Single shot measurement of a silicon single electron transistor

We have fabricated a custom cryogenic Complementary Metal-Oxide-Semiconductor (CMOS) integrated circuit that has a higher measurement bandwidth compared with conventional room temperature electronics. This allowed implementing single shot operations and observe the real-time evolution of the current of a phosphorous-doped silicon single electron transistor that was irradiated with a microwave pulse. Relaxation times up to 90 us are observed, suggesting the presence of well isolated electron excitations within the device. It is expected that these are associated with long decoherence time and the device may be suitable for quantum information processing

Ethical and compliance-competence evaluation: a key element of sound corporate governance

Motivated by the ongoing post-Enron refocusing on corporate governance and the shift by the Financial Services Authority (FSA) in the UK to promoting compliance- competence within the financial services sector, this paper demonstrates how template analysis can be used as a tool for evaluating compliance-competence. Focusing on the ethical dimension of compliance-competence, we illustrate how this can be subjectively appraised. We propose that this evaluation technique could be utilised as a starting point in informing senior management of corporate governance issues and be used to monitor and demonstrate key compliance and ethical aspects of an institution to external stakeholders and regulators

Managed moves: schools collaborating for collective gain

Government guidance in the United Kingdom encourages groups of schools to take collective responsibility for supporting and making provision for excluded pupils and those at risk of exclusion. Managed-moves are one way that some schools and authorities are enacting such guidance. This paper presents the results of an evaluation of one such scheme. The scheme, involving seven neighbouring secondary schools, was nearing its first year of completion. The paper draws primarily on interview data with pupils, parents and school staff to describe a number of positive outcomes associated with the scheme and to explore how these were achieved. We found that while some of these could be attributed directly to the managed-move, others arose from the more inclusive ethos and practices of particular schools. The concepts of tailored support, care and commitment emerged as strong themes that underpinned the various practical ways in which some schools in the cluster were able to re-engage 'at-risk' pupils. As managed moves become more widely practiced it will be important to remember that it is how the move proceeds and develops rather than the move itself that will ultimately make the difference for troubled and troublesome pupils

Development of quantum perspectives in modern physics

Introductory undergraduate courses in classical physics stress a perspective that can be characterized as realist; from this perspective, all physical properties of a classical system can be simultaneously specified and thus determined at all future times. Such a perspective can be problematic for introductory quantum physics students, who must develop new perspectives in order to properly interpret what it means to have knowledge of quantum systems. We document this evolution in student thinking in part through pre- and post-instruction evaluations using the Colorado Learning Attitudes about Science Survey. We further characterize variations in student epistemic and ontological commitments by examining responses to two essay questions, coupled with responses to supplemental quantum attitude statements. We find that, after instruction in modern physics, many students are still exhibiting a realist perspective in contexts where a quantum-mechanical perspective is needed. We further find that this effect can be significantly influenced by instruction, where we observe variations for courses with differing learning goals. We also note that students generally do not employ either a realist or a quantum perspective in a consistent manner.Comment: 18 pages, plus references; 3 figures; 9 tables. PACS: 01.40.Fk, 03.65._

What difference does it make? Findings of an impact study of service user and carer involvement on social work students’ subsequent practice

This paper reports on a study which followed up a group of social work students to explore whether service user involvement in their education made any difference to their practice and whether there were different models or types of involvement which had a more significant impact than others. The findings showed that the impact was individual to each student. It was often specific encounters or ‘light bulb moments’ which led to increased awareness or insight into their own practice particularly when encountering similar situations or when pressures of practice led to them losing sight of service user perspectives. The paper shares these findings and considers the learning for educators in developing models of involvement which enhance impact on subsequent practice

Attitudes toward mixed methods research in psychology: the best of both worlds?

In psychology, there has been a growing interest in mixed methods approaches, however, only a minority of published research explicitly use this methodology. This study aimed to explore the full range of attitudes toward mixed methods research in psychology held by students and academics, using the model of attitudes by Eagly and Chaiken as a framework. Fourteen psychology students and seven academics (48% male and 52% female with ages ranging from 19- to 64-years old) were interviewed about their attitudes toward mixed methods research. Interviews were transcribed and analyzed using thematic analysis. Findings indicate that while participants were generally open to the methodology, misunderstandings were common, most felt they lacked the skills and experience necessary to conduct this research and many were sceptical of mixed methods researchers’ motivations and practices. Identifying attitudes toward mixed methods research has the potential to dispel myths, promote attitudinal change, and increase both the use and teaching of this approach in psychology

Mixed-methods research: What’s in it for economists?

Empirical studies in economics traditionally use a limited range of methods, usually based on particular types of regression analysis. Increasingly, sophisticated regression techniques require the availability of appropriate data sets, often longitudinal and typically collected at a national level. This raises challenges for researchers seeking to investigate issues requiring data that are not typically included in regular large-scale data. It also raises questions of the adequacy of relying mainly or solely on regression analysis for investigating key issues of economic theory and policy. One way of addressing these issues is to employ a mixed-methods research framework to investigate important research questions. In this article, we provide an example of applying a mixed-methods design to investigate the employment decisions of mature age women working in the aged care sector. We outline the use of a coherent and robust framework to allow the integrated collection and analysis of quantitative and qualitative data. Drawing on particular examples from our analysis, we show how a mixed-methods approach facilitates richer insights, more finely grained understandings of causal relationships and identification of emergent issues. We conclude that mixed-methods research has the capacity to provide surprises and generate new insights through detailed exploratory data analysis

Transforming teacher education, an activity theory analysis

This paper explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting socio-cultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the paper offers a critical perspective on the social organisation of university-based teacher education. Informed by Engeström’s activity theory concept of transformation, the paper extends the discussion of contradictions in teacher education to consider the wider socio-cultural relations of the work. The findings raise important questions about the way in which teacher education work within universities is organised and the division of labour between schools and universities

Factors affecting continuation of clean intermittent catheterisation in people with multiple sclerosis: results of the COSMOS mixed-methods study

Background:  Clean intermittent catheterisation (CIC) is often recommended for people with multiple sclerosis (MS).  Objective:  To determine the variables that affect continuation or discontinuation of the use of CIC.  Methods:  A three-part mixed-method study (prospective longitudinal cohort (n = 56), longitudinal qualitative interviews (n = 20) and retrospective survey (n = 456)) was undertaken, which identified the variables that influenced CIC continuation/discontinuation. The potential explanatory variables investigated in each study were the individual’s age, gender, social circumstances, number of urinary tract infections, bladder symptoms, presence of co-morbidity, stage of multiple sclerosis and years since diagnosis, as well as CIC teaching method and intensity.  Results:  For some people with MS the prospect of undertaking CIC is difficult and may take a period of time to accept before beginning the process of using CIC. Ongoing support from clinicians, support at home and a perceived improvement in symptoms such as nocturia were positive predictors of continuation. In many cases, the development of a urinary tract infection during the early stages of CIC use had a significant detrimental impact on continuation.  Conclusion:  Procedures for reducing the incidence of urinary tract infection during the learning period (i.e. when being taught and becoming competent) should be considered, as well as the development of a tool to aid identification of a person’s readiness to try CIC