dos versiones: básica (foundation) y principal (core).

Global challenges : resource file.

Recurso diseñado para ayuda a los profesores que están preparando a los estudiantes para los exámenes Edexcel Geografía especificación B de A2. Incluye el apoyo y orientación para la investigación futura, las hojas fotocopiables proporcionan a los estudiantes orientaciones prácticas sobre cómo redactar ensayos de investigación y el uso específico de habilidades y técnicas geográficas, ideas para usar eficazmente las TIC, preparación para el examen con preguntas del examen escrito, que dan la oportunidad de identificar las áreas en las que tienen menos conocimientos y poder revisarlos y las respuestas a las preguntas prácticas para los nuevos exámenes.

Changing environments : resource file.

Recurso diseñado para ayuda a los profesores que están preparando a los estudiantes para los exámenes Edexcel Geografía especificación B. Incluye el apoyo y orientación para la investigación futura, las hojas fotocopiables proporcionan a los estudiantes orientaciones prácticas sobre cómo redactar ensayos de investigación y el uso específico de habilidades y técnicas geográficas, ideas para usar eficazmente las TIC, preparación para el examen con preguntas del examen escrito, que dan la oportunidad de identificar las áreas en las que tienen menos conocimientos y poder revisarlos y las respuestas a las preguntas prácticas para los nuevos exámenes.

GCSE in applied science. Teacher's file.

Este recurso para el profesor se apoya en el libro del alumno que sirve para preparar el General Certificate Secondary Education (GCSE) en ciencias. Proporciona al docente: tareas para cumplir con los criterios de evaluación, actividades prácticas, fichas para el desarrollo de destrezas y plantillas. Se completa con un doble CD-ROM.

Access english 3. Teacher's resource file.

Este recurso para el profesor con material de refuerzo para la enseñanza, incluye distintos tipos de hojas para fotocopiar: unas, de apoyo a las actividades del libro del alumno, para facilitar el trabajo en clase y como hojas de tareas; otras, para la autoevaluación que ayudan a los alumnos a llegar a los objetivos. Cumple con los requisitos del curriculum nacional inglés para la etapa 3 (key stage 3) de secundaria, en el nivel 4 de inglés.

Text connections 11-14. Teacher's file.

Este recurso para el profesor incluye material y hojas de trabajo para apoyar la lectura compartida, guiada y en grupo; versiones anotadas de los textos del libro del alumno para destacar sus principales características, así como prácticas de pruebas de lectura para los tres cursos de la etapa 3 (key stage 3) de secundaria del currículo nacional inglés. Aunque, su contenido, también es apropiado para el programa de estudios de Escocia y del Norte de Irlanda.

Spelling matters too. Teacher resource file.

Este recurso se apoya en el libro del alumno y esta dividido en cuatro partes. La parte A ofrece una guía sobre el papel del profesor en la enseñanza de la ortografía y proporciona ejemplos de documentos y orientaciones para la introducción de una política conjunta en la escuela en materia de ortografía; en la parte B se incluyen actividades adicionales de refuerzo y tareas; la parte C contiene las respuestas a las actividades y a los autotests del libro del alumno y la explicación de las reglas de los juegos de ortografía. Por último, en la parte D aparecen cuadros de autoevaluación y de autotests de los estudiantes.

Your life KS4 co-ordinator's file : the whole-school solution for citizenship and PSHE.

Libro dirigido a profesores que tengan que impartir la asignatura de 'Educación para la ciudadanía' en relación con 'Educación personal, social y de la salud' en el nivel KS4 (Key Stage 4), enseñanza secundaria. Presenta sugerencias de planificación y materiales adicionales para acompañar a los libros del alumno 'Your life 4' y 'Your life 5'. Cubre los siguientes temas: desarrollo como ciudadano, bienestar personal (comprenderse a si mismo y saber relacionarse), bienestar personal (mantener la salud), bienestar económico y capacidad financiera.

From elite to mass to universal higher education : from distance to open education

Resumen basado en el de la publicaci??n

ONeSAMP: a program to estimate effective population size using approximate Bayesian computation

The estimation of effective population size from one sample of genotypes has been problematic because most estimators have been proven imprecise or biased. We developed a web-based program, ONeSAMP that uses approximate Bayesian computation to estimate effective population size from a sample of microsatellite genotypes. ONeSAMP requires an input file of sampled individuals' microsatellite genotypes along with information about several sampling and biological parameters. ONeSAMP provides an estimate of effective population size, along with 95% credible limits. We illustrate the use of ONeSAMP with an example data set from a re-introduced population of ibex Capra ibex.

PDBSprotEC: A web-accessible database linking PDB chains to EC numbers via SwissProt

A mapping between chains in the Protein Databank and Enzyme Classification numbers is invaluable for research into structure-function relationships. Mapping at the chain level is a non-trivial problem and we present an automatically updated Web-server, which provides this link in a queryable form and as a downloadable XML or flat file.

Relating computer tasks to existing knowledge to improve accessibility for older adults

Routine computer tasks are often difficult for older adult computer users to learn and remember. People tend to learn new tasks by relating new concepts to existing knowledge. However, even for 'basic' computer tasks there is little, if any, existing knowledge on which older adults can base their learning. This paper investigates a custom file management interface that was designed to aid discovery and learnability by providing interface objects that are familiar to the user. A study was conducted which examined the differences between older and younger computer users when undertaking routine file management tasks using the standard Windows desktop as compared with the custom interface. Results showed that older adult computer users requested help more than ten times as often as younger users when using a standard windows/mouse configuration, made more mistakes and also required significantly more confirmations than younger users. The custom interface showed improvements over standard Windows/mouse, with fewer confirmations and less help being required. Hence, there is potential for an interface that closely mimics the real world to improve computer accessibility for older adults, aiding self-discovery and learnability.

Using genomic DNA-based probe-selection to improve the sensitivity of high-density oligonucleotide arrays when applied to heterologous species

High-density oligonucleotide (oligo) arrays are a powerful tool for transcript profiling. Arrays based on GeneChip® technology are amongst the most widely used, although GeneChip® arrays are currently available for only a small number of plant and animal species. Thus, we have developed a method to improve the sensitivity of high-density oligonucleotide arrays when applied to heterologous species and tested the method by analysing the transcriptome of Brassica oleracea L., a species for which no GeneChip® array is available, using a GeneChip® array designed for Arabidopsis thaliana (L.) Heynh. Genomic DNA from B. oleracea was labelled and hybridised to the ATH1-121501 GeneChip® array. Arabidopsis thaliana probe-pairs that hybridised to the B. oleracea genomic DNA on the basis of the perfect-match (PM) probe signal were then selected for subsequent B. oleracea transcriptome analysis using a .cel file parser script to generate probe mask files. The transcriptional response of B. oleracea to a mineral nutrient (phosphorus; P) stress was quantified using probe mask files generated for a wide range of gDNA hybridisation intensity thresholds. An example probe mask file generated with a gDNA hybridisation intensity threshold of 400 removed > 68 % of the available PM probes from the analysis but retained >96 % of available A. thaliana probe-sets. Ninety-nine of these genes were then identified as significantly regulated under P stress in B. oleracea, including the homologues of P stress responsive genes in A. thaliana. Increasing the gDNA hybridisation intensity thresholds up to 500 for probe-selection increased the sensitivity of the GeneChip® array to detect regulation of gene expression in B. oleracea under P stress by up to 13-fold. Our open-source software to create probe mask files is freely available http://affymetrix.arabidopsis.info/xspecies/ webcite and may be used to facilitate transcriptomic analyses of a wide range of plant and animal species in the absence of custom arrays.

Agroforestry: integrating apple and arable production as an approach to reducing copper use in organic and low-input apple production

Integrating top fruit production into an agroforestry system, where trees are integrated with arable crop production may have a beneficial effect on the control of plant pathogens such as scab (Venturia inaequalis). Apple yields and pest and disease levels were assessed in a novel apple/arable agroforestry system in Suffolk, and compared with a modern local organic orchard in 2012. Despite 2012 being a very bad year for apple production in the UK, apple yields in the agroforestry system appeared to be comparable with standard figures when scaled up from 2.5% land area under apple production to 100% apples, and even at just 2.5% cover, outperformed the organic orchard used for comparison. Initial indications are that scab levels were over twice as high in the organic orchard than in the agroforestry, indicating that this approach may offer some potential in reducing copper use in organic apple production. However, further research will be required to confirm these early results.

Contribution to collective harms and responsibility

In the present contribution, I discuss the claim, endorsed by a number of authors, that contributing to a collective harm is the ground for special responsibilities to the victims of that harm. Contributors should, between them, cover the costs of the harms they have inflicted, at least if those harms would otherwise be rights-violating. I raise some doubts about the generality of this principle before moving on to sketch a framework for thinking about liability for the costs of harms in general. This framework uses a contractualist framework to build an account of how to think about liability for costs on the basis of the presumably attractive thought that individual agents should have as much control over their liabilities as is compatible with others having like control. I then use that framework to suggest that liability on the basis of contribution should be restricted to cases in which the contributors could have avoided their contribution relatively costlessly, in which meeting the liability is not crippling for them, and in which such a liability would not have chilling effects, either on them or on third parties. This account of the grounds for contributory liability also has the advantage of avoiding a number of awkward questions about what counts as a contribution by shifting the issue away from often unanswerable questions about the precise causal genesis of some harm or other. Instead, control over conduct, which plausibly has some relation to the harm, becomes crucial. On the basis of this account, I then investigate whether a number of uses of the contributory principle are entirely appropriate. I argue that contributory liability is not appropriate for cases of collective harms committed by coordinated groups in the way that, for example, Iris Marion Young and Thomas Pogge have suggested and that further investigation of how members of such groups may be liable will be needed.