The CPS improvements 1965-1973: An assessment

I n 1965 , plan s wer e mad e t o increas e th e bea m intensit y delivere d b y th e CP S b y a facto r o f te n o r more . Th e firs t stage , involvin g a ne w powe r suppl y fo r th e mai n magne t an d mor e tha n doublin g th e cycl e repe titio n rate , wa s complete d i n 1968 . I n th e secon d stage , whic h i s no w essentiall y complete , th e majo r item s wa s th e constructio n o f a n 80 0 Me V slow-cyclin g booste r injector . Man y othe r modification s wer e inclu ded . Th e Lina c curren t ha d t o b e increase d b y a n orde r o f magnitud e t o suppl y th e Booster , an d th e highe r bea m intensitie s require d a mor e powerfu l R F acceleratin g system. Besides the 800 MeV injection elements, quadru-pole lenses were installed to avoid longitudinal dilu­ tio n a t transition , an d multipole s t o counterac t insta bilities . I n addition , th e chambe r vacuu m wa s improve d b y a facto r o f ten , shieldin g an d radiatio n resistanc e increase d wher e necessary , an d beam-equipmen t inter actio n reduced . Adequat e instrumentatio n an d contro l facilitie s ha d t o b e provided , an d th e efficienc y o f fas t an d slo w extractio n system s improved . Perturbation s du e t o variou s collectiv e phenomen a ha d t o b e overcome . Th e performanc e obtaine d durin g th e firs t physic s run s i s reported

Who are these youths? Language in the service of policy

In the 1990s policy relating to children and young people who offend developed as a result of the interplay of political imperatives and populist demands. The ‘responsibilisation’ of young offenders and the ‘no excuses’ culture of youth justice have been ‘marketed’ through a discourse which evidences linguistic changes. This article focuses on one particular area of policy change, that relating to the prosecutorial decision, to show how particular images of children were both reflected and constructed through a changing selection of words to describe the non-adult suspect and offender. In such minutiae of discourse can be found not only the signifiers of public attitudinal and policy change but also the means by which undesirable policy developments can be challenged

Promotion of collaboration between medical and dental professionals

Includes bibliographical references (p. 25-26).published_or_final_versio

The Legacy of ERA, Privatization and the Policy Ratchet

This article explores the ways in which the neo-liberal impetus toward the privatization of state schooling signalled in the Education Reform Act 1988 (ERA) has become embedded in the English school system. Four main points are made. First, that ERA itself was of huge strategic rather than substantive importance as far as privatization is concerned. Second, by tracing the lineage of privatization from ERA onwards a 'ratchet' effect of small and incremental policy moves can be identified, which have disseminated, embedded and naturalized privatization within public sector provision. Third, that while privatization has been taken up and taken much further by New Labour than it had been by the Conservatives there are differences between the two sets of governments in the role of privatization in education policy and the role of the state. Fourth, the participation of private providers in the planning and delivery of state services has put the private sector at the very heart of policy. At points the article draws upon interviews conducted with private sector providers. © 2008 Sage Publications

In-service teachers’ perspectives of pre-service teachers’ knowledge domains in science

The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher’s lived experience. Pedagogical content knowledge (PCK) is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers’ inferences regarding preservice teachers’ performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development.Keywords: in-service teachers; pedagogical content knowledge; pre-service teachers; teacher knowledg

The Change Up Project : using social norming theory with young people to address domestic abuse and promote healthy relationships

This paper presents the findings of a secondary analysis of data collected during a pilot project, Change Up, which used a social norming approach (SNA) to address domestic violence and abuse (DVA) with young people aged 13–14. A SNA is based upon a well-articulated theory of behavior and evidence-based methodology for addressing social justice issues. This reflects a paradigm shift focusing upon strengths and positives, rather than pathologizing behaviours. Adopting a SNA, the Change Up project comprised a baseline survey followed by the intervention (workshop and peer-to-peer campaign), ending with a post-intervention survey. It was delivered in two high schools in a UK city between 2015 and 16. A secondary analysis of the survey data collected during the surveys and qualitative data collected at the end of each workshop was undertaken and this is reported here. Change Up data illustrates that most young people in the sample thought that DVA is unacceptable. There was, however, a gender difference in the norms held about the social acceptability of girls using physical violence against boys (and vice versa). The analysis of Change Up data indicates that a social norming approach to DVA programs aimed at young people can be successful in promoting attitude and behaviour change. It also highlights a continuing need for young people’s education about relationships and gender equality

National Security vs Criminal law. Perspectives, Doubts and Concerns on the Criminalisation of Organised Crime in England and Wales

This paper will interpret and critically analyse the new offence for organised crime in England and Wales (Section 45 of the Serious Crime Act 2015) from a criminological perspective in light of evidence found in research in the country. It will argue that changes in the law relate to changes in political narratives rather than to variations in the criminal panorama of organised crime. It will discuss these changes within three perspectives, which address various levels of concern: a narrative perspective, which reflects on the overlapping of meanings in the use of the words ‘organised crime’; an evolution perspective, which reflects on the origins of the new participation offences with reference to both national and international pressures; a management perspective, which reflects on some of the immediate effects of the new offences of organised crime on the criminal justice system. This paper will conclude that political narratives have indeed influenced criminal policy, while there is no significant change in the phenomenon of organised crime to justify such narratives