Beyond the Death of Linear Response: 1/f optimal information transport

Non-ergodic renewal processes have recently been shown by several authors to be insensitive to periodic perturbations, thereby apparently sanctioning the death of linear response, a building block of nonequilibrium statistical physics. We show that it is possible to go beyond the ``death of linear response" and establish a permanent correlation between an external stimulus and the response of a complex network generating non-ergodic renewal processes, by taking as stimulus a similar non-ergodic process. The ideal condition of 1/f-noise corresponds to a singularity that is expected to be relevant in several experimental conditions.Comment: 4 pages, 2 figures, 1 table, in press on Phys. Rev. Let

Repositioning of special schools within a specialist, personalised educational marketplace - the need for a representative principle

This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the 'specialist school' and 'personalisation'. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education's role in removing social barriers that prevent equity, access and participation for all

Cross-Cultural Perspectives on the Classification of Children With Disabilities: Part II. Implementing Classification Systems in Schools

This article is the second in a 2-part synthesis of an international comparative seminar on the classification of children with disabilities. In this article, the authors discuss classification frameworks used in identifying children for the purpose of providing special education and related services. The authors summarize 7 papers that addressed aspects of disability classification in educational systems in the United States and the United Kingdom. They discuss current policies for determining which children receive special education services, the origins and evolution of these policies, and current dilemmas and challenges associated with classification schemes and the provision of special education. The authors also describe emerging data and possible models and practices that might be used in educational systems. They conclude with the recognition that both formal and informal educational classification systems will continue to be required within a system that must address the competing priorities of individual needs and the broader social and community goals of education. However, as was argued in the previous article, by understanding the mix of intentions that underpin these policies, as well as periodically reviewing the norms that underlie them, it may be possible to move classification to descriptors that can be used to efficiently and effectively define educational needs and distribute resources

Dyslexia-friendly schools and parent partnership: inclusion and home-school relationships

This is a postprint of an article whose final and definitive form has been published in the European Journal of Special Needs Education© 2005 Copyright Taylor & Francis; European Journal of Special Needs Education is available online at http://www.informaworld.comThis paper summarizes an action research project in five local areas in the south-west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent-partnership and theories about parent-teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent-school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities.The research project this paper summarises was funded by the British Dyslexia Association (BDA) and the Buttle Trust

Pedagogy, curriculum and special education: a case study in China

This study uses a conceptual framework devised by Norwich and Lewis in the UK in 2007 to examine the education of children with special educational needs and disabilities (SEND) in China. Norwich and Lewis, whose expressed intention was to offer ‘a starting point for setting out a coherent and common framework of teaching that is inclusive’ (2005, p. 219), called for research to further develop their work. In that spirit, this article reports an exploratory case study of pedagogy in a Chinese special school analysed using Norwich and Lewis’s conceptual framework. The example of practice in China provides a platform for reflection and challenge to existing theories and practices in other contexts, but also a chance to reflect upon the utility of the framework itself. In this regard, the authors suggest that Norwich and Lewis’s conceptual framework provides a helpful lens for analysing inclusive pedagogic practice but that teachers’ self-knowledge about their own expectations of students needs to feature more centrally

Myocardial infarction after acute ischaemic stroke: incidence, mortality, and risk factors

Objectives: To determine the risk factor profiles associated with post-acute ischaemic stroke (AIS) myocardial infarction (MI) over long-term follow-up. Methods: This observational study includes prospectively identified AIS patients (n=9840) admitted to a UK regional centre between January 2003-December 2016 (median follow-up: 4.72 years). Predictors of post-stroke MI during follow up were examined using logistic and Cox regression models for in-hospital and post-discharge events, respectively. MI incidence was determined using a competing risk non-parametric estimator. The influence of post-stroke MI on mortality was examined using Cox regressions. Results: Mean age (SD) of study participants was 77.3(12.2) years (48% males). Factors associated with in-hospital MI (OR(95%CI)) were increasing blood glucose (1.80(1.17-2.77) per 10mmol/L), total leukocyte count (1.25(1.01-1.54) per 10x109/L), and CRP (1.05(1.02-1.08) per 10mg/L increase). Age (HR(95%CI) =1.03(1.01-1.06)), coronary heart disease (1.59(1.01-2.50)), chronic kidney disease (2.58(1.44-4.63)), and cancers (1.76(1.08-2.89)) were associated with incident MI between discharge and one year follow-up. Age ((1.02(1.00-1.03)), diabetes (1.96(1.38-2.65)), congestive heart failure (2.07(1.44-2.99), coronary heart disease (1.81(1.31-2.50)), hypertension (1.86(1.24-2.79)), and peripheral vascular disease (2.25(1.40-3.63)) were associated with incident MI between 1-5 years after discharge. Diabetes (2.01(1.09-3.72)), hypertension (3.69(1.44-9.45)), and peripheral vascular disease (2.46(1.02-5.98)) were associated with incident MI between 5-10 years after discharge. Cumulative MI incidence over 10 years was 5.4%. MI during all follow-up periods (discharge-1 year, 1-5 years, 5-10 years) was associated with increased risk of death (respective HR(95%CI)=3.26(2.51-4.15), 1.96(1.58-2.42) and 1.92(1.26-2.93)). Conclusions: In conclusion, prognosis is poor in post-stroke MI. We highlight a range of potential areas to focus preventative efforts

Queer Touch Between Holy Women: Julian of Norwich, Margery Kempe, Birgitta of Sweden, and the Visitation

Under embargo until: 2021-12-17This essay takes a new approach to the well-known meeting between two late-medieval English visionary women, Margery Kempe and the anchoress Julian of Norwich, as described in The Book of Margery Kempe. In this analysis their conversation subtly evokes a long history of women concentrating their subversive power through intimate, spiritual exchange, a history reaching back to the Biblical Visitation scene and expressed in its medieval artistic and literary instantiations. A queer reading illuminates the way that such female same-sex relationships challenge patriarchal systems by offering a privileged access to God outside clerical supervision. By examining Margery and Julian’s encounter, Luke’s Visitation passage, its depiction in a late-medieval Book of Hours, and comparing two different Middle English translations of a Visitation vision in Birgitta of Sweden’s Revelations, the full transgressive effect of queer touch between women—or even its unspoken possibility—emerges.acceptedVersio

The sociology of disability and the struggle for inclusive education

This article charts the emergence of the sociology of disability and examines the areas of contestation. These have involved a series of erasures – of the body from debates on the social model of disability, of the Other from educational policies and practices, and of academics from political discourses and action. The paper considers the contribution of the sociology of disability to inclusive education and examines some of the objections currently being voiced. It ends with some reflections on the possibilities for academics within the sociology of disability to pursue alternative forms of engagement and outlines a series of duties that they might undertake