Area preserving group actions on surfaces

Suppose G is an almost simple group containing a subgroup isomorphic to the three-dimensional integer Heisenberg group. For example any finite index subgroup of SL(3,Z) is such a group. The main result of this paper is that every action of G on a closed oriented surface by area preserving diffeomorphisms factors through a finite group.Comment: Published by Geometry and Topology at http://www.maths.warwick.ac.uk/gt/GTVol7/paper21.abs.htm

Company Law – The excesses of legislation

The author reviews the state of company law in England following from an assertion by the Law Society’s Company Law Committee that company law is not of a high enough standard. Article by John Franks, Chethams published in Amicus Curiae - Journal of the Institute of Advanced Legal Studies and its Society for Advanced Legal Studies. The Journal is produced by the Society for Advanced Legal Studies at the Institute of Advanced Legal Studies, University of London

“Please send us your money”: The BBC’s evolving relationship with charitable causes, fundraising and humanitarian appeals

Fundraising for charitable causes has had a key place in the BBC’s schedule since the earliest days of the corporation and the establishment of the weekly radio appeal. As new forms of fundraising through high-profile media events developed in the 1980s, raising unprecedentedly large sums for charity, the BBC had to adjust the way it negotiated with good causes and audiences. These changes coincided with professionalization and rapid growth of the NGO sector, which sought to elicit funds from a wider public using innovative techniques and new ways of reaching out through the media. This article uses internal BBC documents to examine how, against this rapidly changing background, the organization navigated the rules behind broadcasting of appeals. This includes the way that the BBC interacted with the Disasters Emergency Committee that had been established in the 1960s to provide an interface between broadcasters and charities to oversee exceptional fundraising for international causes. In some cases, the BBC faced difficulties in reconciling its duty to educate audiences about charitable causes with the fundraising imperative which relied on TV extravaganzas. In other cases, the BBC confronted the question of whether it was hosting a global fundraising event or simply covering an event organized by others. These kinds of emerging challenges which arose out of new innovations in fundraising via broadcasting produced interesting debates that are still evolving both within the charitable sector and in the way it relates to the media. The BBC’s role within this ecology provides some illuminating insights about the issues connected with raising funds for humanitarian causes

Drama, Desire and Schooling. Drives to learning in creative and expressive school subjects

Desire is an unfamiliar and neglected concept in education and schooling. This paper makes an argument for the need to consider desire as a drive to learning in schools. In parallel with both Freud and Piaget, Vygotsky draws connections between play in children, fantasy and imagination in adolescence and, in adulthood, the making and enjoyment of the arts. In each case, the force, or drive towards creativity is seen as an expression of desire. With the emergence of arts-oriented subjects in the curricula of mass schooling, adolescents are encouraged to draw resources from the internalised worlds of fantasy and imagination and to materialise these in the social production of various cultural forms, where the resources of production are held as much between the group of students as within their individual and internal worlds of fantasy and imagination. This paper focuses particularly on the secondary school curriculum, taking a piece of improvised drama as evidence and analysing it from a Vygotskian perspective. Firstly, how, in these kinds of activity, might educationalists gain insights into the individual and social drives towards learning and development and, secondly, what resources from the socio-cultural environment are utilised and transformed? Major themes to emerge will be the productive and dynamic set of tensions which are exposed between the desire of the individual and the processes of social production, between the drive of desire and structuring principles of particular cultural forms and, finally, between the force of desire and the institutional constraints of schooling