The social construction of time in contemporary education: implications for technology, equality and Bernstein's 'conditions for democracy'

This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein's 'conditions for democracy' (Bernstein, 2000) as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein's framework presents a useful way of illuminating the complex interplay of personal agency and the external environment. Consequently, here we see that new definitions of time in education, specifically with regard to synchronous versus asynchronous learning, have resulted in new inequalities for those in deprived areas

Biometrics in schools: the role of authentic and inauthentic social transactions

Biometrics have always been part of the social world, but it is only recently that we have moved from an instinctive human model of recognition to a digital one. Recent scientific developments in the field have been capitalised upon by the commercial sector and exploited in various respects by school administration systems, with biometrics becoming comparatively widespread in UK and US schools. This brings both advantages and disadvantages as biometrics begin to change the fundamental relationship between institutions and the children in their care. This paper discusses the current state of research in terms of biometrics and social identity, the impact of commercial pressures to adopt biometric systems, and the growing relationship with data privacy issues. It analyses potential problems surrounding unproblematic adoption, and discusses how this might inform future data privacy policies. Additionally, in the paper, I identify three key social issues relating to biometric use in schools, and offer a theory of social exchange, building on the work of Homans. This includes a classification of authentic versus inauthentic transations, in the democratic sense. Finally, the paper identifies biometrics as an area of social (and legal) risk for the future

Unburnable Carbon 2013: Wasted Capital and Stranded Assets

This report examines CO2 budgets and the growing 'carbon bubble', as well as its effects on the economy and global warming. It includes chapters on the global CO2 budget, global listed coal oil and gas reserves and resources, evolving the regulation of markets for climate risk, implications for equity valuation and credit ratings, implications for investors, and suggestions for navigating the road ahead

Curriculum Development: A Report for the International Baccalaureate Organisation (IBO)

This report examines the development and revision of curricula in jurisdictions, regions and countries round the world. In addition, it provides examples which could further inform the International Baccalaureate Organisation’s (IBO) own curriculum development. We identified thirteen countries and jurisdictions that we thought likely to be productive locations for learning in relation to curriculum development and reform: Finland; Massachusetts, USA; Scotland; Ontario, Canada; Netherlands; Mexico; Germany; England; Chile; Singapore; New Zealand; Victoria, Australia; and Queensland, Australia. Our sources of information included government documents as well as books, and academic and professional journal articles. We collected information about a wide range of issues, from the organization of schooling in these different countries, to the aims and purposes of their curricula, and their arrangements for delivery and assessment

Social trajectories or disrupted identities? : Changing and competing models of teacher professionalism under New Labour

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post-1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children's agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified

Spherical harmonic representation of the main geomagnetic field for world charting and investigations of some fundamental problems of physics and geophysics

Quiet-day data from MAGSAT were examined for effects which might test the validity of Maxwell's equations. Both external and toroidal fields which might represent a violation of the equations appear to exist, well within the associated errors. The external field might be associated with the ring current, and varies of a time-scale of one day or less. Its orientation is parallel to the geomagnetic dipole. The toriodal field can be confused with an orientation in error (in yaw). It the toroidal field really exists, its can be related to either ionospheric currents, or to toroidal fields in the Earth's core in accordance with Einstein's unified field theory, or to both

Post impact evaluation of an E-learning cross-infection control CD-ROM provided to all general dental practitioners in England

Aim To carry out a post-impact evaluation of a cross-infection control CD-ROM, developed for NHS dental teams as a continuing professional development e-learning tool. The program was commissioned by the Department of Health and developed by a project team through the UK Committee of Postgraduate Dental Deans. The Dental Practice Boardhad originally sent one copy of the CD-ROM to each dental practice in England in 2004. Method A quantitative statistical analysis of the results of 326 online respondents to the learning package and a survey of 118 dental practitioners drawn from the Dental Practice Board database. Results Practitioners felt the CD-ROM in this instance was well designed and appropriate for their needs. It is inclusive and accessible to a wide range of dental professionals including nurses and hygienists. Conclusions This form of continuing professional development is popular with dental practitioners, although it should not be the only form of continuing professional development available. However, whilst the project was generally regarded as successful, there were problems with the distribution of the CD-ROM. This suggests that anonline resource should be made available in the future

Spherical harmonic representation of the main geomagnetic field for world charting and investigations of some fundamental problems of physics and geophysics

The data processing of MAGSAT investigator B test tapes and data tapes, and tapes of selected data on 15 magnetically quiet days is reported. The 1980 World Chart spherical model was compared with the MAGSAT (3/80) and MAGSAT vector data were used in the models. An article on modelling the geomagnetic field using satellite data is included