Reframing human rights: the global network of moral conservative homeschooling activists

In this article, we investigate the composition and actions of a principled issue network within the field of human rights that uses rights-claims to pursue traditionalist goals: the moral conservative pro-homeschooling network. We analyse the rising importance of homeschooling within the global moral conservative movement and examine the transnationalization of pro-homeschooling advocacy. We show that the transnational homeschooling advocacy network, while not successful in court cases, has managed to establish home education as part of a global conservative agenda and has made incursions into redefining the terms of the debate within international organizations. Moral conservative homeschooling advocates use a vocabulary of rights and freedoms, and even of moral pluralism, but in the conservative reading human rights are reframed and used to defend a pro-family agenda that establishes the patriarchal family as the ultimate source of authority and the primary carrier of rights

Insights into the kinetics and self-assembly order of small-molecule organic semiconductor/quantum dot blends during blade coating

Organic–inorganic nanocomposite films formed from blends of small-molecule organic semiconductors and colloidal quantum dots are attractive candidates for high efficiency, low-cost solar energy harvesting devices. Understanding and controlling the self-assembly of the resulting organic–inorganic nanocomposite films is crucial in optimising device performance, not only at a lab-scale but for large-scale, high-throughput printing and coating methods. Here, in situ grazing incidence X-ray scattering (GIXS) gives direct insights into how small-molecule organic semiconductors and colloidal quantum dots self-assemble during blade coating. Results show that for two blends separated only by a small difference in the structure of the small molecule forming the organic phase, crystallisation may proceed down two distinct routes. It either occurs spontaneously or is mediated by the formation of quantum dot aggregates. Irrespective of the initial crystallisation route, the small-molecule crystallisation acts to exclude the quantum dot inclusions from the growing crystalline matrix phase. These results provide important fundamental understanding of structure formation in nanocomposite films of organic small molecules and colloidal quantum dots prepared via solution processing routes. It highlights the fundamental difference to structural evolution which can be made by seemingly small changes in system composition. It provides routes for the structural design and optimisation of solution-processed nanocomposites that are compatible with the large-scale deposition manufacturing techniques that are crucial in driving their wider adoption in energy harvesting applications

Human ClC-6 Is a Late Endosomal Glycoprotein that Associates with Detergent-Resistant Lipid Domains

BACKGROUND: The mammalian CLC protein family comprises nine members (ClC-1 to -7 and ClC-Ka, -Kb) that function either as plasma membrane chloride channels or as intracellular chloride/proton antiporters, and that sustain a broad spectrum of cellular processes, such as membrane excitability, transepithelial transport, endocytosis and lysosomal degradation. In this study we focus on human ClC-6, which is structurally most related to the late endosomal/lysomal ClC-7. PRINCIPAL FINDINGS: Using a polyclonal affinity-purified antibody directed against a unique epitope in the ClC-6 COOH-terminal tail, we show that human ClC-6, when transfected in COS-1 cells, is N-glycosylated in a region that is evolutionary poorly conserved between mammalian CLC proteins and that is located between the predicted helices K and M. Three asparagine residues (N410, N422 and N432) have been defined by mutagenesis as acceptor sites for N-glycosylation, but only two of the three sites seem to be simultaneously N-glycosylated. In a differentiated human neuroblastoma cell line (SH-SY5Y), endogenous ClC-6 colocalizes with LAMP-1, a late endosomal/lysosomal marker, but not with early/recycling endosomal markers such as EEA-1 and transferrin receptor. In contrast, when transiently expressed in COS-1 or HeLa cells, human ClC-6 mainly overlaps with markers for early/recycling endosomes (transferrin receptor, EEA-1, Rab5, Rab4) and not with late endosomal/lysosomal markers (LAMP-1, Rab7). Analogously, overexpression of human ClC-6 in SH-SY5Y cells also leads to an early/recycling endosomal localization of the exogenously expressed ClC-6 protein. Finally, in transiently transfected COS-1 cells, ClC-6 copurifies with detergent-resistant membrane fractions, suggesting its partitioning in lipid rafts. Mutating a juxtamembrane string of basic amino acids (amino acids 71-75: KKGRR) disturbs the association with detergent-resistant membrane fractions and also affects the segregation of ClC-6 and ClC-7 when cotransfected in COS-1 cells. CONCLUSIONS: We conclude that human ClC-6 is an endosomal glycoprotein that partitions in detergent resistant lipid domains. The differential sorting of endogenous (late endosomal) versus overexpressed (early and recycling endosomal) ClC-6 is reminiscent of that of other late endosomal/lysosomal membrane proteins (e.g. LIMP II), and is consistent with a rate-limiting sorting step for ClC-6 between early endosomes and its final destination in late endosomes

User modelling and the design of computer-based assistive devices

User models are well represented in the field of human-computer interaction. They afford designers of interfaces detailed quantitative knowledge of the user for improved design, both in terms of the final end-product and the time taken to achieve this. However, they are almost always calibrated on able-bodied subjects using traditional input devices such as the keyboard and mouse. The ability to re-calibrate these models, or develop new ones, is essential for the successful design of assistive devices for the motion-impaired user. Computer-based assessment tools can be used to provide detailed information on user performance parameters. If designed well, these can provide the basis for a detailed user model. This paper presents a summary of the work currently being undertaken to develop a suite of such tools and the results obtained from user trials currently underway at the Papworth Trust. The paper also illustrates the practical applications of this work through the use of two examples: IRVIS (Interactive Robotic Visual Inspection System) and Jester (a gesture recognition system). It is the ability to analyse, and hence optimise, relatively complicated systems such as the IRVIS and Jester interfaces in terms of known user performance parameters that makes user models so useful. However, the results from user trials conducted to date shows that the existing models based primarily on able-bodied users do need refining and re-calibrating for the motion-impaired use

E-mail security: a pocket guide

This pocket guide will help businesses to address the most important issues. Its comprehensive approach covers both the technical and the managerial aspects of the subject, offering valuable insights for IT professionals, managers and executives, as well as for individual users of e-mail

The Evaluation of a Biometric-Based Identification System for Remote-Based Exam Invigilation

To critically evaluate the technology options available for a continuous biometric-based identification system. To design and implement a continuous biometric-based identification system for use within e-learning. The prototype will be independent but built around the University’s current Perception system in the first instance. To evaluate the operational characteristics of the system and the human-factors of acceptance, usability and privacy, and disseminate the system across the University. To investigate the pedagogical factors underpinning this new area of e-assessment. Prior research has raised concerns regarding information security in e-learning systems for over a decade now (Littman, 1998). However, in reality much more work is needed to ensure information security in e-learning systems (Ramim & Levy, 2006). Specifically, there has been a major concern by university administrators on the validity of e-learning in general when it comes to ensuring that the student is engaged in the learning activities is indeed the same student receiving credit (Ramim & Levy, 2007). The current practice of using passwords has shown to provide little answer in addressing proper user authentication for several decades now (Morris & Thompson, 1979). This concern is also compounded with the fact that “most users choose passwords poorly” (Katz, Ostrovsky, & Yung, 2009). Indeed, prior studies have highlighted that the use of passwords for authentication is often insufficient (Clarke & Furnell, 2007). In the context of user authentication in e-learning, the U.S. Department of Education’s Higher Education Opportunity Act (HEOP) of 2008 (2008) requires, as of July 2010, that all academic accreditation agencies ensure that all online/distance education programs will demonstrate proper mechanisms for authenticating e-learners including options beyond the currently used authentication of username and password. Whilst US-based, such expectations and requirements in the UK will be forthcoming. Although this mandate is used in terms of its specific requirements, the demand to demonstrate that the student is indeed the same student participating throughout the e-learning activities may pose multiple challenges. To begin with, learners’ activities in e-learning courses vary greatly (Levy, 2008). Developing a single approach to address proper authentication of e-learners throughout all their e-learning activities appears to pose a great challenge. Specifically, to demonstrate continuous authentication whilst undertaking e-learning activities multiple authentication mechanisms will be required for implementation in order to combat intrusive and inconvenient authentication. The University is committed to growing its distance e-learning courses, not only for FT learners but to develop new business opportunities in the CPD market-place. Whilst the focus has been on the technology to produce and deliver e-learning materials, little work has been done on enabling remote exam-based assessments. Such assessments would save students (and tutors) time and money as there would be no need for a physically invigilated session. Remote assessments could widen the range of assessments offered to students, increase uptake of distance-based learning courses and enhance the reputation of PU as a leader in e-assessments.TFA