Encoded

ENCODED is an immersive aerial dance performance and installation that uses the latest interactive technologies to build a projected digital environment that responds to the movements of the performers

Global value chains and human development: a class-relational framework

Global Value Chain proponents argue that regional and human development can be achieved through ‘strategic coupling’ with transnational corporations. This argument is misleading for two reasons. First, GVC abstracts firm-firm and firm-state relations from their class-relational basis, obscuring fundamental developmental processes. Second, much GVC analysis promotes linear conceptions of development. This article provides a class-relational framework for GVC analysis. The formation and functioning of GVCs and the developmental effects associated with them are products of histories of evolving and often conflictive, class relations. A study of export horticulture in North East Brazil provides empirical support for these arguments

Performativity, fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity

Regional variation in angioplasty practice in the United States: A report from the Hirulog angioplasty study

Pla general de la font anomenada Homenatge al poble, ubicada a la plaça Molina. A la part superior de la font, a cada costat, hi ha un escut cisellat. Sota un d'aquests es troba la frase Gratitud al Ayuntamiento.Realitzada en pedra abans de 1874

Tourism policy and destination marketing in developing countries: the chain of influence

Tourism marketers including destination marketing organisations (DMOs) and international tour operators play a pivotal role in destination marketing, especially in creating destination images. These images, apparent in tourist brochures, are designed to influence tourist decision-making and behaviour. This paper proposes the concept of a “chain of influence” in destination marketing and image-making, suggesting that the content of marketing materials is influenced by the priorities of those who design these materials, e.g. tour operators and DMOs. A content analysis of 2,000 pictures from DMO and tour operator brochures revealed synergies and divergence between these marketers. The brochure content was then compared to the South African tourism policy, concluding that the dominant factor in the chain of influence in the South African context is in fact its organic image

Education Can Compensate for Society - a Bit

In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressed as the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create biographical models of educational experiences, and the in-depth data were used to try to explain individual decisions and disparities at each stage of the model. Data have been collected for England and Wales, in five other countries of the European Union and for Japan. A meta-view of these various findings suggests that national school intakes tend to be at least moderately segregated by prior attainment and socio-economic factors, and that learning outcomes as assessed by formal means, such as examinations, are heavily stratified by these same factors. There is no convincing evidence that compulsory schooling does very much to overcome the initial disparity in the resources and attainment of school intakes. On the other hand, there are indications that the nature of a national school system and the social experiences of young people in schools can begin to equalise educational outcomes as more widely envisaged, including learning to trust and willingness to help others, aspirations, and attitudes to continuing in education and training. The cost-free implications of the argument in this paper, if accepted, are that everything possible should be done to make school intakes comprehensive, and that explicit consideration, by teachers and leaders, of the applied principles of equity could reduce potentially harmful misunderstandings in educational contexts

Strength and Deformation of Pitched-Tapered Douglas-Fir Glued-Laminated Beams

Strength tests were conducted on 12 pitched-tapered beams. Four of these beams failed in radial tension, the estimated maximum stress levels ranging from 176 to 286 psi. The other beams failed in bending at the extreme fiber. In all cases, the load-deflection and load-strain responses were linear to failure under short-term loading conditions. The radial strengths were marginally acceptable at the allowable unit stress level currently assigned in Canada for tension perpendicular-to-the-grain. Other studies on size effect suggest that working stress levels should be governed by the volume of wood subjected to perpendicular-to-glueline tensile stress

Strength and Stiffness of Laminated Douglas-Fir Blocks in Perpendicular-To-Glueline Tension

Blocks of commercial glued-laminated Douglas-fir were tested to failure in tension perpendicular-to-gluelines. The results of a two-level factorial experiment indicated that blocks 22 inches in length were weaker in strength than blocks 7 inches in length and that blocks of 5- X 5-inch cross section were weaker than blocks 3 X 3 inches. Additional longer specimens were tested to provide better estimates of their ultimate strength.The average modulus of elasticity of 3- X 3-inch blocks was about 70,000 psi. Undetected ring shake caused early failure of some specimens, indicating that this natural characteristic might be responsible for unexplained failures of beams in service.According to Weibull, specimen size affects material strength. To confirm application of his work to these tests, additional blocks of three other configurations were tested for strength. An assumption of a log-log relation as hypothesized by Weibull is acceptable. Test results of other researchers found from similar specimens show no noticeable deviation from the relationship

From peripheral region to escalator region in Europe: young Baltic graduates in London

This paper examines recent migration from three little-studied European Union (EU) countries, the Baltic states, focusing on early-career graduates who move to London. It looks at how these young migrants explain the reasons for their move, their work and living experiences in London, and their plans for the future, based on 78 interviews with individual migrants. A key objective of this paper is to rejuvenate the core–periphery structural framework through the theoretical lens of London as an ‘escalator’ region for career development. We add a necessary nuance on how the time dimension is crucial in understanding how an escalator region functions – both in terms of macro-events such as EU enlargement or economic crisis, and for life-course events such as career advancement or family formation. Our findings indicate that these educated young adults from the EU’s north-eastern periphery migrate for a combination of economic, career, lifestyle and personal-development reasons. They are ambivalent about their futures and when, and whether, they will return-migrate

Reading Videogames as (authorless) Literature

This article presents the outcomes of research, funded by the Arts and Humanities Research Council in England and informed by work in the fields of new literacy research, gaming studies and the socio-cultural framing of education, for which the videogame L.A. Noire (Rockstar Games, 2011) was studied within the orthodox framing of the English Literature curriculum at A Level (pre-University) and Undergraduate (degree level). There is a plethora of published research into the kinds of literacy practices evident in videogame play, virtual world engagement and related forms of digital reading and writing (Gee, 2003; Juul, 2005; Merchant, Gillen, Marsh and Davies, 2012; Apperley and Walsh, 2012; Bazalgette and Buckingham, 2012) as well as the implications of such for home / school learning (Dowdall, 2006; Jenkins, 2006; Potter, 2012) and for teachers’ own digital lives (Graham, 2012). Such studies have tended to focus on younger children and this research is also distinct from such work in the field in its exploration of the potential for certain kinds of videogame to be understood as 'digital transformations' of conventional ‘schooled’ literature. The outcomes of this project raise implications of such a conception for a further implementation of a ‘reframed’ literacy (Marsh, 2007) within the contemporary curriculum of a traditional and conservative ‘subject’. A mixed methods approach was adopted. Firstly, students contributing to a gamplay blog requiring them to discuss their in-game experience through the ‘language game’ of English Literature, culminating in answering a question constructed with the idioms of the subject’s set text ‘final examination’. Secondly, students taught their teachers to play L.A. Noire, with free choice over the context for this collaboration. Thirdly, participants returned to traditional roles in order to work through a set of study materials provided, designed to reproduce the conventions of the ‘study guide’ for literature education. Interviews were conducted after each phase and the outcomes informed a redrafting of the study materials which are now available online for teachers – this being the ‘practical’ outcome of the research (Berger and McDougall, 2012). In the act of inserting the study of L.A. Noire into the English Literature curriculum as currently framed, this research moves, through a practical ‘implementation’ beyond longstanding debates around narratology and ludology (Frasca, 2003; Juul, 2005) in the field of game studies (Leaning, 2012) through a direct connection to new literacy studies and raises epistemological questions about ‘subject identity’, informed by Bernstein (1996) and Bourdieu (1986) and the implications for digital transformations of texts for both ideas about cultural value in schooled literacy (Kendall and McDougall, 2011) and the politics of ‘expertise’ in pedagogic relations (Ranciere, 2009, Bennett, Kendall and McDougall, 2012a)