Web Teaching Day

Collection of resources related to the talk by me at MMU 2014 web teaching day.

Show Set up Induction 2014

A recorded version of Adam Procter's show induction for students that due to legitimate reasons where unable to attend this compulsary setting - once viewed an email should be sent to adam.procter@soton.ac.uk to confirm you have watched, understand and will comply with the information presented.

RCS

opener & closer

Factores clave de ��xito asociados con la introducci��n de innovaciones en el sector cosm��ticos y art��culos de aseo: estudio de caso

En este trabajo se realiz�� un an��lisis comparativo donde se evaluaron los factores clave de ��xito asociados con la introducci��n de innovaci��n para dos empresas del sector de cosm��ticos y art��culos de aseo. El objetivo del caso de estudio fue encontrar los aspectos en com��n que permiten la implementaci��n o el mejor desempe��o de las innovaciones, con la intenci��n de que se constituya como una base para las PYMES presentes en Bogot��. Del an��lisis, se encontr�� que utilizando buenas pr��cticas estas empresas tienen buenos resultados frente a las actividades de innovaci��n, ya sea facilitando el proceso de implementaci��n o fomentando una cultura de constante innovaci��n.

Polimorfismos del gen Butirilcolinesterasa responsables de reacciones adversas en pacientes consumidores de ���coca��na���

La butirilcolinesterasa humana (BChE; EC 3.1.1.8) es una enzima polim��rfica sintetizada en el h��gado y en el tejido adiposo, ampliamente distribuida en el organismo y encargada de hidrolizar algunos ��steres de colina como la proca��na, ��steres alif��ticos como el ��cido acetilsalic��lico, f��rmacos como la metilprednisolona, el mivacurium y la succinilcolina y drogas de uso y/o abuso como la hero��na y la coca��na. Es codificada por el gen BCHE (OMIM 177400), habi��ndose identificado m��s de 100 variantes, algunas no estudiadas plenamente, adem��s de la forma m��s frecuente, llamada usual o silvestre. Diferentes polimorfismos del gen BCHE se han relacionado con la s��ntesis de enzimas con niveles variados de actividad catal��tica. Las bases moleculares de algunas de esas variantes gen��ticas han sido reportadas, entre las que se encuentra las variantes At��pica (A), fluoruro-resistente del tipo 1 y 2 (F-1 y F-2), silente (S), Kalow (K), James (J) y Hammersmith (H). En este estudio, en un grupo de pacientes se aplic�� el instrumento validado Lifetime Severity Index for Cocaine Use Disorder (LSI-C) para evaluar la gravedad del consumo de ���coca��na��� a lo largo de la vida. Adem��s, se determinaron Polimorfismos de Nucle��tido Simple (SNPs) en el gen BCHE conocidos como responsables de reacciones adversas en pacientes consumidores de ���coca��na��� mediante secuenciaci��n del gen y se predijo el efecto delos SNPs sobre la funci��n y la estructura de la prote��na, mediante el uso de herramientas bio-inform��ticas. El instrumento LSI-C ofreci�� resultados en cuatro dimensiones: consumo a lo largo de la vida, consumo reciente, dependencia psicol��gica e intento de abandono del consumo. Los estudios de an��lisis molecular permitieron observar dos SNPs codificantes (cSNPs) no sin��nimos en el 27.3% de la muestra, c.293A>G (p.Asp98Gly) y c.1699G>A (p.Ala567Thr), localizados en los exones 2 y 4, que corresponden, desde el punto de vista funcional, a la variante At��pica (A) [dbSNP: rs1799807] y a la variante Kalow (K) [dbSNP: rs1803274] de la enzima BChE, respectivamente. Los estudios de predicci��n In silico establecieron para el SNP p.Asp98Gly un car��cter patog��nico, mientras que para el SNP p.Ala567Thr, mostraron un comportamiento neutro. El an��lisis de los resultados permite proponer la existencia de una relaci��n entre polimorfismos o variantes gen��ticas responsables de una baja actividad catal��tica y/o baja concentraci��n plasm��tica de la enzima BChE y algunas de las reacciones adversas ocurridas en pacientes consumidores de coca��na.

New AQA GCSE mathematics foundation. Unit 2.

Este libro cumple las expectativas de los alumnos de matem��ticas en relaci��n a los ex��menes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: tipos de n��meros (n��meros enteros, n��meros primos, integrales positivas y negativas, sumando, restando, multiplicando y dividiendo integrales positivas y negativas), secuencias, fracciones (sumando, restando, multiplicando y dividiendo fracciones) decimales (sumando, restando, dividiendo y multiplicando decimales), trabajando con s��mbolos, coordenadas, ecuaciones, porcentajes, ��ndices, gr��ficos, f��rmulas, ratio y proporci��n.

AQA Mathematics.

Este libro cumple las expectativas de los alumnos de matem��ticas en relaci��n a los ex��menes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones y decimales, ��ngulos y ��reas (l��neas paralelas, tri��ngulos, circunferencia y ��rea de un c��rculo), trabajando con s��mbolos, porcentajes y ratios, volumen de un prisma, ecuaciones y f��rmulas, propiedades de los pol��gonos, gr��ficos, teorema de Pit��goras, propiedades de los c��rculos, medidas, trigonometr��a, vectores, funciones exponenciales, el seno, el coseno, vol��menes y ��reas de pir��mides, conos y esferas.

New GCSE AQA Mathematics: Unit 1 Higher.

Este libro cumple las expectativas de los alumnos de matem��ticas en relaci��n a los ex��menes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones y decimales, ��ndices, reuniendo datos (tipos de datos, m��todos de reuni��n de datos, organizaci��n de los datos), porcentajes, ratio y proporci��n (encontrando y simplificando ratios, usar ratios para encontrar cantidades), medidas estad��sticas, representando datos, dispersi��n de gr��ficos, probabilidad. Este libro presenta consejos sobre lo que los examinadores est��n demandando.

New GCSE AQA Mathematics: Unit 1 Foundation.

Este libro cumple las expectativas de los alumnos de matem��ticas en relaci��n a los ex��menes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones (multiplicando y dividiendo integrales positivas y negativas), decimales (sumando y restando decimales), colecci��n de datos (tipos de datos), porcentajes (porcentajes, fracciones y decimales), ratio y proporci��n (usar ratios para encontrar cantidades), medidas estad��sticas, representaci��n de datos, gr��ficos, probabilidad. Este libro presenta consejos sobre lo que los examinadores est��n demandando.

New GCSE AQA Mathematics: Teacher��s Book Unit 3 Higher.

Este libro cumple las expectativas de los alumnos de matem��ticas en relaci��n a los ex��menes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones y decimales, ��ngulos y ��reas, trabajando con s��mbolos, porcentajes y ratios, ecuaciones y f��rmulas, propiedades de los pol��gonos, gr��ficos, el teorema de Pit��goras, propiedades de los c��rculos, medidas, trigonometr��a, vectores, ecuaciones simult��neas, funciones exponenciales. Las respuestas a los ejercicios se encuentran al final del libro.

New GCSE AQA Mathematics: Teacher��s Book Unit 3 Foundation.

Este libro cumple las expectativas de los alumnos de matem��ticas en relaci��n a los ex��menes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones y decimales, ��ngulos (��ngulos y l��neas, ��ngulos y l��neas paralelas, ��ngulos y tri��ngulos), trabajando con s��mbolos, porcentajes y ratios, per��metro y ��rea (per��metro y ��rea de un rect��ngulo, ��rea de paralelogramos y tri��ngulos, circunferencia y ��rea de un c��rculo), ecuaciones, propiedades de los pol��gonos, gr��ficos, f��rmulas, ��rea y volumen, medidas, dibujando y midiendo l��neas, ��ngulos y c��rculos.

Century-of-Information Research (CIR): a strategy for research and innovation in the century of information

More data will be produced in the next five years than in the entire history of human kind, a digital deluge that marks the beginning of the Century of Information. Through a year-long consultation with UK researchers, a coherent strategy has been developed, which will nurture Century-of-Information Research (CIR); it crystallises the ideas developed by the e-Science Directors' Forum Strategy Working Group. This paper is an abridged version of their latest report which can be found at: http://wikis.nesc.ac.uk/escienvoy/Century_of_Information_Research_Strategy which also records the consultation process and the affiliations of the authors. This document is derived from a paper presented at the Oxford e-Research Conference 2008 and takes into account suggestions made in the ensuing panel discussion. The goals of the CIR Strategy are to facilitate the growth of UK research and innovation that is data and computationally intensive and to develop a new culture of 'digital-systems judgement' that will equip research communities, businesses, government and society as a whole, with the skills essential to compete and prosper in the Century of Information. The CIR Strategy identifies a national requirement for a balanced programme of coordination, research, infrastructure, translational investment and education to empower UK researchers, industry, government and society. The Strategy is designed to deliver an environment which meets the needs of UK researchers so that they can respond agilely to challenges, can create knowledge and skills, and can lead new kinds of research. It is a call to action for those engaged in research, those providing data and computational facilities, those governing research and those shaping education policies. The ultimate aim is to help researchers strengthen the international competitiveness of the UK research base and increase its contribution to the economy. The objectives of the Strategy are to better enable UK researchers across all disciplines to contribute world-leading fundamental research; to accelerate the translation of research into practice; and to develop improved capabilities, facilities and context for research and innovation. It envisages a culture that is better able to grasp the opportunities provided by the growing wealth of digital information. Computing has, of course, already become a fundamental tool in all research disciplines. The UK e-Science programme (2001-06)���since emulated internationally���pioneered the invention and use of new research methods, and a new wave of innovations in digital-information technologies which have enabled them. The Strategy argues that the UK must now harness and leverage its own, plus the now global, investment in digital-information technology in order to spread the benefits as widely as possible in research, education, industry and government. Implementing the Strategy would deliver the computational infrastructure and its benefits as envisaged in the Science & Innovation Investment Framework 2004-2014 (July 2004), and in the reports developing those proposals. To achieve this, the Strategy proposes the following actions: support the continuous innovation of digital-information research methods; provide easily used, pervasive and sustained e-Infrastructure for all research; enlarge the productive research community which exploits the new methods efficiently; generate capacity, propagate knowledge and develop skills via new curricula; and develop coordination mechanisms to improve the opportunities for interdisciplinary research and to make digital-infrastructure provision more cost effective. To gain the best value for money strategic coordination is required across a broad spectrum of stakeholders. A coherent strategy is essential in order to establish and sustain the UK as an international leader of well-curated national data assets and computational infrastructure, which is expertly used to shape policy, support decisions, empower researchers and to roll out the results to the wider benefit of society. The value of data as a foundation for wellbeing and a sustainable society must be appreciated; national resources must be more wisely directed to the collection, curation, discovery, widening access, analysis and exploitation of these data. Every researcher must be able to draw on skills, tools and computational resources to develop insights, test hypotheses and translate inventions into productive use, or to extract knowledge in support of governmental decision making. This foundation plus the skills developed will launch significant advances in research, in business, in professional practice and in government with many consequent benefits for UK citizens. The Strategy presented here addresses these complex and interlocking requirements.

Teachers' networks in and out of school

A 'mapping task' was used to explore the networks available to head teachers, school coordinators and local authority staff. Beginning from an ego-centred perspective on networks, we illustrate a number of key analytic categories, including brokerage, formality, and strength and weakness of links with reference to a single UK primary school. We describe how teachers differentiate between the strength of network links and their value, which is characteristically related to their potential impact on classroom practice.