Extended schools in England : emerging rationales

Schools in many countries are beginning to take on extended roles, working with families and communities as well as with students. However, the rationales underpinning such developments are often unclear. This paper reports on case studies of 20 schools developing new roles as part of the national extended services initiative in England. It reports in detail on two of these schools, exploring the rationales for their extended roles elicited in the course of a theory of change- based evaluation. It finds that schools saw no contradiction between their traditional and extended roles because they saw students’ academic attainments as shaped by a wide range of personal, family and community factors. It argues that the schools’ rationales were coherent, but by no means fully articulated and concludes that dialogue between practitioners, policy makers and researchers is necessary to develop these rationales further

Singularity classification as a design tool for multiblock grids

A major stumbling block in interactive design of 3-D multiblock grids is the difficulty of visualizing the design as a whole. One way to make this visualization task easier is to focus, at least in early design stages, on an aspect of the grid which is inherently easy to present graphically, and to conceptualize mentally, namely the nature and location of singularities in the grid. The topological behavior of a multiblock grid design is determined by what happens at its edges and vertices. Only a few of these are in any way exceptional. The exceptional behaviors lie along a singularity graph, which is a 1-D construct embedded in 3-D space. The varieties of singular behavior are limited enough to make useful symbology on a graphics device possible. Furthermore, some forms of block design manipulation that appear appropriate to the early conceptual-modeling phase can be accomplished on this level of abstraction. An overview of a proposed singularity classification scheme and selected examples of corresponding manipulation techniques is presented

Japanese irogane alloys and patination – a study of production and application

Japanese metalworkers use a wide range of irogane alloys (shakudo, shibuichi), which are colored with a single patination solution (niiro). This approach allows different alloys to be combined in one piece and patinated, producing a multi-colored piece of metalwork. At present the production of irogane alloys and their patination is an unreliable process. This study aims to develop reliable alloy production and a safe, easy-to use and repeatable patination process using standard ingredients available from chemical suppliers. The study has examined the production of shakudo and shibuichi alloys, characterizing the alloys produced by casting into cloth molds in hot water, into steel molds, and produced using continuous casting. The influence of traditional polishing methods was assessed using surface texture (Sa) measurements. Traditional rokusho, an ingredient of the niiro solution, was analyzed by XRF and XRD. Niiro patinated surfaces on a range of alloys were examined using XRD and L*a*b* color measurements.</p

Reliable irogane alloys and niiro patination—further study of production and application to jewelry

Japanese metalworkers use a wide range of irogane alloys (shakudo, shibuichi), which are colored with a single patination solution (niiro eki). This approach allows different alloys to be combined in one piece and patinated, producing a multi-colored piece of metalwork. At present the niiro patination process is unreliable. In this study we develop a deeper understanding of the effect of patination solution ingredients on color. We have tested a synthetic niiro solution, comparing the color results with traditional niiro solution patination. Surface products have been analyzed to determine how they are influenced by both the niiro solution and cleaning procedures during patination. A large range of shibuichi and shakudo alloys have been produced to determine the full color pallette. This work also explores the use of alternative processes for the patination of irogane alloys, examining the effect of laser marking and anodizing on irogane alloys

DTI Economics Paper No. 2: A comparative study of the British and Italian Textile and Clothing Industries.

Commissioned by: Association of Suppliers to the British Clothing Industry Conference, Hucknell, Nottingham, February 2004 During the 1990s the Italian clothing and textiles industry grew while the British, French and German textile and clothing industries declined by 40%. In 2001 the Italian textiles & clothing sector was three times larger than the British, accounting for 11.7% of Italian manufacturing output but only 3.3% in Britain. In 2000 Italian fabric exports were 15 times that of the UK. The study was conducted in response to a recommendation by the Textiles and Clothing Strategy Group (TCSG), comprising UK industry, trade unions, Higher Education and the DTI. The purpose of the study was to account for these differences, assess relative merits against value for money and identify best practice in the Italian industry. The methodology comprised comparative analysis and case studies of British and Italian textile mills and tailoring manufacturers, based on my initial recommendations. We visited 5 textile mills in Yorkshire and 15 in Italy plus 3 factories in each country. I conducted a detailed comparative technical analysis of the construction of suit jackets against 13 devised criteria, a number of interviews,compared technologies, equipment and manufacturing methods across all factories, against 8 criteria, drawing on my specialist knowledge and experience as a menswear clothing technologist. The technical reports I compiled formed a section of the final report. Findings were presented to the Clothing Strategy Group and published by the DTI as their Economic Paper No 2 . I made further presentations to industry and academic groups including ASBCI, FCDE, The Textile Society, Savile Row Tailors Association, and LSE. Other outcomes were a publication in the Journal of the Textile Society Text, an article in Selvedge magazine and contributions to the Encyclopaedia of Clothing by Thomson Gale. As a result of this research further consultancy projects have been conducted with the Industry Forum and ASBCI

Data Analytics in Higher Education: Key Concerns and Open Questions

“Big Data” and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, “Individual and Informational Privacy in the Age of Big Data,” is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is students and faculty in higher education institutions (HEIs), and the subject of this paper is data analytics in our own backyards. Higher education learning analytics (LA) is something that most of us involved in this symposium are familiar with. Students have encountered LA in their courses, in their interactions with their law school or with their undergraduate institutions, instructors use systems that collect information about their students, and administrators use information to help understand and steer their institutions. More importantly, though, data analytics in higher education is something that those of us participating in the symposium can actually control. Students can put pressure on administrators, and faculty often participate in university governance. Moreover, the systems in place in HEIs are more easily comprehensible to many of us because we work with them on a day-to-day basis. Students use systems as part of their course work, in their residences, in their libraries, and elsewhere. Faculty deploy course management systems (CMS) such as Desire2Learn, Moodle, Blackboard, and Canvas to structure their courses, and administrators use information gleaned from analytics systems to make operational decisions. If we (the participants in the symposium) indeed care about Individual and Informational Privacy in the Age of Big Data, the topic of this paper is a pretty good place to hone our thinking and put into practice our ideas

Student Privacy in Learning Analytics: An Information Ethics Perspective

In recent years, educational institutions have started using the tools of commercial data analytics in higher education. By gathering information about students as they navigate campus information systems, learning analytics “uses analytic techniques to help target instructional, curricular, and support resources” to examine student learning behaviors and change students’ learning environments. As a result, the information educators and educational institutions have at their disposal is no longer demarcated by course content and assessments, and old boundaries between information used for assessment and information about how students live and work are blurring. Our goal in this paper is to provide a systematic discussion of the ways in which privacy and learning analytics conflict and to provide a framework for understanding those conflicts. We argue that there are five crucial issues about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. First, we argue that we must distinguish among different entities with respect to whom students have, or lack, privacy. Second, we argue that we need clear criteria for what information may justifiably be collected in the name of learning analytics. Third, we need to address whether purported consequences of learning analytics (e.g., better learning outcomes) are justified and what the distributions of those consequences are. Fourth, we argue that regardless of how robust the benefits of learning analytics turn out to be, students have important autonomy interests in how information about them is collected. Finally, we argue that it is an open question whether the goods that justify higher education are advanced by learning analytics, or whether collection of information actually runs counter to those goods

Opportunistic infection as a cause of transient viremia in chronically infected HIV patients under treatment with HAART

When highly active antiretroviral therapy is administered for long periods of time to HIV-1 infected patients, most patients achieve viral loads that are ``undetectable'' by standard assay (i.e., HIV-1 RNA $< 50$ copies/ml). Yet despite exhibiting sustained viral loads below the level of detection, a number of these patients experience unexplained episodes of transient viremia or viral "blips". We propose here that transient activation of the immune system by opportunistic infection may explain these episodes of viremia. Indeed, immune activation by opportunistic infection may spur HIV replication, replenish viral reservoirs and contribute to accelerated disease progression. In order to investigate the effects of concurrent infection on chronically infected HIV patients under treatment with highly active antiretroviral therapy (HAART), we extend a simple dynamic model of the effects of vaccination on HIV infection [Jones and Perelson, JAIDS 31:369-377, 2002] to include growing pathogens. We then propose a more realistic model for immune cell expansion in the presence of pathogen, and include this in a set of competing models that allow low baseline viral loads in the presence of drug treatment. Programmed expansion of immune cells upon exposure to antigen is a feature not previously included in HIV models, and one that is especially important to consider when simulating an immune response to opportunistic infection. Using these models we show that viral blips with realistic duration and amplitude can be generated by concurrent infections in HAART treated patients.Comment: 30 pages, 9 figures, 1 table. Submitted to Bulletin of Mathematical Biolog