Globalising assessment: an ethnography of literacy assessment, camels and fast food in the Mongolian Gobi

What happens when standardised literacy assessments travel globally? The paper presents an ethnographic account of adult literacy assessment events in rural Mongolia. It examines the dynamics of literacy assessment in terms of the movement and re-contextualisation of test items as they travel globally and are received locally by Mongolian respondents. The analysis of literacy assessment events is informed by Goodwin’s ‘participation framework’ on language as embodied and situated interactive phenomena and by Actor Network Theory. Actor Network Theory (ANT) is applied to examine literacy assessment events as processes of translation shaped by an ‘assemblage’ of human and non-human actors (including the assessment texts)

Spin moment over 10-300 K and delocalization of magnetic electrons above the Verwey transition in magnetite

In order to probe the magnetic ground state, we have carried out temperature dependent magnetic Compton scattering experiments on an oriented single crystal of magnetite (Fe$_3$O$_4$), together with the corresponding first-principles band theory computations to gain insight into the measurements. An accurate value of the magnetic moment $\mu_S$ associated with unpaired spins is obtained directly over the temperature range of 10-300K. $\mu_S$ is found to be non-integral and to display an anomalous behavior with the direction of the external magnetic field near the Verwey transition. These results reveal how the magnetic properties enter the Verwey energy scale via spin-orbit coupling and the geometrical frustration of the spinel structure, even though the Curie temperature of magnetite is in excess of 800 K. The anisotropy of the magnetic Compton profiles increases through the Verwey temperature $T_v$ and indicates that magnetic electrons in the ground state of magnetite become delocalized on Fe B-sites above $T_v$.Comment: 5 pages, 5 figures, to appear in Journal of Physics and Chemistry of Solid

How is rape a weapon of war?: feminist international relations, modes of critical explanation and the study of wartime sexual violence

Rape is a weapon of war. Establishing this now common claim has been an achievement of feminist scholarship and activism and reveals wartime sexual violence as a social act marked by gendered power. But the consensus that rape is a weapon of war obscures important, and frequently unacknowledged, differences in ways of understanding and explaining it. This article opens these differences to analysis. Drawing on recent debates regarding the philosophy of social science in IR and social theory, it interprets feminist accounts of wartime sexual violence in terms of modes of critical explanation – expansive styles of reasoning that foreground particular actors, mechanisms, reasons and stories in the formulation of research. The idea of a mode of critical explanation is expanded upon through a discussion of the role of three elements (analytical wagers, narrative scripts and normative orientations) which accomplish the theoretical work of modes. Substantive feminist accounts of wartime sexual violence are then differentiated in terms of three modes – of instrumentality, unreason and mythology – which implicitly structure different understandings of how rape might be a weapon of war. These modes shape political and ethical projects and so impact not only on questions of scholarly content but also on the ways in which we attempt to mitigate and abolish war rape. Thinking in terms of feminist modes of critical explanation consequently encourages further work in an unfolding research agenda. It clarifes the ways in which an apparently commonality of position can conceal meaningful disagreements about human action. Exposing these disagreements opens up new possibilities for the analysis of war rape

The numerical control of the motion of a passive particle in a point vortex flow

This work reports numerical explorations in the advection of one passive tracer by point vortices living in the unbounded plane. The main objective is to find the energy-optimal displacement of one passive particle (point vortex with zero circulation) surrounded by N point vortices. The direct formulation of the corresponding control problems is presented for the case of N = 1, N = 2, N = 3 and N = 4 vortices. The restrictions are due to (i) the ordinary differential equations that govern the displacement of the passive particle around the point vortices, (ii) the available time T to go from the initial position z0 to the final destination zf; and (iii) the maximum absolute value umax that is imposed on the control variables. The resulting optimization problems are solved numerically. The numerical results show the existence of nearly/quasi-optimal control.info:eu-repo/semantics/publishedVersio

Exploring the role of curriculum materials in teacher professional development

Curriculum materials (schemes of work, lesson plans, etc.) play a complex and pivotal role in school and teacher practices. The adaptation and development of curriculum materials often constitute part of teacher professional development (PD) activities. However, compared with research examining the relationship between PD and teacher professional change, the role of curriculum materials in professional learning remains under-researched and under-theorised. We address this gap by applying a multi-perspectival approach to data from a PD programme in which teachers were supported to develop curriculum materials. We use an interconnected model to analyse the role of curriculum materials in catalysing change in individual teachers’ practice. Our use of Boundary Theory proposes that curriculum material adoption is mediated by the solidity of boundaries between school practice and research findings, and Actor-Network Theory perspectives examine the assemblage of networked relations within and beyond schools that are entangled in curriculum materials. We highlight how combining linear and non-linear perspectives may contribute to improved understanding of the complexity of supporting teachers’ learning and use our analyses to outline implications of using curriculum materials in teacher professional development

Shape of the 8B Alpha and Neutrino Spectra

The beta-delayed alpha spectrum from the decay of 8B has been measured with a setup that minimized systematic uncertainties that affected previous measurements. Consequently the deduced neutrino spectrum presents much smaller uncertainties than the previous recommendation. The 8B neutrino spectrum is found to be harder than previously recommended with about (10-20)% more neutrinos at energies between 12-14 MeV. The efficiencies of the 37Cl, 71Ga, 40Ar, and SuperKamiokande detectors are respectively, 3.6%, 1.4%, 5.7% and 1.8% larger than previously thought.Comment: 4 pages, 5 figure

The Enactment of Professional Learning Policies: Performativity and Multiple Ontologies

While teacher learning has become a locus of school reform across many international settings, there is relatively little examination of the idiosyncratic ways in which policy discourses on teacher learning are enacted in schools. In this paper, we aim to investigate how these policy discourses are translated and configured into practices and thus, enacted into concrete realities. Using the conceptual notion of multiple ontologies proposed by Mol (1999; 2004), we argue that teacher learning is actualized in a multiplicity of socio-material entanglements, not as a single reality, but as a multiplicity of realities that coexist, simultaneously, in the mesh of assemblages that we call “school”. In this study, we describe and trace how particular socio-material configurations of teacher learning produce concrete realities of practice that mobilize and generate specific networked effects. We conclude that the postulation of multiple ontologies of teacher learning prompts a shift in how policy makers could conceive of and develop strategies aimed at transforming teaching practices