The adsorption of benzene molecules onto the Cu(110) surface has been studied using a crystalline linear combination of atomic orbitals approximation (LCAO).Adsorption energetics have been modeled at both the Hartree-Fock (HF) and density functional theory (DFT) level, and scanning tunneling microscope (STM) images generated for the preferred adsorption geometry. The calculated binding energies are strongly dependent upon basis set superposition errors (BSSE). As expected HF provides a relatively poor description of this loosely bound system, and is found to be unbound when BSSE is taken into account. Inclusion of electron correlation through

The experiences of academics caught up in the rise of teaching academic (TA) (teaching-only) roles in Australia, the UK, the USA, and Canada, are not well documented in the literature. This paper describes a recent university restructure that resulted in a significant increase in teaching-only positions being created. Despite the claims by the university that teaching-only roles demonstrate excellence and innovation in teaching, the actual experiences of TA in the last few years have highlighted a common finding of "the perceived low value of the TA role and confusion about what the role entails" (Bennett et al., 75:271-286, 2018, p. 271). We use a more local conception of regime of truth as a tool (Gore, 1993) for reflecting on possibilities for resistance and re-imagining how we might think about ourselves beyond 'second tier'. By understanding that a reconceptualisation of ourselves is simultaneously within a given regime but also outside of it, allowing for reading the regime and thinking about the production of that regime in ways that open up possibilities for creating a space for talking and sharing both research and teaching, which is also within the 'cultural web' of the university.

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Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is a tendency to look for direct links between research and successful, effective and efficient practice.Research is needed to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their practice on the best available evidence for doing 'x rather than y' (Hargreaves 1996) or predicting the 'size of the effect of A on B' (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based on some form of evidence. This paper explores Hargreaves' notion of evidencebased practice, providing a range of criticisms. It also examines Carr's historical account of 'praxis' and 'poiesis' to suggest a notion of evidencebased praxis based partly on the historical notion of 'phronesis' -practical wisdom. The basis for this is the argument that wise and practical ethical and moral judgements are central to an understanding of teachers' daily work. What to do in a specific educational situation cannot be determined solely by theoretical beliefs or by 'techne'. However the ethical dimension is not the only consideration. The paper suggests that evidence-based praxis use Stenhouse's notion of 'actionable evidence', which includes the ethical dimension, but also Thomson's concept of 'thisness', which describes the unique contextual characteristics of a school. If disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms, schools and neighbourhoods. This 'praxis' also involves them in modifying their theories, critically analysing •65The Australian Educational Researcher, Volume 30, Number 2, August 2003 'what works', questioning how they know and developing ideas about how things might be done differently. There will be an element of developing knowledge about teaching and learning strategies (Hargreaves' 'body of knowledge'), but it will be in the context of the ethical and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal and open learning process like that highlighted by researchers who focus on student participation linked to school reform.