Raising the participation age in historical perspective : Policy learning from the past?

The raising of the participation age (RPA) to 17 in 2013 and 18 in 2015 marks a historic expansion of compulsory education. Despite the tendency of New Labour governments to eschew historical understanding and explanation, RPA was conceived with the benefit of an analysis of previous attempts to extend compulsion in schooling. This paper assesses the value of a historical understanding of education policy. The period from inception to the projected implementation of RPA is an extended one which has crossed over the change of government, from Labour to Coalition, in 2010. The shifting emphases and meanings of RPA are not simply technical issues but connect to profound historical and social changes. An analysis of the history of the raising of the school leaving age reveals many points of comparison with the contemporary situation. In a number of key areas it is possible to gain insights into the ways in which the study of the past can help to comprehend the present: the role of human capital, the structures of education, in curriculum development and in terms of preparations for change

New System for the Acceleration of the Airflow in Wind Turbines

Background: This patent is based on the wind industry technology called Diffuser Augmented Wind Turbines (DAWTs). This technology consists of a horizontal axis wind turbine, which is housed inside a duct with diverging section in the direction of the free air stream. In this paper, a review of preceding patents related to this technology is carried out. Objective: This paper presents an innovative patent to improve the performance of horizontal axis wind turbines. In particular, this system is aimed at improving the performance of those turbines that otherwise might not be installed due to the low wind resource existing at certain locations. Methods: The most innovative elements of this patent are: (1) the semi-spherical grooves, which are mechanized on the surface of the two diffusers in order to guarantee a more energetic boundary layer; (2) the coaxial diffuser, which is located downwind following the first diffuser in order to increase the suction effect on the air mass close to the inlet; (3) the coaxial rings located around the first diffuser outlet, which are used to deflect the external airflow toward the turbine wake; and (4), the selforientating system to orientate the system by the prevailing wind direction. Results: An application of the patent for increasing the power generated by a horizontal axis wind turbine with three blades is presented. The patent is designed and its performance is evaluated by using a Computational Fluid Dynamics code. The numerical results show that this system rises the airflow going through the rotor of the turbine. Conclusion: The patented device is an original contribution aimed at enabling a more profitable installation of wind turbines in places where the wind resource is insufficient because of the wind shear caused both by the proximity of the earth and the obstacles on the earth surface.This work was supported by the OASIS Research Project that was cofinanced by CDTI (Spanish Science and Innovation Ministry) and developed with the Spanish companies: Iridium, OHL Concesiones, Abertis, Sice, Indra, Dragados, OHL, Geocisa, GMV, Asfaltos Augusta, Hidrofersa, Eipsa, PyG, CPS, AEC and Torre de Comares Arquitectos S.L and 16 research centres. The authors also acknowledge the partial funding with FEDER funds under the Research Project FC-15-GRUPIN14-004. Finally, we also thank Swanson Analysis Inc. for the use of ANSYS University Research programs as well as the Workbench simulation environment

Critical discourses on resilience: exploring alternatives strategies used by young people at-risk

The concept of resilience is often situated in a dominant discourse that reflects medical and developmentalist epistemology, in Western models, with the ideology of white people, and middle class hegemonic norms. Behavior that falls outside of the normal, or what is socially acceptable, is associated with riskiness and tacitly if not explicitly labeled as pathological, and then, not resilient. However, the context of social injustice of many young people at-risk can have drastic effects on them. When we offer institutions such as schools that do not understand their needs, they may refuse our services and some of them may engage in antisocial activities, since they are looking for personal validation, pathways to recognize themselves, and places and organizations that contribute to the building of their social identity. This paper analyses how the denial of support and resources for the wellbeing of young people can lead them to situations that are socially unacceptable, such as sexual exploitation and drug trafficking. The main argument is that these activities, in the absence of conventional mechanisms, may bring some benefit to the subjects. Benefits may be in material conditions, though strongly marked by issues of social inequality; or subjective, in gaining relationships with people outside the normative places and institutions for young people. Unconventional circumstances produce unconventional attitudes that are expressed in alternative forms of resilience

Early years learning, play pedagogy and social class

This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 02 Jun 2016, available online: http://dx.doi.org/10.1080/01425692.2016.1182010Despite 50 and more years of ‘progressive education’ in the UK, classed patterns of educational success and failure stubbornly prevail. So how, where and when does it all go wrong for the many children who continue to fail or underachieve? Drawing on the work of Basil Bernstein this paper centers processes within early years’ education, which are claimed to help launch children on careers as either educational successes or failures. Our data suggest that in the progressive play pedagogies of Early Years Education (EYE) children more or less happily play their lives away, in the process learning their position in social and ability hierarchies that help define their future careers in and outside schools. That such hierarchies prevail is neither fault of teachers nor parents. Indeed, it is what EYE settings are legitimized to do; sieve and sort, make children ‘school ready’, pliant and prepared for a lifetime of learning to succeed or fail