Different aspects of the lived experience of intellectual disabilities

The final, definitive version of this article has been published in the Journal, Journal of Intellectual Disabilities: JOID, Vol.14 Issue 1, 2010, Copyright SAGE Publications Ltd on SAGE Journals Online: http://online.sagepub.com/In this issue of Journal of Intellectual Disabilities the first three papers present different aspects of the lived experience of intellectual disabilities, and each of these is undertaken through the use of different methodological approaches. These experiences are the predominant feature in this issue, and are expressed through mothers and informal carers as well as through people with learning disabilities themselves. This is followed by a ‘case note’ follow up study concerning sterilisation of women with intellectual disabilities. The final paper moves to a ‘scoping review’ based on existing literature to explore the role, if any, for social care practitioners in the process of annual health checks for adults with learning disabilities in England.Peer reviewedFinal Accepted Versio

The Development of Technology Education in the United States

~ review of the history of hand skill development, manual training, manual arts, industrial arts and now the challenge of technology indicates that change occurs and is most logical and appropriate in times of ferment. Education today is inferment and changes are being made. It is most critical that the technology education profession draws on its rich history and wealth of curriculum materials to establish aprogram that can explore, explain and use modern technology.'1 ~.. we recommend that all students study technology: ... how science and technology have been joined, and the ethical and social issues technology has raised ... Wearefrankly disappointed that none of the schools we visited required a study of technology. More disturbing still is the current inclination to equate technology with computers ... The greater urgency is not computer literacy but technology literacy the need for students to see how society is being reshaped by our inventions, just as tools of earlier eras changed the course of history. The challenge is not learning how to use the latest piece of hardware but asking when and why it should be used.'2 After the contents and the outcomes of a technology education program have been studied, a structure of what the program will look like must be designed. This should include course titles, units and competencies. 3These statements typify the determined and enthusiastic efforts behind an informed Technology Education movement in the United States

The Development of Technology Education in the United States

~ review of the history of hand skill development, manual training, manual arts, industrial arts and now the challenge of technology indicates that change occurs and is most logical and appropriate in times of ferment. Education today is inferment and changes are being made. It is most critical that the technology education profession draws on its rich history and wealth of curriculum materials to establish aprogram that can explore, explain and use modern technology.'1 ~.. we recommend that all students study technology: ... how science and technology have been joined, and the ethical and social issues technology has raised ... Wearefrankly disappointed that none of the schools we visited required a study of technology. More disturbing still is the current inclination to equate technology with computers ... The greater urgency is not computer literacy but technology literacy the need for students to see how society is being reshaped by our inventions, just as tools of earlier eras changed the course of history. The challenge is not learning how to use the latest piece of hardware but asking when and why it should be used.'2 After the contents and the outcomes of a technology education program have been studied, a structure of what the program will look like must be designed. This should include course titles, units and competencies. 3These statements typify the determined and enthusiastic efforts behind an informed Technology Education movement in the United States

Demonstration of adaptive overcurrent protection using IEC 61850 communications

This paper contains a description of an adaptive protection scheme that has been implemented and demonstrated in a hardware in the loop simulation environment using commercially available protection hardware and IEC 61850 communications.The implementation is based on an actual 11kV system which includes distributed generation and network automation. IEC 61850 communications offers several benefits for the implementation of adaptive protection, but also presents some limitations which are discussed in the paper. An alternative approach to overcome a number of the limitations is also presented

Reviews

The following publications have been reviewed by the mentioned authors;Design Assignments for GCSE and Standard Grade by Jeff Nocholls, reviewed by Bob BoothDesign and Communication for Foundation Courses by Peter Gowers, reviewed by Peter ToftThe Celtic Art Source Book by Courtney Davis, reviewed by Rosemary BoothThe World of Plastics by the British Plastics Federation, reviewed by George RaperIllumination: A Source Book for Modern Calligraphers by Christopher Jarman, reviewed by John LancasterCraft, Design and Technology. Materials: Investigation and Choice. A database for pupil use by David Barles, Simon Powell, Sheila Nelmes and Adrienne Jones, reviewed by David BarlexDesign in Context by Penny Sparke, reviewed by John H. CarswellDesignwise 2 by N. McLean, reviewed by H. G. DentonAirbrushing the Human Form by Andy Charlesworth, reviewed by S. W. GarnerDouglas Scott by Johnathan Glancey, reviewed by K. J. McAule

Quenched hadron spectroscopy with improved staggered quark action

We investigate light hadron spectroscopy with an improved quenched staggered quark action. We compare the results obtained with an improved gauge plus an improved quark action, an improved gauge plus standard quark action, and the standard gauge plus standard quark action. Most of the improvement in the spectroscopy results is due to the improved gauge sector. However, the improved quark action substantially reduces violations of Lorentz invariance, as evidenced by the meson dispersion relations.Comment: New references adde

Self-adaptive federated authorization infrastructures

Authorization infrastructures are an integral part of any network where resources need to be protected. As networks expand and organizations start to federate access to their resources, authorization infrastructures become increasingly difficult to manage. In this paper, we explore the automatic adaptation of authorization assets (policies and subject access rights) in order to manage federated authorization infrastructures. We demonstrate adaptation through a Self-Adaptive Authorization Framework (SAAF) controller that is capable of managing policy based federated role/attribute access control authorization infrastructures. The SAAF controller implements a feedback loop to monitor the authorization infrastructure in terms of authorization assets and subject behavior, analyze potential adaptations for handling malicious behavior, and act upon authorization assets to control future authorization decisions. We evaluate a prototype of the SAAF controller by simulating malicious behavior within a deployed federated authorization infrastructure (federation), demonstrating the escalation of adaptation, along with a comparison of SAAF to current technology

Dyslexia-friendly schools and parent partnership: inclusion and home-school relationships

This is a postprint of an article whose final and definitive form has been published in the European Journal of Special Needs Education© 2005 Copyright Taylor & Francis; European Journal of Special Needs Education is available online at http://www.informaworld.comThis paper summarizes an action research project in five local areas in the south-west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent-partnership and theories about parent-teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent-school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities.The research project this paper summarises was funded by the British Dyslexia Association (BDA) and the Buttle Trust