Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings

Pessimistic discourses about crises in youth and children's well-being, mental health and vulnerability permeate English educational policy and practice. These generate vague and slippery elisions of wellbeing and mental health, and the related rise of an ad hoc, confusing market of psycho-emotional interventions promoted by new types of 'pay-experts'. Revisiting earlier arguments that these developments depict a ‘diminished’ human subject, we propose that the incoherent state of policy, much research and practice in this area warrants robust challenge and critique. In particular, more precision about key concepts of social and emotional learning, mental health and wellbeing, a reining in of universal programmes, and serious interest in the types of curriculum that can offer richer, more meaningful alternatives to developing wellbeing in educational settings

Unification of SU(2)xU(1) Using a Generalized Covariant Derivative and U(3)

A generalization of the Yang-Mills covariant derivative, that uses both vector and scalar fields and transforms as a 4-vector contracted with Dirac matrices, is used to simplify and unify the Glashow-Weinberg-Salam model. Since SU(3) assigns the wrong hypercharge to the Higgs boson, it is necessary to use a special representation of U(3) to obtain all the correct quantum numbers. A surplus gauge scalar boson emerges in the process, but it uncouples from all other particles.Comment: 12 pages, no figures. To be published in Int. J. Mod. Phys.

A Systematic Review of the Evidence of the Impact on Students, Teachers and the Curriculum of the Process of Using Assessment by Teachers for Summative Purposes

First paragraph: The ALRSG was created as one of the first wave of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) Review Groups in 2000 and undertook its first review from February 2001 to January 2002. This was entitled 'A systematic review of the impact of summative assessment and testing on students' motivation for learning' and was published in the Research Evidence in Education Library (REEL) in 2002 (Harlen and Deakin Crick, 2002). The second review, conducted from February 2002 to January 2003, was concerned with the impact on students and teachers of the use of Information and Communication Technologies (ICT) for assessment of creative and critical thinking skills, and was published on REEL in 2003 (Harlen and Deakin Crick, 2003a)

Formality and informality in the summative assessment of motor vehicle apprentices: a case study

This article explores the interaction of formal and informal attributes of competence‐based assessment. Specifically, it presents evidence from a small qualitative case study of summative assessment practices for competence‐based qualifications within apprenticeships in the motor industry in England. The data are analysed through applying an adaptation of a framework for exploring the interplay of formality and informality in learning. This analysis reveals informal mentoring as a significant element which influences not only the process of assessment, but also its outcomes. We offer different possible interpretations of the data and their analysis, and conclude that, whichever interpretation is adopted, there appears to be a need for greater capacity‐building for assessors at a local level. This could acknowledge a more holistic role for assessors; recognise the importance of assessors’ informal practices in the formal retention and achievement of apprentices; and enhance awareness of inequalities that may be reinforced by both informal and formal attributes of assessment practices

Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis

Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, and how these affected socially differentiated groups of students following high- and low-status routes through its provision. We outline Bourdieu’s concept of ‘field’ as a framework for our analysis and interpretation, including its theoretical ambiguities regarding the definition and scale of fields. Through hermeneutic dialogue between data and theory, we tentatively suggest that such partnerships represent bridges between HE and FE. These bridges are strong between higher-status institutions, but highly contested between lower-status institutions competing closely for distinction. We conclude that the trajectories and outcomes for socially disadvantaged students require attention and collective action to address the inequalities they face, and that our theoretical approach may have wider international relevance beyond the English case

Signals for Double Parton Scattering at the Fermilab Tevatron

Four double-parton scattering processes are examined at the Fermilab Tevatron energy. With optimized kinematical cuts and realistic parton level simulation for both signals and backgrounds, we find large samples of four-jet and three-jet+one-photon events with signal to background ratio being 20\%-30\%, and much cleaner signals from two-jet+two-photon and two-jet+$e^+e^-$ final states. The last channel may provide the first unambiguous observation of multiple parton interactions, even with the existing data sample accumulated by the Tevatron collider experiments.Comment: 7 pages, plain LaTeX, 2 tables, no figures. A compressed PS file is available by anonymous ftp at ftp://phenom.physics.wisc.edu/pub/preprints/1996/madph-96-945.ps.

Towards a new privacy: Totalitarianism, emotion and management discourse

This article reviews some leadership and management literature dealing with emotional demands in professional contexts. An image of the ‘real self’, requiring emotional privacy, is highly valued by individuals subjected to intense emotional demands. It is argued that the ‘real self’ and emotional privacy ought to be defended against emotional ‘totalitarianism’ at work in high performance education contexts. The writings of George Orwell are employed both to develop an understanding of totalitarianism and consider how it can be resisted. Orwell prized the ideal of the ‘real self’, and it is argued that recent management literature does not give sufficient consideration to understanding and protecting ‘private’ emotions. It is argued that management discourse, demanding increasing levels of ‘emotional labour’, might be working from an imperfect or incomplete understanding of emotional experience as it is actually lived. An analysis of an article from The Academy of Management Review exemplifies managerial preoccupation with emotional effectiveness, without considering how such effectiveness connects with other life contexts. Ideas taken from Orwell are proposed to develop and fortify an ideal of emotional privacy, making explicit links between emotions and the society in which emotions are nurtured and understood

Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

The development, since 2000, of new National Curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skills-based approach; a greater emphasis on the centrality of the learner; and [ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empirically-based analysis of two new curricula, New Zealand’s Curriculum Framework and Scotland’s Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge