The Legacy of ERA, Privatization and the Policy Ratchet

This article explores the ways in which the neo-liberal impetus toward the privatization of state schooling signalled in the Education Reform Act 1988 (ERA) has become embedded in the English school system. Four main points are made. First, that ERA itself was of huge strategic rather than substantive importance as far as privatization is concerned. Second, by tracing the lineage of privatization from ERA onwards a 'ratchet' effect of small and incremental policy moves can be identified, which have disseminated, embedded and naturalized privatization within public sector provision. Third, that while privatization has been taken up and taken much further by New Labour than it had been by the Conservatives there are differences between the two sets of governments in the role of privatization in education policy and the role of the state. Fourth, the participation of private providers in the planning and delivery of state services has put the private sector at the very heart of policy. At points the article draws upon interviews conducted with private sector providers. © 2008 Sage Publications

VerroTouch: High-Frequency Acceleration Feedback for Telerobotic Surgery

The Intuitive da Vinci system enables surgeons to see and manipulate structures deep within the body via tiny incisions. Though the robotic tools mimic one\u27s hand motions, surgeons cannot feel what the tools are touching, a striking contrast to non-robotic techniques. We have developed a new method for partially restoring this lost sense of touch. Our VerroTouch system measures the vibrations caused by tool contact and immediately recreates them on the master handles for the surgeon to feel. This augmentation enables the surgeon to feel the texture of rough surfaces, the start and end of contact with manipulated objects, and other important tactile events. While it does not provide low frequency forces, we believe vibrotactile feedback will be highly useful for surgical task execution, a hypothesis we we will test in future work

A high fidelity ungrounded torque feedback device: The iTorqU 2.0

This paper discusses the design and operation of the iTorqU 2.0, an ungrounded, handheld torque feedback device for haptic applications. Based upon the gyroscopic effect, the iTorqU 2.0 uses a metal flywheel inside of a two-axis actuated gimbal to create directional torques that are applied to the user\u27s hand. The coupling of angular velocity and angular momentum creates a torque that is orthogonal to the two input angular velocities, giving the user the impression that their hand is being twisted in free air. Following a review of prior work in the field of ungrounded torque feedback devices, we first present our preliminary prototype, the iTorqU 1.0. Building on empirical observations and user feedback from a public demonstration, we revised and augmented this design to create the iTorqU 2.0. This paper covers the major mechanical, electrical, and controls design considerations that went into creating the iTorqU 2.0, along with an analysis of its torque output capabilities

Recognising Desire: A psychosocial approach to understanding education policy implementation and effect

It is argued that in order to understand the ways in which teachers experience their work - including the idiosyncratic ways in which they respond to and implement mandated education policy - it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachers’ practical and ideological positionings, it is suggested that teachers’ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often underacknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable

Creating citizen-consumers? Public service reform and (un)willing selves

About the book: Postmodern theories heralded the "death of the subject", and thereby deeply contested our intuition that we are free and willing selves. In recent times, the (free) will has come under attack yet again. Findings from the neuro- and cognitive sciences claim the concept of will to be scientifically untenable, specifying that it is our brain rather than our 'self' which decides what we want to do. In spite of these challenges however, the willing self has come to take centre stage in our society: juridical and moral practices ascribing guilt, or the organization of everyday life attributing responsibilities, for instance, can hardly be understood without taking recourse to the willing subject. In this vein, the authors address topics such as the genealogy of the concept of willing selves, the discourse on agency in neuroscience and sociology, the political debate on volition within neoliberal and neoconservative regimes, approaches toward novel forms of relational responsibility as well as moral evaluations in conceptualizing autonomy

The abolition of the General Teaching Council for England and the future of teacher discipline

With the abolition of the General Teaching Council for England in the 2011 Education Act, this article considers the future of teacher discipline in England. It provides a critique of the changes to the regulation of teacher misconduct and incompetence that draws on a Foucauldian framework, especially concerning the issue of public displays of discipline and the concomitant movement to more hidden forms. In addition, the external context of accountability that accompanies the reforms to teacher discipline are considered including the perfection of the panoptic metaphor presented by the changes to Ofsted practices such as the introduction of zero-notice inspections. The article concludes that the reforms will further move teachers from being occupational professionals to being organisational professionals marking them apart from comparable professions in medicine and law

How do older people discuss their own sexuality? A systematic review of qualitative research studies

This study captured older people’s attitudes and concerns about sex and sexuality in later life by synthesising qualitative research published on this issue. The systematic review was conducted between November 2015 and June 2016 based on a pre-determined protocol. Key words were used to ensure a precise search strategy. Empirically based, qualitative literature from 18 databases was found. Twenty studies met the inclusion criteria. Thomas and Harden’s thematic synthesis was used to generate ‘analytical themes’ which summarise this body of literature. Three main themes were identified: (a) social legitimacy for sexuality in later life; (b) health, not age, is what truly impacts sexuality, and (c) the hegemony of penetrative sex. The themes illustrate the complex and delicate relation between ageing and sexuality. Older adults facing health issues that affect sexual function adopt broader definitions of sexuality and sexual activit

Crossing borders: new teachers co-constructing professional identity in performative times

This paper draws on a range of theoretical perspectives on the construction of new teachers’ professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers’ work. Whilst the role of interactions with professional colleagues and school managers in the performative school has been extensively researched, less attention has been paid to new teachers’ interactions with students. This paper highlights the need for further research focusing on the process of identity co-construction with students. A key theoretical concept employed is that of liminality, the space within which identities are in transition as teachers adjust to the culture of a new professional workplace, and the nature of the engagement of new teachers, or teachers who change schools, with students. The authors argue that an investigation into the processes of this co-construction of identity offers scope for new insights into the extent to which teachers might construct either a teacher identity at odds with their personal and professional values, or a more ‘authentic’ identity that counters performative discourses. These insights will in turn add to our understanding of the complex range of factors impacting on teacher resilience and motivation

Synergistic effects between analogs of DNA and RNA improve the potency of siRNA-mediated gene silencing

We report that combining a DNA analog (2′F-ANA) with rigid RNA analogs [2′F-RNA and/or locked nucleic acid (LNA)] in siRNA duplexes can produce gene silencing agents with enhanced potency. The favored conformations of these two analogs are different, and combining them in a 1–1 pattern led to reduced affinity, whereas alternating short continuous regions of individual modifications increased affinity relative to an RNA:RNA duplex. Thus, the binding affinity at key regions of the siRNA duplex could be tuned by changing the pattern of incorporation of DNA-like and RNA-like nucleotides. These heavily or fully modified duplexes are active against a range of mRNA targets. Effective patterns of modification were chosen based on screens using two sequences targeting firefly luciferase. We then applied the most effective duplex designs to the knockdown of the eIF4E binding proteins 4E-BP1 and 4E-BP2. We identified modified duplexes with potency comparable to native siRNA. Modified duplexes showed dramatically enhanced stability to serum nucleases, and were characterized by circular dichroism and thermal denaturation studies. Chemical modification significantly reduced the immunostimulatory properties of these siRNAs in human peripheral blood mononuclear cells