Students of Willy Marckwaldeating lunch, still wearing laboratory coats; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

Digital Image

Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

Digital Image

Students of Willy Marckwald working in laboratory; Friedrich-Wilhelms-Universitaet Berlin Institutions; Universities

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Networks for Knowledge: Social Media enthuses students of Early Years Education

Networks for Knowledge (n4k Ltd) are a Work Based Learning organisation which specialises in Early Years Education. Training and Development Manager, Elaine Wareing has developed the use of Facebook and Twitter to promote peer learning and interaction beyond the classroom. It also allows trainers to discuss ideas and challengers with a wider group of learners. This has allowed practitioners across a wide geographical area to share their thoughts and ideas together on some of the subjects relating to early years practice.

Priestley College: How do you successfully develop your new learning space? ...ask your students, of course!

When Priestley College began to plan the redevelopment of its learning resource centre, it continued the culture of student involvement that exists within the College by asking students to help plan and create the new development. This case study describes how the Jisc infoKit on 'Planning and Designing Technology-Rich Learning Spaces' was used as the starting point for ideas and planning, and how the finished development was the recognisable result of students' ideas and plans.

Residential Docks and Piers: Inventory of laws, regulations, and policies for the New England region

While the homes threatened by erosion and the developer illegally filling in marshlands are the projects that make the headlines, for many state regulatory programs, it’s the residential docks and piers that take up the most time. When is a dock too long? What about crossing extended property lines? And at what point does a creek have too many docks? There are no easy answers to these questions. At the request of the Georgia Coastal Management Program, the National Oceanic and Atmospheric Administration (NOAA) Coastal Services Center published in April 2003 an inventory of residential dock and pier management information for the southeastern U.S. This inventory builds upon that effort and includes five New England states and one municipality: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and the Town of Falmouth, Massachusetts. Federal laws, state laws and regulations, permitting policies, and contact information are presented in a tabular format that is easy to use. (PDF contains 16 pages)