On the mechanism of the shape elongation of embedded nanoparticles

The mechanism of the shape elongation of metal nanoparticles (NPs) in silica, which is induced under swift heavy ion irradiation, is discussed with comparing the two candidates: (i) the synergy between the ion hammering and the transient melting of NPs by the inelastic thermal spike and (ii) the thermal pressure and flow model. We show that three experimental results are inconsistent with (i). The latter is supported by two-temperature molecular dynamics simulations, which simulate not only the atomic motions but also the local electron temperatures. A remarkable correlation was observed between the temporal evolution of the silica density around the ion trajectory and that of the aspect ratio of the NP later than similar to 1 ps after the ion impact, while no correlation was observed earlier than similar to 1 ps, even under the assumption of the instantaneous energy deposition.Peer reviewe

Teacher unionism in changing times: is this the real “new unionism”?

This article provides a case study of union change in an environment in which radical school restructuring is taking place, and active strategies to weaken and marginalize organized teachers are being pursued by the state. The case study union is the National Union of Teachers in England. The article explores a number of different strategies open to teacher unions, utilizing a framework provided by Turner (2004). Drawing on data collected at a national level, and in three local authority areas, I argue that the National Union of Teachers’ response to the erosion of collective bargaining is best presented as an amalgam of strategies focused on workplace organizing, political campaigning, and coalition building. The data demonstrate considerable congruence between national and local strategies, although local data reveal considerable challenges in implementation and consequently considerable unevenness in local experiences

‘Scaling up’ educational change: some musings on misrecognition and doxic challenges

Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what works’ across all schools. In this paper, I use Bourdieu’s notions of misrecognition to consider the current orthodoxies of scaling up. I argue that the focus on ‘process’ and ‘implementation problems’: (1) both obscures and legitimates the ways in which the field logics of practice actually work and, (2) produces/reproduces the inequitable distribution of educational benefits (capitals and life opportunities). I suggest that the notion of misrecognition might provide a useful lens through which to examine reform initiatives and explanations of their success/failure

Requirements of Business Judgment Rule and Their Effect on the Practical Use of the Rule

Pravilo poslovne presoje ima v Združenih državah Amerike že dolgo tradicijo, v evropskih državah s kontinentalnimi pravnimi sistemi pa so se ga sodišča pri presoji poslovnih odločitev članov organov vodenja in nadzora začela posluževati šele v zadnjih desetletjih. Slovenija je ena izmed vse manjše skupine držav, ki pravila poslovne presoje in njihovih kriterijev še ni prenesla iz sodne prakse v zakonodajo. Pravilo poslovne presoje omogoča sodiščem, da pri presoji, ali so člani organov vodenja in nadzora odškodninsko odgovorni za družbi škodljive odločitve, s pomočjo upoštevanja kriterijev pravila prilagodijo presojo specifičnemu položaju tožencev. Magistrska naloga z namenom iskanja bistva in praktičnega pomena kriterijev pravila poslovne presoje najprej pojasni pojem korporacijskega upravljanja in dinamiko akterjev v delovanju gospodarskih družb. Po kratki naslovitvi dolžnosti članov organov vodenja in nadzora tako v našem pravu kot v pravu tujih držav sledi pregled razvoja kriterijev pravila skozi sodno prakso v njegovem domicilu, Združenih državah Amerike. Kratko so predstavljene različne variacije pravila poslovne presoje v različnih zakonodajnih in kvazizakonodajnih aktih ter pojasnjeni razlogi za njegove pojavne oblike, ki jih v največji meri zaznamujejo različna razumevanja njegovega namena. Sledi podrobna obravnava posameznih kriterijev pravila od prve omembe do sodobne interpretacije, z ozirom na način njegove razlage v slovenski teoriji in praksi. Dilema (ne)pravilnosti slovenske percepcije pravila poslovne presoje se prevesi v zaključni sklep, ki predvsem poudarja pomen prostega polja presoje, ki ga sodiščem omogoča določena mera nedoločenosti kriterijev.Although business judgment rule has a long tradition in the United States of America, the courts in European countries with continental legal systems have only started to use it in the last decades for dealing with business decisions of management. Slovenia is one of the shrinking group of countries that has not yet transferred the rule from case law to law in books. Business judgment rule enables the courts to make use of requirements of the rule in order to properly adjust the judicial decision whether board members are liable for business decisions that resulted in losses for the company. In pursuit of finding the core purpose and practical contribution of requirements of the rule, this master\u27s thesis first explains the concept of corporate governance and dynamics among the different subjects in the company\u27s framework. After a brief mention of management\u27s duties in Slovenian law as well as the law in other countries, thesis continues with an overview of development of the rule\u27s requirements in the rule\u27s cradle, the United States of America. Following is the presentation of different varieties of business judgment rule in different legislative and quasi-legislative acts and the clarification of reasons for so many variations of the rule, which are shaped mostly by different understandings of its core purpose. Detailed explanation of each individual requirement is next, from its first mentions in case law to its modern interpretation with respect to the way each requirement is interpreted in Slovenian case law. The question of suitability of the Slovenian perception of business judgment rule is followed by final conclusion which emphasizes the importance of discretion field the rule\u27s requirements create if they are, to the certain extent, undetermined

Curriculum policy reform in an era of technical accountability: 'fixing' curriculum, teachers and students in English schools

Drawing on a Levinasian ethical perspective, the argument driving this paper is that the technical accountability movement currently dominating the educational system in England is less than adequate because it overlooks educators’ responsibility for ethical relations in responding to difference in respect of the other. Curriculum policy makes a significant contribution to the technical accountability culture through complicity in performativity, high-stakes testing and datafication, at the same time as constituting student and teacher subjectivities. I present two different conceptualizations of subjectivity and education, before engaging these in the analysis of data arising from an empirical study which investigated teachers’ and stakeholders’ experiences of curriculum policy reform in ‘disadvantaged’ English schools. The study’s findings demonstrate how a prescribed programme of technical curriculum regulation attempts to ‘fix’ or mend educational problems by ‘fixing’ or prescribing educational solutions. This not only denies ethical professional relations between students, teachers and parents, but also deflects responsibility for educational success from government to teachers and hastens the move from public to private educational provision. Complying with prescribed curriculum policy requirements shifts attention from broad philosophical and ethical questions about educational purpose as well as conferring a violence by assuming control over student and teacher subjectivities

‘It’s never okay to say no to teachers’: children’s research consent and dissent in conforming schools contexts

This article examines the limits to children giving research consent in everyday school contexts that emphasises their conformity to comply with adult expectations, and highlights children’s competence and agency in navigating this conformity through different practices of dissent. It draws on research into children’s agency, using a multimodal ethnography of Year 1 classrooms in two English primary schools. The article includes a reflexive methodological focus, exploring the extent to which I counter the schools’ emphasis on conformity. This includes creating visuals for children to practice consent; positioning myself as the researcher in a non‐teacher role, as ‘least adult’ and the one who ‘least knows’; and designing interview spaces markedly different from classrooms. The article examines how children navigate conforming discourses by finding different ways to dissent in the research. Firstly, children demonstrate a sophisticated awareness of the cultural norms of indicating refusals beyond saying the word ‘No’. Secondly, children achieve unnoticeablity, by which they absent themselves from the ‘on‐task’ classroom culture, and by extension the research process. Thirdly, they engage in playful dissent, demonstrating their political knowingness of the classroom social order. The article discusses the implications for educational research when the values of consent are in conflict with a schooling focused on conformity. This includes emphasising the limits of consent procedures, paying closer attention to how researchers recognise and respond ethically to children’s multiple practices of dissent, and using research to disrupt problematic power structures in education settings that limit possibilities for children’s consent

The uses and abuses of power: teaching school leadership through children's literature

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it reports on an exploratory study of the representation of headteachers in contemporary children's fiction. Thirty-one texts are analysed to ascertain key themes and the major characterisations. The paper draws on children's literature scholars to argue that both the historical school story and its contemporary counterpart focus heavily on the power of the head to control the micro-world of the school. Because these fictional accounts deal with issues of power and justice more openly than many mainstream educational administration texts, this makes them particularly useful in the preparation of potential school leaders