5,170 research outputs found
Mongolian rhapsody: a cultural evening with Galsan Tschinag
No full textAn author presentation by Tuvan writer, chieftain, and shaman, Galsan Tschinag, of his book _The Blue Sky_ on October 26, 2006. The novel was translated into English by Malaspina English Professor Katharina Rout, who also acted as interpreter for this event
Hopes, dreams and reality: the limited possibilities for level 1 post-16 students
No full textThis paper discusses the findings of a study exploring the aspirations and learning identities of 3 groups of level 1 students in 2 English Further Education (FE) colleges. It gives a brief description of the methodology employed and an overview of each of the three groups. It then summarises the findings from the data, to provide a context for the discussion which considers the key themes arising from the study. Drawing on the data and on relevant literature, the paper goes on to explore the positioning of these young people in the context of class and gender stereotypes, their aspirations and developing identities
Origin of relaxor behavior in 0.78(Na0.5Bi0.5)TiO3-0.2SrTiO(3)-0.02BaTiO(3) ceramic: An electrical modulus study
No full textThe relaxation dynamics of the polar nano-regions (PNRs) in the 0.78Na(0.5)Bi(0.5)TiO(3)-0.2SrTiO(3)-0.02BaTiO(3) lead free ternary system over a wide temperature range (50-650 degrees C) is investigated using complex electric modulus formalism. The modulus spectra are analyzed across three characteristic temperatures T-B, T-m, and T-f with a special focus on the evolution of dynamics of PNRs. Portraying high capacitance of shoulder response as compared to the bulk response in M ''(f) spectra shows indirectly the presence of highly polarisable entities that persist even above T-B and below T-f. The activation energies extracted from an Arrhenius fit to the relaxation time of both bulk and shoulder response signify different relaxation mechanisms. Further, the value of the stretched exponent beta and the scaling behavior study of the M ''(f) spectra envisage temperature sensitive dipolar relaxation.
Turbulent annular pipe flow in subcritical transition regime: Effect of radius ratio on strcutures
No full textDirect numerical simulations are performed for annular Poiseuille flows with various radius ratios η (= rin/rout) ∈ [0.1, 0.8] in subcritical transition regime of Reτ ∈ [48, 150]. Because the flow system of the annular Poiseuille flow can be regarded as the Hagen-Poiseuille flow (when η ≈ 0) and the plane Poiseuille flow (η ≈ 1), the (dis-)similarity and the connection between them are discussed. We found the occurrences of localized structure like the turbulent puff in the Hagen-Poiseuille flow at low η and of helical wave like the turbulent stripe pattern in the plane Poiseuille flow at high η. The switching point between helical wave and localized structure by changing η is caught in the region η ∈ [0.1, 0.3]
Researching ‘with’, not ‘on’: engaging marginalised learners in the research process
No full textThis paper discusses practical and methodological issues arising from a case study exploring the hopes, aspirations and learning identities of three groups of students undertaking low-level broad vocational programmes in two English general further education colleges. Working within a social justice theoretical framework the paper outlines the participative approach which was adopted as part of the research process from the initial development of interview questions to the early data analysis. It explores the advantages and limitations of the approach in the context of the broader methodology and the social justice theoretical framework arguing that, despite the intention to collaborate with the participants, the ultimate control over the study was vested in the researcher, raising questions around the nature and extent of empowerment through the medium of research.
The paper draws two key conclusions. In social justice terms, the young people’s contribution was limited by their lack of previous experience of any type of research and, to some extent, by difficulty with the written word. Despite this, the participative approach was effective in demonstrating value and respect for the young participants and provided an opportunity for them to make their voices heard from beyond the model of disadvantage and disengagement in which government policy seeks to confine them. Further, in purely methodological terms, the approach provided insights which could not have been obtained by ‘researching on’, suggesting that it provides a useful means of exploring the lives and identities of marginalised yout
Developing high efficiency gene transfer techniques using human air liquid interface cultures
No full textNigel Farrow, Martin Donnelley, Chantelle McIntyre, Nathan Rout-Pitt, David Parson
Dietary fish oil replacement with canola oil up-regulates glutathione peroxidase 1 gene expression in yellowtail kingfish (Seriola lalandi)
No full textAbstract not availableJenna N. Bowyer, Nathan Rout-Pitt, Peter A. Bain, David A.J. Stone, Kathryn A. Schulle
Tears of the phoenix: how nurturing and support became the 'cure' for further education
No full textThere is rising concern that the uncritical use of therapeutic educational interventions such as circle time or personalised learning in education is leading to a ‘diminished self’ (Ecclestone, 2004; 2007) - individuals who are disempowered and whose potential for agency is reduced by the well intentioned but uncritical discourse of fragility and the implementation of pseudo-therapeutic interventions in schools and colleges.
Existing debates identify a broad range of formal interventions such as those mentioned above, which might be described as therapy based. More informally, this paper, which is contextualised within the emerging literature in this field, (e.g Furedi, 2004; Cigman, 2004; Ecclestone 2004, 2007; Kristjansson, 2007) explores how teacher education, education policy and popular belief interact to generate and perpetuate an uncritical nurturing ethos amongst education professionals and considers its possible consequences for teachers and students. The paper draws on a range of qualitative data from an ongoing exploration of the changing identities of part-time inservice trainee teachers as well as from a recent case study of 30 level one students in two further education colleges.
The paper finds a well meaning, nurturing mindset amongst teaching staff, supported not by research but by received wisdom such as the value of personalised learning and a belief in the need to build self-esteem. It argues that this mindset contributes to the pervasive ethos of nurturing and dependence in Further Education which forms the focus of this discussion. Further, it suggests that whilst in concert with current government rhetoric reflected not only in official papers but also in LLUK and OfSTED requirements, this ethos is at variance with the students’ perceptions of themselves as agent individuals working towards ‘good’ qualifications.
The paper argues that the origins of such a nurturing mindset are two-fold, arising from the nature and purpose of teacher education in the Lifelong Learning sector and also as a consequence of the uncritical acceptance of a discourse of fragility by government and institutions desperate to resolve perceived problems around issues such as retention and achievement. It goes on to suggest that existing teacher education programmes engender an uncritical ‘tick box’ uncritical approach to the education of teachers, in which there is no requirement for trainee teachers to be encouraged to question contested concepts such as notions around self esteem, but where some contested concepts are required to be taught as ‘fact’. Further, this is compounded by government and institutional endorsement of more formal ‘therapeutic’ initiatives such as the use of learning styles questionnaires by integrating them into everyday practice as a matter of policy. In this way, the paper argues, research informed practice becomes indivisible from that based on assumption and guesswork, engendering and perpetuating an uncritical mindset amongst teachers, ultimately leading to a denial of the potential for greater agency amongst professionals as well as amongst students.
Despite the rhetoric suggesting that pseudo therapeutic approaches will act in the same way as the tears of the Phoenix in respect of perceived personal and institutional difficulties, the paper concludes that this is not the case, and that the uncritical, nurturing ethos underlying many such initiatives leads not to empowerment but instead to low expectations which are legitimised in the context of often misunderstood notions and (mis)interpretations of inclusion. Ultimately, this limits the potential for agency and denies opportunity, according with Ecclestone’s concept of the diminished self and raising serious questions about the state of initial teacher training in England, in that such approaches are apparently taught, accepted and implemented as fact in all parts of the education system
Structured electronic design of high-pass ΣΔ converters and their application to cardiac signal acquisition
No full textAchieving an accurate sub-Hz high-pass (HP) cutoff frequency and simultaneously a high accuracy of the transfer function is a challenge in the implementation of analog-to-digital converters for biomedical ExG signals. A structured electronic design approach based on state-space forms is proposed to develop HPΣΔ modulators targeting high accuracy of the HP cutoff frequency and good linearity. Intermediate transfer functions are mathematically evaluated to compare the proposed HPΣΔ topologies with respect to dynamic range. Finally, to illustrate the design method, an orthonormal HPΣΔ modulator is designed to be implemented in 0.18 μm technology which achieves a linearity of 12-bits.Accepted author manuscriptBio-Electronic
sj-pdf-1-vdi-10.1177_10406387221139799 – Supplemental material for A series of heterogeneous lymphoproliferative diseases with CD3 and MUM1 co-expressed in cats and dogs
No full textSupplemental material, sj-pdf-1-vdi-10.1177_10406387221139799 for A series of heterogeneous lymphoproliferative diseases with CD3 and MUM1 co-expressed in cats and dogs by Kelly L. Hughes, Emily D. Rout, Paul R. Avery, Alana A. Pavuk, Anne C. Avery and A Russell Moore in Journal of Veterinary Diagnostic Investigation</p
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