FINITE H-DIMENSION DOES NOT IMPLY EXPRESSIVE COMPLETENESS

Accepted versio

Mediation, translation and local ecologies: understanding the impact of policy levers on FE colleges

This article reports the views of managers and tutors on the role of policy ‘levers’ on teaching, learning, and inclusion in colleges of Further Education (FE) in our research project, ‘The impact of policy on learning and inclusion in the Learning and Skills Sector (LSS)’.i Using data from five research visits conducted over two years in eight FE learning sites, we explore the processes by which colleges ‘mediate’ and ‘translate’ national policy levers and how this affects their ability to respond to local need. The paper tentatively develops three related concepts/metaphors to explain the complexity of the policy/college interface – ‘the process of mediation’, ‘acts of translation’ and ‘local ecologies’. We found that policy levers interacted with a complex set of national, local and institutional factors as colleges responded to pressures from the external environment and turned these into internal plans, systems and practices. We conclude by suggesting that national policy-makers, who design national policy levers, may not be fully aware of these complexities and we make the case for the benefits of greater local control over policy levers, where these interactions are better understood

An Optimized Chloroplast DNA Extraction Protocol for Grasses (Poaceae) Proves Suitable for Whole Plastid Genome Sequencing and SNP Detection

peer-reviewedBackground Obtaining chloroplast genome sequences is important to increase the knowledge about the fundamental biology of plastids, to understand evolutionary and ecological processes in the evolution of plants, to develop biotechnological applications (e.g. plastid engineering) and to improve the efficiency of breeding schemes. Extraction of pure chloroplast DNA is required for efficient sequencing of chloroplast genomes. Unfortunately, most protocols for extracting chloroplast DNA were developed for eudicots and do not produce sufficiently pure yields for a shotgun sequencing approach of whole plastid genomes from the monocot grasses. Methodology/Principal Findings We have developed a simple and inexpensive method to obtain chloroplast DNA from grass species by modifying and extending protocols optimized for the use in eudicots. Many protocols for extracting chloroplast DNA require an ultracentrifugation step to efficiently separate chloroplast DNA from nuclear DNA. The developed method uses two more centrifugation steps than previously reported protocols and does not require an ultracentrifuge. Conclusions/Significance The described method delivered chloroplast DNA of very high quality from two grass species belonging to highly different taxonomic subfamilies within the grass family (Lolium perenne, Pooideae; Miscanthus×giganteus, Panicoideae). The DNA from Lolium perenne was used for whole chloroplast genome sequencing and detection of SNPs. The sequence is publicly available on EMBL/GenBank

Nazi Punks Folk Off: Leisure, Nationalism, Cultural Identity and the Consumption of Metal and Folk Music

Far-right activists have attempted to infiltrate and use popular music scenes to propagate their racialised ideologies. This paper explores attempts by the far right to co-opt two particular music scenes: black metal and English folk. Discourse tracing is used to explore online debates about boundaries, belonging and exclusion in the two scenes, and to compare such online debates with ethnographic work and previous research. It is argued that both scenes have differently resisted the far right through the policing of boundaries and communicative choices, but both scenes are compromised by their relationship to myths of whiteness and the instrumentality of the pop music industry

On the making and taking of professionalism in the further education workplace

This paper examines the changing nature of professional practice in English further education. At a time when neo-liberal reform has significantly impacted on this under-researched and over-market-tested sector, little is known about who its practitioners are and how they construct meaning in their work. Sociological interest in the field has tended to focus on further education practitioners as either the subjects of market and managerial reform or as creative agents operating within the contradictions of audit and inspection cultures. In challenging such dualism, which is reflective of wider sociological thinking, the paper examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional. The approach contrasts with a prevailing policy discourse that seeks to re-professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo-liberal practices in which it resides

A re-interpretation of the Levens Park ring cairn, Cumbria, based on the original excavation archives

The site of a Beaker burial excavated in Levens Park, Cumbria was published by David Sturdy in 1972 as that of a farmstead or place for the living altered into a ring cairn or place for the dead. However, the recent discovery of the excavation archive and contemporary correspondence reveals a far more complex monument than previously understood. We draw attention to a series of important omissions from the excavation report, provide a detailed account of the excavated monument and seek to create a new narrative regarding its development and purpose. We argue that the monument was built as a series of changing structures and demonstrates the idea of monuments in progress and, thereby, the creation of communal memory and identity. The absence of a full report of this excavation means that its wider significance has remained unknown. It represents one of the earliest examples of what Sturdy called ‘rescue archaeology’ and demonstrates a complex sequence of structural components and burial that contributes to our understanding of the Early Bronze Age. The broader archaeological appraisal of Levens Park, which provided the context for this excavation, represents one of the earlier examples of landscape archaeological survey in Britain

The Unseeing Eye: Disability and the hauntology of Derrida’s ghost. A story in three parts

Through the employment of the three stanzas of Thomas Hardy’s poem ‘The Self-Unseeing’ this paper seeks to tremble the picture of disability located in the pedagogical materials in English Schools. By mobilising, and then reversing, Derrida’s concept of the visor and the ghost, as well as Bentham’s Panopticon, this story reveals the power of the Them, the Their and the They. In materialising the ghost of the real of disability within a utopia of hope this story deconstructs the power of Their transparent house by revealing disabled people as magnificent beings

Transforming practice, transforming practitioners:reflections on the TQFE in Scotland

This study offers reflections on the TQFE in Scotland as an example of the transformative professional learning model as identified by various authors. The focus of this study is the professional learning of lecturers in Scotland’s colleges. Informed by wider considerations of teacher education more broadly, it will be of particular interest to those supporting a transformative model of professional learning in a variety of educational contexts. The research was undertaken as a collaborative initiative between each of the three universities which offer the TQFE in Scotland. Qualitative data are drawn from former TQFE participants and college mentors, and thematic analysis used to gain further insight from participant interviews. Findings highlight the transformative nature of the TQFE with an impact that is beyond the currency of the TQFE programme duration. The provision of transformative professional learning opportunities is now imperative given various pressures and tensions around the development of educators more generally and within contemporary Scottish Further Education in particular. Such pressures and tensions include: the varied demands within the Professional Standards for Lecturers in Scotland’s Colleges, and the need for professional learning for college lecturers to go beyond a competency or tool-kit based approach and to be sustainable