Explicit tight bounds on the stably recoverable information for the inverse source problem

For the inverse source problem with the two-dimensional Helmholtz equation, the singular values of the 'source-to-near field' forward operator reveal a sharp frequency cut-off in the stably recoverable information on the source. We prove and numerically validate an explicit, tight lower bound for the spectral location of this cut-off. We also conjecture and support numerically a tight upper bound for the cut-off. The bounds are expressed in terms of zeros of Bessel functions of the first and second kind

Book Review – In Search of Soul: Hip-Hop, Literature, and Religion by Alejandro Nava

Book review of In Search of Soul: Hip-Hop, Literature, and Religion, by Alejandro Nava (2017)

'Race', gender and educational desire

In the government, media, and public mind the relationship between 'race' and education is overwhelmingly negative. In Britain when we talk of 'black and ethnic minorities in schools' we think of underachievement, rising exclusions and low aspirations. However, research evidence shows racialised people, particularly the women, have a positive and enduring relationship with education. Drawing on historical, archival, personal and research evidence, this article, which is drawn for the text of an inaugural professorial lecture, looks at the pervasive myths behind the link between 'race and education' and asks, "Why is there a crisis in 'multicultural education' in 21st Century Britain?" The author argues that by understanding the black and Asian collective desire for education, we can begin to reclaim the meaning of education, reinstating it as a radical site of resistance and refutation, so evident in the postcolonial experience

Investigating the socio-constructivist dimension of online interactions: the case of synchronous audio-graphic conferencing systems

This study explores the quality of interactive patterns in audio-graphic conferencing environments and learners' involvement in interaction. Supporters of this technology claim that online interactions support socio-constructivist language learning. However, the existing literature does not indicate whether the quality of interaction required for realising constructivist principles of learning can affectively be ensured in such environments. The study is based on the Open University's online audio-graphic tuition environment, Lyceum. It investigates the verbal and written interactions of adult Open University students learning French. The data is analysed by different models of analysis pertaining to different socio-constructivist and cognitive models of analysis. The results show that students use high forms of thinking to engage in a cyclical rather than a linear process of knowledge construction. However, there is no evidence that this process is supported by the audio-graphic system itself. The tutor's style and task design play a more important role in supporting the learning process