Equal possibilities not restricted opportunity: A critical reflection on the experiences of ‘Vocational’ transition within the context of post-16 sports education

This PhD study explores the transitional experiences of working class students between institutions of Further Education and Higher Education within the field of post-16 sports education. It draws its empirical illustration from the interview and ethnographic data collected over an 18 month period between October 2007 and July 2009 from a group of six students who had enrolled on a vocational FDSc Foundation Degree qualification. The study is comprised of two interrelated parts: Part I of the study illustrates the conceptual and methodological considerations which have driven the exploration of the student experience. The theoretical approach for investigating these experiences is informed by the structurationist perspective of Rob Stones (Stones, 2005). Stones conceptualises the relations between agent and structure four interlinked areas: External Structures, Internal Structures, Active Agency and Outcomes. Conceptualising transitional experience in this manner offers possibilities for a more contextually sensitive, refined, developed and ultimately adequate ontology of structuration. In further developing the framework, the study draws upon the sociological understanding of Basil Bernstein and Pierre Bourdieu. The incorporation of these two distinguishable but related perspectives allows the framework to inform an understanding of the interconnections between the sanctioned practices of a context, the role of agents within a context and the power capacities that are derived from these relations (Mouzelis, 1991; Morrison, 2005). In doing so, it provides a number of lenses in understanding the practices and relations between Further and Higher Education and the consequences of this for agents who enter this transition. Part II critically reflects on the participants experiences. Drawing upon data collected at three institutions: Hope Further Education College (HFEC), Fawlty University-College (FUC) and Ivory Tower University (ITU), the study discusses and explores in depth how the relations between the participants and the external structures of the institutions begin to form three identifiable and conceptually distinguishable transitional experiences which are seen to be either Empowering, Fragmented or Failed. In reflecting upon such relations and experiences, the study suggests that discourses of opportunity surrounding vocational qualifications forwarded to these students prior to, and during their course, is rather more complex than previously illustrated and for some functions as more of a myth than empowering discourse. Rather than providing equal possibility, the relations and transitional experiences that are currently produced only afford restricted opportunities to students choosing this vocational pathway within post-16 sports education. In conclusion, the study begins to discuss the implications of the relations and experiences highlighted for present and prospective relations and practices, asking whether change is possible, creating equal possibilities, not restricted opportunity

Circular economy for perovskite solar cells – drivers, progress and challenges

Lead halide perovskite solar cells (PSCs) are an emerging solar photovoltaic (PV) technology on the cusp of commercialisation, promising to deliver the lowest cost solar energy to date (<32 $ per MW h). Owing to the required scale of PV deployment to mitigate climate change, potential limits to deployment due to materials criticality issues, and the necessity to prevent impacts from PV waste, adoption of circular economy is essential for perovskite technologies. Here we examine 3 key themes to inform future development towards commercialisation: legislative and economic drivers for adoption of circular economy by the emerging perovskite PV industry; environmental and future materials supply issues; and current state of research which may enable remanufacturing and recycling strategies to facilitate circular utilisation of key materials in successive product generations

Assessment and Exploitation of the Inherent Value of Waste Electrical and Electronic Equipment (WEEE) for Circular Economy

Waste electrical and electronic equipment (WEEE) represents a global environmental and resource-efficiency crisis. However, WEEE is a valuable urban mine of economically, strategically and environmentally important materials e.g. precious metals (PMs) and critical raw materials (CRMs). Economic value derived from WEEE can drive solutions to the ‘WEEE problem’ which are conducive to circular economy, enhance global resource-efficiency, and generate environmental and social benefits. This thesis examines the value of WEEE, and methods for its exploitation to the benefit of global sustainability. The ‘WEEE problem’ is examined in the context of global sustainability, considering environmental & resource-efficiency implications and linear resources use by the electrical & electronic equipment (EEE) industry. Solutions are considered which exploit WEEE as an ‘urban mine’ and embrace circular economy.Within this context, recycling potential of future WEEE is evaluated through projections of PM & Cu content of PCBs, based on temporal trends in historic RAM modules. CRMs are then identified in WEEE and methods of enhancing their recovery through intervention in pre-processing stages of recycling are evaluated. An industrial symbiosis process which recovers Pt from waste thermocouples for use in solar cells is presented as an example of the greater value generation potential offered by circular economy and the potential of such processes to overcome barriers to CRM recovery. Challenges and opportunities in lifecycle optimisation of printable photovoltaics for circular economy is considered as a means of enhancing the industrial ecology of this industry to avoid WEEE generation, reduce primary materials demand and enhance the value derived from these technologies at all stages of their lifecycles. Appropriate battery selection for solar off-grid systems in South Africa is then considered, demonstrating that greater value can be derived from EEE for local economies if compatibility of technologies with local skills and infrastructure for in-use and EoL management

Using hospitalization rates to track the economic costs and benefits of improved diabetes care in the Americas : A proposal for health policy makers

Diabetes presents a particular challenge to developing countries for many reasons. First, the incidence and prevalence of diabetes are increasing dramatically in devel­ oping countries with westernization (18); the World Health Organization (WHO) estimates that developing nations will have the largest prevalence of the disease in the near future (19). Second, 80% of the diabetes disability-adjusted life-years lost worldwide already occurs in developing countries (20). Third, despite increasing knowledge of and technologies for the control and treatment of diabetes and its complications, the cost of new technologies have made them inaccessible in developing countries. Lastly, many countries face serious constraints in their health budgets; allocation or reallocation of funds will require careful prioritization to resolve the critical problems that diabetes increasingly presents. Unfortunately, health policy makers are frequently unaware of (or have failed to act upon) either the strong evidence for the role of lifestyle changes (e.g., adopting healthy lifestyle habits, increasing physical activity, and adhering to an appropriate diet [21,22]) in the primary prevention of type 2 diabetes or the therapeutic and educational strategies to prevent or delay diabetes complications.Facultad de Ciencias Médica

Spinal epidural abscess: a rare complication of olecranon bursitis

Spinal epidural abscess is a rare but potentially fatal condition if left untreated. We report the case of a 67-year old man who presented to the Accident and Emergency department complaining of acute onset of inter-scapular back pain, left leg weakness and loss of sensation in the left foot. On examination he was found to be pyrexial with long tract signs in the left lower leg. In addition he had a left sided olecranon bursitis of three weeks duration. Blood tests revealed raised inflammatory markers and a staphylococcal bacteremia. Magnetic resonance imaging (MRI) confirmed the diagnosis of spinal epidural abscess and he subsequently underwent a three level laminectomy with good resolution of his back pain and neurological symptoms. He has made a complete recovery with a prolonged course of intravenous antibiotics

La pédagogie active en physique : les facteurs qui améliorent l'engagement et la collaboration des élèves

Affiche présentée dans le cadre du Colloque de l'ARC, «La relève scientifique et la recherche collégiale : pratiques inspirantes au regard des chercheuses et chercheurs, et enjeux spécifiques à la formation des étudiantes et étudiants», dans le cadre du 84e Congrès de l'Acfas, Université du Québec à Montréal, Montréal, le 10 mai 2016.La pédagogie active (PA) améliore nettement l’apprentissage des élèves. Le grand défi de la PA consiste à gérer un écosystème d’apprentissage et à mobiliser les ressources humaines, documents et outils d’apprentissage à sa disposition – un processus appelé l’« orchestration ». La présente étude compare deux enseignants travaillant en PA dans un cours de physique (38 et 32 élèves respectivement). Ces enseignants sont excellents, comme le montrent les résultats remarquables de leurs élèves à un test standardisé sur les concepts en physique. Cependant, leur démarche pédagogique n’est pas la même, en raison des différences entre leurs points de vue épistémologiques et leurs ressources respectives, chacun dans leur classe aménagée de façon unique. Pour la comparaison, les deux enseignants devaient réaliser les mêmes activités. À partir d’observations en classe et de productions des élèves, nous analysons : 1) l’orchestration différente des ressources; 2) l’effet sur les productions des élèves; 3) les conséquences de ces orchestrations sur l’apprentissage et la collaboration des élèves. Selon nos résultats : 1) l’accès à des tableaux interactifs réservés aux élèves augmente les possibilités d’orchestration de l’enseignant; 2) les ressources ont un effet sur l’ampleur du suivi et de la rétroaction (évaluation par les pairs, suivi des progrès du groupe, retour en groupe classe); et 3) l’ajout d’activités intéressantes préalables au cours favorise l’engagement des élèves en classe