Presenting a united front : assessed reflective writing on group experience

Assessed reflective writing is increasingly common in UK higher education. Students writing in this mode are typically required to narrate their experiences, evaluate their performance, investigate associated emotions, and comment on what has been learned. In this paper I focus on assessed reflective writing by students on an MA TESOL course who are required to write individual reflections on a process of working in a group to produce teaching materials. This task places particular demands on the writer. Like other students writing reflectively, they need to manage complex self presentation: to appear honest about relative successes and failures, to show evidence of appropriate reflection, and to indicate desirable learning. Because they are reflecting on a group experience, they also need to differentiate themselves from their work group in their account, and to reflect critically on others as well as on themselves. My focus in this paper is on the ways they manage these additional demands. I first examine the relative frequency with which writers refer to themselves and their work group, and then examine the content of self-referential and group-referential statements. Finally, I examine semantic patterns in the data and draw conclusions regarding possible reasons behind student writers’ choices about how to represent themselves and others

Making Ends Meet: How Should We Spread Prosperity and Improve Opportunity

For many Americans, the recovery from the 2007 recession, a recovery that officially began in 2009, feels very remote, or nonexistent. Even as the stock market surges and millions of jobs have been created, they see a very different picture. Many Americans still believe in the basic notion that anyone who works hard should be able to support a family and get ahead. What can we do to make that happen?This issue guide presents three options for deliberation:Create New OpportunitiesWe should make it easier for people to start new enterprises that will improve their circumstances. Whether it's starting a house painting business on the side or opening a restaurant, when individuals start new firms, it helps spur economic growth. More skilled tradespeople are needed, for example, as construction bounces back. Half of all private-sector jobs in the US are at small businesses, and in recent years small businesses have supplied two-thirds of all new jobs.Strengthen the Safety NetWe should secure and expand safeguards so that changes in the economy don't push people into poverty or leave families with children homeless or hungry. In the last decade, millions of people found themselves unemployed or underemployed with few or no benefits, sometimes indefinitely. Fewer people work with one company for decades, employee benefits have shrunk, technology and globalization have eliminated jobs, and more people are employed in freelance work. We need to make sure people will not face catastrophic losses as they adapt to these changes. To do this, we should strengthen the unemployment insurance program, protect workers' retirement, and make benefits more portable.Reduce InequalityWe should shrink the income gap. Today, the richest 10 percent of the country's population earn more than half of its total income. It is not right that CEOs make hundreds of times more than their employees, even as their companies cut workers' hours to avoid paying overtime and offering benefits. Some inequality helps drive people to succeed and become wealthier, but if people can't move into or stay in the middle class, or if the wealthy manipulate the system to their benefit, then we all lose. To reduce the large gaps between the very rich and the rest of society, schools should be funded more equally, we should do more to control college costs, and people who don't go to college should be able to get decent-paying jobs that allow them to stay in the middle class

Social identity and parallel text dynamics in the reporting of educational action research

This paper focuses on textual issues in the reporting of action research. There exists a large body of text-analytical work on research reports from various fields, examining for example the organisation and rhetorical purpose of research articles or sections thereof. However, less has been done on the specific issues of reporting action research, and this paper seeks to fill that gap by an exploration of text dynamics in action research reports. It focuses on three small corpora of educational action research reports: page-length reports intended to share classroom practice, medium-length article reports which situate pedagogic interventions in some detail, and lastly, full length research article reports. The research discussed in this paper indicates possible relationships between text patterns and action research processes, and facilitates examination of the issues involved when attempting to represent a cyclical and often recursive process in textual form. It allows an exploration of the textually articulated relationships between the researcher and other aspects of the research context, be they structures or actors. This is a particularly complex and important issue in action research where groundedness, collaboration, appropriacy and reflexivity are key values. The paper has teacher education implications. Given the role of action research modules on in service teacher education programmes there is a need to facilitate, for new action researchers, an insight into forms of discourse that may assist them to articulate their experiences. To be of maximum benefit, such insights should also be educational in the sense of facilitating the development of discursive literacy

Ohio Beef Cattle Production Testing Program

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Real Urban Images: Policy and Culture in Northern Britain

This paper explores recent attempts to re-imagine and re-brand northern British cities through processes of economic and (mainly) cultural regeneration. It analyses the creation of new contemporary urban images and presentations and compares these with the economic, social and cultural life experiences of people living in the areas. It examines the process of recharacterising former industrial conurbations as being at the cutting edge of contemporary, postmodern culture. A range of features is identified here within similar political, economic and policy contexts: deindustrialisation and regeneration driven by local business and political elites; emphasis on culture as spectacle to the exclusion of other cultural configurations; reliance on tourism and advertising, hyper consumption and leisure as determining aspects of the local economy; and the reorganisation of city population

The Universe is not a Computer

When we want to predict the future, we compute it from what we know about the present. Specifically, we take a mathematical representation of observed reality, plug it into some dynamical equations, and then map the time-evolved result back to real-world predictions. But while this computational process can tell us what we want to know, we have taken this procedure too literally, implicitly assuming that the universe must compute itself in the same manner. Physical theories that do not follow this computational framework are deemed illogical, right from the start. But this anthropocentric assumption has steered our physical models into an impossible corner, primarily because of quantum phenomena. Meanwhile, we have not been exploring other models in which the universe is not so limited. In fact, some of these alternate models already have a well-established importance, but are thought to be mathematical tricks without physical significance. This essay argues that only by dropping our assumption that the universe is a computer can we fully develop such models, explain quantum phenomena, and understand the workings of our universe. (This essay was awarded third prize in the 2012 FQXi essay contest; a new afterword compares and contrasts this essay with Robert Spekkens' first prize entry.)Comment: 10 pages with new afterword; matches published versio