Invited discussant comments during the UCL–Penn Global COVID Study webinar ‘Doctoral Students’ Educational Stress and Mental Health’

This discussant commentary considers the findings presented in the UCL-Penn Global COVID Study webinar 4 ‘Doctoral Students’ Educational Stress and Mental Health’ and the research article published from the series of webinar in this journal, ‘The effects of cumulative stressful educational events on the mental health of doctoral students during the Covid-19 pandemic’. The Covid-19 pandemic has disrupted the education of hundreds of thousands of graduate students worldwide by curtailing their access to laboratories, libraries, and face-to-face interactions with peers and supervisors. This has resulted in considerable stress, given that expectations on research productivity during the period have remained unchanged. This note suggests three principles to help graduate students cope with the impact of Covid-19 on their educational journey: (1) support student resilience; (2) support student learning; and (3) support students technologically

Social science in schools

The social sciences are now taught, in one form or another, in schools throughout the country. This was not generally the case in the past. Before independence, the teaching of subjects such as sociology, political science and even economics was confined mainly to the universities and colleges. After independence there was a steady expansion in the teaching of the social sciences in universities and colleges, and the demand soon grew for their introduction in schools

Effective Schools: Teacher Hiring, Assignment, Development, and Retention

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this paper, we use value-added methods to examine the relationship between a school’s effectiveness and the recruitment, assignment, development and retention of its teachers. We ask whether effective schools systematically recruit more effective teachers; whether they assign teachers to students more effectively; whether they do a better job of helping their teachers improve; whether they retain more effective teachers; or whether they do a combination of these processes. Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, we find that more effective schools assign novice teachers to students in a more equitable fashion. Third, we find that teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers, though they are not differentially able to remove ineffective teachers. The results point to the importance of personnel, and perhaps, school personnel practices, for improving student outcomes.

Graphene in silicon photovoltaic cells

Graphene is an allotrope of carbon. Its structure is one-atom-thick planar sheets of carbon atoms that are densely packed in a honeycomb crystal lattice [1]. The richness of optical and electronic properties of graphene attracts enormous interest. Its true potential seems to be in photonics and optoelectronics, where the combination of its unique optical and electronic properties can be fully exploited. The optical absorption of graphene layers is proportional to the number of layers, each absorbing A=1-T=πα=2.3% over the visible spectrum [2].The rise of graphene in photonics and optoelectronics is shown by several recent results, ranging from solar cells and light emitting devices, to touch screens, photodetectors and ultrafast lasers. Current photovoltaic (PV) technology is dominated by Si cells, with an energy conversion coefficient up to 25% [3]. Such an inorganic PV consists in a current transparent conductor (TC) replacing one of the electrodes of a PIN photodiode. The standard material used so far for these electrodes is indium-tinoxide, or ITO. But indium is expensive and relatively rare, so the search has been on for a suitable replacement. A possible substitute made from inexpensive and ubiquitous carbon is graphene. Being only constituted of carbon, it will become cheap and easily recyclable. But at the moment, the major difficulty consists in its fabrication and/or transfer. Our project consists in synthetizing graphene by CVD (Chemical Vapor Deposition) on Cu and in transferring the obtained layer on silicon PV cells, and then in testing their energy conversion efficiency

Results from the test bench of the Geometry Monitoring System of the ALICE Muon Spectrometer

We present the results obtained with the test bench of the Geometry Monitoring System (GMS) for the ALICE Muon Spectrometer. It consists in a mock up, reproducing at full scale, three half planes of the chambers 6, 7 and 8 of the spectrometer. We show that the GMS is able to measure transverse displacements with an accuracy of 1.5 microm. We show also that the resolution deteriorates by a factor 3 to 4 when thermal gradients are generated

Preferences and skills of Indian public sector teachers

With a sample of 700 future public sector primary teachers in India, a Discrete Choice Experiment is used to measure job preferences, particularly regarding location. General skills are also tested. Urban origin teachers and women are more averse to remote locations than rural origin teachers and men respectively. Women would require a 26-73 percent increase in salary for moving to a remote location. The results suggest that existing caste and gender quotas can be detrimental for hiring skilled teachers willing to work in remote locations. The most preferred location is home, which supports decentralised hiring, although this could compromise skills

NGOs' strategies and the challenge of development and democracy in Bangladesh

Recent research Bangladesh has come to embody an interesting paradox. On the one hand, it has experienced rising rates of growth, a slow but steady decline in poverty and impressive progress in terms of social development, outperforming some of its richer neighbours on a number of Millennium Development Goals. On the other hand, it has an abysmal record on governance and was ranked as the world’s most corrupt country for five consecutive years by Transparency International. There is an emerging view that the country’s extremely active development NGO sector has contributed to some of the more positive achievements. The question that this paper sets out to address is why these organisations have not made an equivalent contribution on the governance front. The paper argues that while Bangladesh is reported to have more NGOs per capita than other developing countries, those organisations have gradually abandoned social mobilising and collective action strategies for a narrower focus on service delivery and microcredit provision. Our research with the members of six organisations that straddle the continuum between microfinance and social mobilisation suggests that the specific developmental strategies of these membership-based groups do indeed have consequences for both development and democracy in the country

Civilizing tastes: From caste to class in South Indian foodways

Anthropological explorations of food in South Asia are often framed by theories of caste and ritual purity or pollution, with the highest castes characterised as protecting their purity by accepting food from no-one of lower caste status, and those at the bottom accepting food from anyone. The problem with this focus on caste is not that it is misguided per se; many Hindus do indeed regulate their consumption in relation to such concerns, and a quotidian understanding of caste remains vital in understanding how people in India relate to one another. Rather, the problem is that our focus on caste as the defining social institution of India has obscured social relationships defined by other cross-cutting hierarchies that also, and increasingly, reflect and shape Indian foodways. Drawing on prolonged ethnographic fieldwork in Andhra Pradesh, South India, this chapter is concerned with how class in particular – both in terms of economic status and as a marker of distinction – also has profound implications for what people in South India eat, with whom, and why; particularly in the wake of the economic liberalisation that began in the 1990s and the emergence of new foods and tastes ripe for symbolic appropriation