This paper aims to characterize dynamics of a fire in the Large-Scale Demonstrator Malveira Fire Test, a full-scale fire experiment carried out in a disused industrial building in Portugal. The Malveira Fire Test is the second stage in the series of full-scale experimental programmes developed for the Real Fires for the Safe Design of Tall Buildings project at the University of Edinburgh. This experiment is intended to act as a real-building demonstration of fire dynamics in large open-floor plan compartments and has as objective to provide a data set to contrast methodologies aiming at design fire inputs representative of real fire dynamics in compartments typical of tall buildings. The Malveira Fire Test showed three distinct fire behaviour modes characterised by the ratio between the velocities of the fire front (") and the burnout front (#$

Background: Curriculum for Excellence (Scottish Executive, 2004), a new national policy initiative in Scottish Schools, provides a unified curricular framework for children aged 3-18. Physical Education (PE) now forms part of a collective alongside physical activity and sport, subsumed by the newly created curriculum area of 'Health and Wellbeing' (Scottish Government, 2009). This research set out to examine the new curriculum in Scottish schools at the micro-implementation stage of the policy process within the context of practice. Purpose: The primary objective was to understand the factors that enable teachers to enact government led curricular policy. The secondary objective was to compare policy constructors' vision of Physical Education (PE) to the interpretation of PE teachers who were currently immersed in initiating curricular development. Methods and Procedures: The research adopted a mixed method survey approach. Eighty-eight secondary school physical education teachers responded to a questionnaire that explored teachers' perceptions of curriculum change. Respondents were full time physical education teachers working in secondary schools across Scotland and represented sixteen local authorities. In addition, seventeen physical education teachers within one local authority took part in semi-structured individual interviews. Comparisons were made with ten interviews conducted with policy constructors who were responsible for the initial, interim and final stages of developing and designing the experiences and outcomes for physical education. Main outcomes and results: The results from the questionnaire indicated that 66 per cent of teachers believed there was a need for change within the Scottish curriculum, however only 54 per cent anticipated that they would change the PE curriculum. Crucial in enabling teachers to enact and sustain change was the important role of agency, culture and social and material structures along with the schools capacity to manage new policy development. When comparing the data with the policy constructors the findings revealed a discrepancy between the policy constructors' understanding of the vision of physical education and teacher's interpretation. The alignment of PE within health and wellbeing was seen as an opportunity to build on the strengths of the subject; however concerns were raised that this shift may result in physical education becoming part of a fitness discourse distorting policy intentions. Conclusions : As PE teachers act as agents of change translating policy uniquely to fit with the opportunities and constraints of the school there is a fear that policy intentions may mutate as they percolate into practice.

This paper reports on the complex construct of student teacher confidence and the usefulness of practicum and the ITE course in preparing students to teach dance in their pre-probationary years. A longitudinal study tracked 85 students (f = 46, m = 39) for four years during their undergraduate degree programme in physical education (PE). Students completed questionnaires annually to ascertain the factors that impacted on their confidence to teach dance. In addition, ten student teachers took part in semi-structured individual interviews after their third and final year teaching practicum. Multiple regression results indicated that a model of ‘previous experience’, ‘practicum’ and the ‘university dance module’ explained 55 percent (female) and 43 percent (male) of the variance in level of perceived confidence to teach dance. Comparative analysis of the interviews supported the findings from the questionnaires and revealed that students' sense of identity was central to producing feelings of confidence to teach dance.

This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. The factors that enable and constrain Physical Education teachers to exercise agency during large-scale educational reform A thesis submitted in fulfilment of the requirements for the degree of PhD by Research Publications

In 2010, schools in Scotland implemented a new curriculum, a Curriculum for Excellence, and for physical education (PE), this represented a move from the ‘Expressive Arts’ to ‘Health and Wellbeing’ (HWB). To understand this new position, we explored the thoughts of those who were directly involved in the construction of the policy text for PE within HWB ( n = 10). All of the participants supported the position of PE within HWB, accepting that PE has an important role to play in improving pupils’ health and wellbeing, although there was some concern that teachers might misinterpret the role of PE within HWB. However, all of the participants believed that this new position for PE would encourage other professionals to value PE more highly. We conclude by suggesting that there should be a greater involvement of teachers in the reform process so that future curricular innovations are more closely aligned with the knowledge and practice of teachers. This may enable them to understand policy more clearly and implement policy more effectively.