Quantum Cryptography

Quantum cryptography is a new method for secret communications offering the ultimate security assurance of the inviolability of a Law of Nature. In this paper we shall describe the theory of quantum cryptography, its potential relevance and the development of a prototype system at Los Alamos, which utilises the phenomenon of single-photon interference to perform quantum cryptography over an optical fiber communications link.Comment: 36 pages in compressed PostScript format, 10 PostScript figures compressed tar fil

Narratives of ethnic identity among practitioners in community settings in the northeast of England

The increasing ethnic diversity of the UK has been mirrored by growing public awareness of multicultural issues, alongside developments in academic and government thinking. This paper explores the contested meanings around ethnic identity/ies in community settings, drawing on semi-structured interviews with staff from Children’s Centres and allied agencies conducted for a research project that examined the relationship between identity and the participation of parents/carers in services in northeast England. The research found that respondents were unclear about, especially, white ethnic identities, and commonly referred to other social categorizations, such as age, nationality, and circumstances such as mobility, when discussing service users. While in some cases this may have reflected legitimate attempts to resist overethnicizing non-ethnic phenomena, such constructions coexisted with assumptions about ethnic difference and how it might translate into service needs. These findings raise important considerations for policy and practice

From Nuevo León to the USA and Back Again: Transnational Students in Mexico

The movement of Mexicans to the United States is both longstanding and long studied and from that study we know that for many newcomers the attachment to the receiving community is fraught and tentative. The experience of immigrant children in U.S. schools is also relatively well studied and reveals challenges of intercultural communication as well as concurrent and contradictory features of welcome and unwelcome. What is less well known, in the study of migration generally and of transnational students in particular, is how students moving in a less common direction — from the U.S. to Mexico — experience that movement. Based on visits to 173 randomly selected classrooms in the state of Nuevo León Mexico, this study shares survey and interview data from 208 of the 242 students encountered who had previous experience attending school in the United States

Survivor Criminology : A Radical Act of Hope

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Schooling and the production of social inequalities: what can and should we be doing?

To speak of an ideal is to lay claim to what ought or should be and to explain 'reality' as deviation. That is, ideals serve to provide direction towards some desired goal as well as judgment about how well a perceived reality approximates that desire. In more recent times, the postmodernist critique has provided its own 'reality check' on modernist ideals, challenging the notion that there is one best way to reach utopian ends. The emergence of postmodern theories has signalled a general shift in 'the structure of feeling' from acquiescence to censure of the universal. But it is not as if there are no postmodern ideals. In these accounts, utopianism is more cogently understood as 'heterotopianisms'. While we are convinced by such critique, that there are diverse goals of value and pathways to reach them, we admit to some uneasiness about a 'postmodern pluralism' in which ideals have the potential to wash away into relativism, where one ideal is as good as the next and ways of achieving them are also equally regarded. In this article we take up these matters in the context of schooling, particularly as they relate to socially just ideals and practices. We begin by testing how effective schooling ‘really’ is in advancing the interests of all students; asking for whom schooling is effective and the ways in which it recognises and deals with diverse interests. We then consider how things might be better, first in relation to what happens in classrooms and, second, with respect to what happens in school communities. In our view, these two interests – in who benefits (and who does not) by current social arrangements and what can be done about them – are the central tenets of a socially critical orientation. Given our disposition for recognitive justice, we also think the issues are about self-identity and respect, self-expression and development, and self-determination. We regard these as necessary conditions for socially just schooling; they form the ‘tests’ we apply, particularly in relation to how students are connected to schools and how decisions are made within their communities. We recognise that these matters are primarily concerned with the means rather than the ends of schooling although we do not entirely agree with the separation. Neither do we want to signal that a focus on recognitive justice is at the expense of distributive justice. ‘Who gets what’ remains an important issue. Here we address this from the perspective of ‘how’