Who Pays a Price on Carbon?

We use the 2003 Consumer Expenditure Survey and emissions estimates from an input-output model to estimate the incidence of a price on carbon induced by a cap-and-trade program or carbon tax in the US context. We present results on how much difference income deciles pay for a carbon tax as well as which industries see the largest increase in costs due to a carbon tax. We illustrate the main determinant of the regressivity: consumption patterns for energy-intensive goods. We find that a policy targeting CO2 from energy consumption is more regressive than a price on all emissions. Furthermore, on a per-capita basis a carbon price is much more regressive than calculations at the household level. We discuss policy options to offset the adverse distributional effects of a carbon emissions policy.

Post-16 Area-Based Reviews in London: A small step towards a more universal and coherent skills system in the Capital?

This report summarises three years of research into Area-Based Reviews in London (ABRs). It argues that ABRs have involved two logics - Logic A with a focus on college economic viability and Logic B, a focus on skills, progression and relationships with employers. So far Logic A has dominated Logic B, but then new regional and sub-regional developments might promote Logic B in the coming period

Area-based reviews and their aftermath: moving to a post-incorporation model for further education in England?

This article draws on research into the further education (FE) Area-Based Review (ABR) process in London, England over the period 2016–2018 to suggest that the significance of ABRs can be judged as to the extent they reinforce or challenge the historical marketised model of FE. The implications of ABR are viewed historically through the conceptual lens of two governance continua – market/public (economic) and centralised/devolved (political). The research, involving repeated interviews with a range of FE social partners over a three-year period, developed the concept of two inter-related logics – a dominant ‘Logic A’ focused on FE college viability and merger and a subordinate ‘Logic B’ focused on regional skills strategies and greater collaboration between social partners. The significance of ABRs is assessed in relation to the wider English policy contexts that point to a need for greater skills coordination. At the same time, a comparison of ABRs in England with the ‘regionalisation’ of FE colleges in the other three countries of the UK highlights its relatively unplanned character. The article concludes with a discussion around the evolving relationship between the two Logics and argues that, albeit hesitantly, FE colleges in England may be moving towards a ‘Post-Incorporation’ phase

The role of social attention in older adults’ ability to interpret naturalistic social scenes

Funding This work was supported by a Discovery Project grant (DP150100302) from the Australian Research Council awarded to J.D.H. and L.H.P.Peer reviewedPostprin

Age Deficits in Facial Affect Recognition : The Influence of Dynamic Cues

Funding This work was supported by the Australian Research Council, Australia (DP150100302) and the Leverhulme Trust, U.K. (F/00152/W).Peer reviewedPostprin

Data-in-Place: Thinking through the Relations Between Data and Community

We present findings from a year-long engagement with a street and its community . The work is targeted at exploring how the production and use of data is bound up with place, both in terms of physical and social geography. We detail three strands of the project. First, we consider how residents have sought to curate existing data about the street in the form of an archive with physical and digital components. Second, we report endeavours to capture data about the street’s environment, especially of traffic moving through it. Third, we draw on the possibilities afforded by technologies for polling opinion. We reflect on how these engagements have: materialised distinctive relations between the community and their data; surfaced flows and contours of data , and spatial, temporal and social boundaries ;and enacted a multiplicity of ‘small worlds’. We consider how such a conceptualisation of data-in-place is relevant to the design of data technologies

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the profession. However, many teachers across Europe claim to struggle to have access to effective forms of continued professional development coupled with the numerous demands already made on their work. On-site courses with opportunities for peer learning remain popular but demand time and are not financially cost-effective in reaching a large number of teachers, nor are they viable during pandemic restrictions. By exploring the pedagogical model of the online courses of the European Commission's Teacher Academy in the context of these challenges, this article discusses how an effective, collaborative approach to online continued professional development can be developed as a way of addressing both teacher and education system needs