Integrated gas turbine engine-nacelle

A nacelle for use with a gas turbine engine is presented. An integral webbed structure resembling a spoked wheel for rigidly interconnecting the nacelle and engine, provides lightweight support. The inner surface of the nacelle defines the outer limits of the engine motive fluid flow annulus while the outer surface of the nacelle defines a streamlined envelope for the engine

Integrated gas turbine engine-nacelle

A nacelle for use with a gas turbine engine is provided with an integral webbed structure resembling a spoked wheel for rigidly interconnecting the nacelle and engine. The nacelle is entirely supported in its spacial relationship with the engine by means of the webbed structure. The inner surface of the nacelle defines the outer limits of the engine motive fluid flow annulus, while the outer surface of the nacelle defines a streamlined envelope for the engine

Co-housing: Shared Futures

It is widely recognised that the UK housing market is dysfunctional. The problems are not limited to affordability and the mismatch between supply and demand. Equally important are the kinds of new housing produced by the speculative volume building model, and the communities and neighbourhoods that result. In the real world, the quantity, quality, location, density and price of housing are intimately bound up with how people live and relate to their neighbours and the resources that their homes consume. Cohousing could play a key role in solving the crisis. Cohousing usually includes private individual or family homes, which may be owned or rented, clustered around spaces and facilities that are collectively used. Food is often a focus, with community food production and/or a common house for shared meals. The communities generally have non-hierarchical structures and decision-making processes, and are usually designed, planned and managed by the residents

Educational Studies and the Domestication of Utopia

This paper offers a critique of educational real utopias. Real Utopias are experimental forms of thought and practice intended to harness the transgressive force of traditional utopianism while avoiding its associated dangers. The concept has been embraced by the field of educational studies and applied to the study of various educational settings, institutions and processes. This paper does four things. Firstly, it outlines the concept of utopian realism and highlights those aspects that are said to differentiate it from the utopia that supposedly played a role in the human catastrophes of the twentieth century. It then evaluates a selection of educational real utopias to assess whether they can, in fact, be said to have succeeded in the task of harnessing the intellectual force while overcoming the dangers of traditional utopianism. Thirdly, the paper offers a critique of utopian realism, arguing that the concept of utopia has become thoroughly domesticated. Finally, the paper defends the expansive and holistic concept of utopia that utopian realism rejects. The argument here is that only when utopia is understood as a holistic system is it able to produce its most potent pedagogical effects

Utopianism and social change: materialism, conflict and pluralism

This article discusses criticisms that utopia and utopianism undermine social change. It outlines two types of utopia, future and current. It argues against claims that utopianism is idealist and steps aside from material and conflictual dimensions of society and so undermines change, proposing that utopias are material and conflictual and contribute to change. Against liberal and pluralist criticisms that utopianism is end-ist and totalitarian and terminates diversity and change it argues that utopianism can encompass liberal and pluralist dimensions and be dynamic rather than static. It is proposed that criticisms create false conflations and dichotomies. Critical perspectives, rather than being rejected, are answered on their own terms. Utopianism, it is argued, is part of change, materially, now and in the future

Co-production: towards a utopian approach

This article outlines how co-production might be understood as a utopian method, which both attends to and works against dominant inequalities. It suggests that it might be positioned ‘within, against, and beyond’ current configurations of power in academia and society more broadly. It develops this argument by drawing on recent research funded through the UK’s Connected Communities programme, led by the Arts and Humanities Research Council; and by attending to arguments from the field of Utopian Studies. It explores particular issues of power and control within the field of co-production, acknowledging that neoliberalism both constrains and co-opts such practice; and explores methodological and infrastructural issues such that its utopian potential might be realised

Educational archaeology and the practice of utopian pedagogy

This paper explores the idea, and some elements of the (potential) practice, of utopian pedagogy. It begins by outlining the general aims of ‘utopian pedagogy’ and notes the shift within contemporary writings away from the metaphor of the architect (armed with a utopian ‘blueprint’) towards that of the archaeologist. The ontological underpinnings of educational archaeology are discussed before attention turns to a critical examination of the pedagogical process of excavation. The key questions here are (to labour the metaphor) where to dig and how to identify a utopian find. The paper argues that, without a substantive normative vision to serve as a guide, utopian archaeology is conceptually flawed and practically ineffectual, romanticising an endlessly open process of exploration. The final section suggests that the fears associated with utopian architecture (authoritarian imposition, totalising closure) are misplaced and that drawing up a ‘blueprint’ should be the aim and responsibility of utopian pedagogy