bluuebunny/crossref_metadata_2025 huggingface dataset:
Nonhuman primate parthenogenetic stem cells
Authors: Vrana Kent E. , Hipp Jason D. , Goss Ashley M. , McCool Brian A. , Riddle David R. , Walker Stephen J. , Wettstein Peter J. , Studer Lorenz P. , Tabar Viviane , Cunniff Kerrianne , Chapman Karen , Vilner Lucy , West Michael D. , Grant Kathleen A. , Cibelli Jose B.
Published: September 2003

Parthenogenesis is the biological phenomenon by which embryonic development is initiated without male contribution. Whereas parthenogenesis is a common mode of reproduction in lower organisms, the mammalian parthenote fails to produce a successful pregnancy. We herein describein vitroparthenogenetic development of monkey (Macaca fascicularis) eggs to the blastocyst stage, and their use to create a pluripotent line of stem cells. These monkey stem cells (Cyno-1 cells) are positive for telomerase activity and are immunoreactive for alkaline phosphatase, octamer-binding transcription factor 4 (Oct-4), stage-specific embryonic antigen 4 (SSEA-4), tumor rejection antigen 1-60 (TRA 1-60), and tumor rejection antigen 1-81 (TRA 1-81) (traditional markers of human embryonic stem cells). They have a normal chromosome karyotype (40 + 2) and can be maintainedin vitroin an undifferentiated state for extended periods of time. Cyno-1 cells can be differentiatedin vitrointo dopaminergic and serotonergic neurons, contractile cardiomyocyte-like cells, smooth muscle, ciliated epithelia, and adipocytes. When Cyno-1 cells were injected into severe combined immunodeficient mice, teratomas with derivatives from all three embryonic germ layers were obtained. When grown on fibronectin/laminin-coated plates and in neural progenitor medium, Cyno-1 cells assume a neural precursor phenotype (immunoreactive for nestin). However, these cells remain proliferative and express no functional ion channels. When transferred to differentiation conditions, the nestin-positive precursors assume neuronal and epithelial morphologies. Over time, these cells acquire electrophysiological characteristics of functional neurons (appearance of tetrodotoxin-sensitive, voltage-dependent sodium channels). These results suggest that stem cells derived from the parthenogenetically activated nonhuman primate egg provide a potential source for autologous cell therapy in the female and bypass the need for creating a competent embryo.
Perspectives on Learning and Assessment: Rich tapestry or psycho‐Babel?
Authors: James Mary
Published: September 2003

Intelligence, Instruction and Assessment: theory into practice Robert J. Sternberg & Wendy M. Williams (Eds)

Learners, Learning and Assessment Patricia Murphy (Ed.)

Assessment Matters in Higher Education: choosing and using diverse approaches Sally Brown & Angela Glasner (Eds)
Predicting the Future: The role of past performance in determining trends in institutional effectiveness at A level
Authors: Gray John , Goldstein Harvey , Thomas Sally
Published: September 2003

Abstract The analysis demonstrates that the average A/AS level results secured by English institutions from year to year are very stable. When account is taken of intake characteristics, however, correlations decrease substantially. The results show that predicting future ‘value added’ performance from past trends is unreliable. The implications of these findings for notions of ‘continuous improvement’ are discussed as well as their consequences for further research on institutional improvement.
Globalisation and its Impact Upon Education: prospects and challenges
Authors: Garratt Dean , Phillips Robert , Piper Heather
Published: September 2003

Book reviewed in this article:

Education in Transition: international perspectives on the politics and processes of change R. Griffin (Ed)

Education in a Globalized World: the connectivity of economic power, technology and knowledge N. Stromquist

Citizenship and the Challenge of Global Education A. Osler & K. Vincent
Engagement Mentoring for ‘Disaffected’ Youth: A new model of mentoring for social inclusion
Authors: COLLEY HELEN
Published: September 2003

This article presents a critical analysis of mentoring for social inclusion. It traces its dramatic international expansion as a tool of education policies in the 1990s, and identifies a new model, ‘engagement mentoring’, which seeks to re‐engage ‘disaffected’ young people with the formal labour market, and to engage their commitment to dominant interests through shaping their dispositions in line with ‘employability’. Mentors are treated as vehicles for these objectives, their dispositions also subject to transformation according to gendered stereotypes of care. The model is illustrated by a case study of engagement mentoring, and feminist readings of Bourdieu and Marx are used to relocate it within the socio‐economic context from which it is usually disembedded. The article concludes that engagement mentoring constructs the habitus of both mentor and mentee as a raw material subjected to an emotional labour process.
Definitions of the ‘Subject’: The relations between the discourses of educational assessment and the psychology of motivation and their constructions of personal reality
Authors: TUNSTALL PAT
Published: September 2003

This article engages critically in a study of two areas of academic discourse, educational assessment and the psychology of motivation, in order to examine the dialectical relationships between their modes of classification, ordering and defining, and the construction of personal realities. Its approach draws on post‐structuralist thinking associated with critical discourse analysis and Foucault's genealogical method. The first section raises questions about the use of metaphor and its function; the second provides ‘readings’ of three research texts on children's attributions for their different ideological assumptions; the third brings together issues about the ‘subject’ and ‘emancipation’. The text raises questions about educational assessment's positioning within a paradigm associated with the social construction of knowledge.
Motives for ‘Laddishness’ at School: Fear of failure and fear of the ‘feminine’
Authors: JACKSON CAROLYN
Published: September 2003

‘Laddish’ behaviours in school have been identified as impediments to the academic progress of some boys and girls. This article provides and discusses empirical evidence to support Jackson's proposal in an earlier article that ‘laddish’ behaviours may act to protect the self‐worth and/or social worth of many boys, and that ‘laddishness’ may be prompted by both a fear of academic failure and a fear of the ‘feminine’. Drawing upon data from interviews with 50 boys across two secondary schools, the article focuses upon a key characteristic of ‘laddishness’, namely, the overt rejection of academic work. It is suggested that overtly rejecting academic work serves a dual function for some boys. First, it enables them to act in ways currently consistent with hegemonic forms of masculinity in their schools. Secondly, it provides an excuse for failure and augments success.
Countering Learner ‘Instrumentalism’ through Creative Mediation
Authors: JEFFREY BOB
Published: September 2003

One of the most significant features of the educational reforms introduced since 1989 has been the emphasis on raising achievement levels. One of the dangers of this emphasis is that teachers and learners become instrumental in their approach to teaching and learning. Research on the creative mediation of policy shows that primary teachers appropriate reforms and adapt them to ensure a high level of learner involvement in learning. This pilot study of three Year 5 and 6 classes focuses on the creative teaching strategies used to maintain learner involvement in the wake of all the reforms of the 1990s. In particular, the study uses learner perspectives as a major part of the data set. The tentative conclusions are that the clarification of learning objectives with the learners and the reconstruction of appropriate creative learning contexts has had an effect in countering learner instrumentalism. These approaches were effective in developing learners' awareness of the learning process and enabled them to articulate perspectives concerning those processes. However, the study did not find much evidence of teachers incorporating these learner perspectives into their curriculum and pedagogic programmes.
‘Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning
Authors: ECCLESTONE KATHRYN , PRYOR JOHN
Published: September 2003

Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning.
Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom
Authors: NARDI ELENA , STEWARD SUSAN
Published: September 2003

Research often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non‐disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the math ematical potential of these learners may remain defunct. This article reports on a one‐year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year‐old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule‐and‐cue following), Elitism and Depersonalisation. The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Activities—the notion of ‘Fun’, Teaching Styles; Role of the Teacher; Role of Stratification Structures such as Setting) are outlined.
Social Capital: An analytical tool for exploring lifelong learning and community development
Authors: KILPATRICK SUE , FIELD JOHN , FALK IAN
Published: September 2003

In her recent contribution to the British Educational Research Journal, Pauline McClenaghan identified the link between social capital and community development, particularly community development education, as a core area where scholarly and policy interests overlap. She concluded that the concept of social capital is unable to grapple with the complex social divisions that characterise contemporary Europe. The authors of this article question her account on three main grounds: the definition of social capital, which they hold is overly narrow, and does not deal with what Woolcock calls the ‘linking’ role of social networks; the presentation of the theoretical foundations of community development, which they believe is flawed in certain key respects; and a lack of clarity in the relationship between the research and the findings reported. The authors then present their own theoretically informed account of social capital as a means of understanding the role of community development, the challenges that it can face and the role of adult education for community development.
Women and Mental Health: A Feminist Review
Authors: Bondi Liz , Burman Erica
Published: September 2003

This article contextualizes some of the more specifically focused articles in this Special Issue of ‘Women and Mental Health’ by reviewing general historical and political currents structuring contemporary discussions around questions of models, treatment and provision for women within British mental health services. We highlight some particularities of the current British context (in relation to other national scenes) in terms of the forms and expressions of feminist activity around mental or emotional distress. While not absolute mirrors of each other, resonances between general trends in feminist debates and organizational forms within feminist mental health work give rise to a wide spectrum of sites of intervention. We discuss some of the conditions that gave rise to these forms of (visible) feminist intervention within mental health service provision, focusing particularly on women's counselling and therapy services, and we offer an analysis of the range and conceptual tensions within which such interventions may be situated, including contested perspectives on power and empowerment. We also consider ways in which women's political activity around mental health issues is likely not to be noticed as such, given women's prototypical positions as patients and practitioners. We end by identifying what we see as current challenges for feminist activism around distress and its links with the conditions of women's lives and oppression more generally, not only as instances of more general tensions and challenges within contemporary feminisms, but also as offering an arena of opportunity for broader alliance and coalition-building.
Causation, Event Structure and Process Specifying Adverbials
Authors: Bjerre Tavs
Published: September 2003

Based on data from Danish, this article examines various linguistic means of expressing causation. It is argued that inchoatives, causatives and accomplishments all denote situations in which one situation – subevent1, is construed as causing another – subevent2. Inchoatives and causatives are described as having different kinds of underspecified subevent1. The bulk of the article is concerned with an analysis of prepositional phrases of a type termed Process Specifying Adverbials, (PSAs). It is argued that PSAs serve to specify subevent1, and their behaviour is seen as corroborating the proposed analysis for inchoatives and causatives. The analysis is formalized within the framework of HPSG.
An Experimental Study of Syllabification in Icelandic
Authors: Berg Thomas
Published: September 2003

In many languages the syllabification of intervocalic consonants has been shown to be influenced by the principle of onset maximization, whereby as many segments are assigned to the subsequent syllable as are phonotactically legal. Icelandic, however, has been repeatedly argued to follow a coda maximization strategy even though opinion has remained divided on this. This paper is an attempt to address this issue from the psycholinguistic perspective. The results of two experiments leave little doubt that the proper syllabification in Icelandic is onset maximization rather than coda maximization, thereby aligning Icelandic with many other languages and providing further support for the onset maximization principle. A number of other aspects were investigated, including the special status of certain two-consonant clusters, preaspiration and gemination. Clusters with a maximum sonority difference between their constituents were found to tend towards tautosyllabicity, whereas those with a smaller sonority difference gravitate towards heterosyllabicity. Furthermore, there is at least some evidence for the claim that both preaspiration and gemination lend themselves to an analysis in terms of a sequence of two identical consonants at the underlying level.
The Future of Professional Engineers in the Public Service
Authors: Yates Athol
Published: September 2003

The last two decades have not been kind to professional engineers in the public service. Numbers have been slashed, their status has declined and engineering advice does not carry the weight it once did. While it has been said that non-engineers do not appreciate the benefits of engineering advice, part of the reason for this is that engineers themselves and the engineering profession have taken a low-key approach to promoting the benefits of engineering advice. If engineers want to have a positive future in the public sector, this attitude needs to change. Engineers and the engineering profession need to be proactive in promoting the benefits of sound engineering advice, professional judgment and the skills of engineers. This paper suggests a number of ways of accomplishing these goals.
Sporadic Innovation and Historical Continuity
Authors: Enos J. L.
Published: September 2003

This article argues that, by appealing to technological factors, one can compare different innovations, even different economies, over time. An application is made to the development of steam engines and turbines over their history from 1700 to 2000, for which it is shown that four types of physical variables--temperatures, pressures, thermal efficiencies and power ratings--provide common measures of succeeding devices. Such measures can be incorporated in a technological analogue of an input-output system. In principle, an entire economy could be represented in technological form; and, since scientific variables are invariant through time, its evolution could be depicted in quantitative terms.
The Viagra Files: The Web as Anticipatory Medium
Authors: Rogers Richard
Published: September 2003

The article introduces the research behind the making of Viagratool.org, the Lay Decision Support System on the World Wide Web. Viagratool.org is a 'web knowledge instrument' made to provide realities about a drug, available by searching, form-filling, online prescription, e-commerce and the post. Collaborative filtering, made famous by the disciples of Vannevar Bush, is used to ascertain information about Viagra. As we found with the aid of a group of collaborative filterers, Viagra comes across on the Web as a party drug, with distinct user groups--clubbers, sex tourists and others--not addressed by more official information providers--regulatory bodies, the medical industry or the manufacturer. Presented here are the findings that have led to two versions of the support system, one for the potential Viagra consumer, and another for the often overlooked second and third parties caught up in 'Viagra situations'. In the first system, the collaborative filters found and kept information about its marketing (and re-selling), its serious harm in cocktail dosages, and insider accounts provided by seasoned aphrodisiac and other lifestyle drug users. The information is displayed in thought trajectories, each asking whether to consume it, from different angles. Importantly, the system is not a consumer-to-consumer information service or pure cohort support service. Rather, it allows a consumer to hear about Viagra from the marketeer, the emergency room medic, the humorist, and the user of Viagra and Viagra substitutes. Each could play a part in the Viagra decision. In the second version, we present Viagra situations, quite remote from the placid beach scenes with loving couples (on the Pfizer website), or a jogging Bob Dole, as seen on TV. Here, we move closer to employing the Web as an anticipatory medium by first resurrecting the second parties in Viagra situations, different from those in 'normal, loving' relationships. Finally, we call into existence third party observers, friends, onlookers, anticipating darker Viagra usage scenarios that are unavailable in the more official discourse.
Federalism in the Regulation of Chemical Pollutants in Australia
Authors: Rae An
Published: September 2003

In response to the growth of the environment movement and increasing citizen concern for the environment, the Commonwealth and the Australian states moved to set up government departments of environment, or Environment Protection Agencies, in the early 1970s. At first the issues which engaged the public were 'green' ones, involving land and marine degradation, biodiversity (a term not then in use), and activities such as logging, mining and the generation of hydro-electric power. These were soon joined on the public agenda, however, by concerns over 'brown' issues such as chemical pollution and the management of hazardous chemicals and chemical wastes, but these were less well understood by the general public than the more visible 'green' issues. At this time, also, Australian governments took significant steps to achieve nationally consistent regulation through the work of ministerial councils, notably the Australian Environment Council (AEC) and subsequently the Australian and New Zealand Environment and Conservation Council (ANZECC). A further wave of environmentalism in the late 1980s and early 1990s, coupled with further development of the federalism model for environmental regulation that flowed from high-level inter-government meetings that were formalised as the Council of Australian Governments (COAG), gave rise to the formation of the National Environment Protection Council (NEPC). This body, while not giving more power to the Commonwealth, achieves national harmonisation of regulations through slightly more coercive processes than are available to the older-style ministerial councils. These continue to exist, however, operating in parallel with NEPC. For chemicals coming into use, there are national schemes under which the Commonwealth, states and territories regulated industrial, agricultural and veterinary chemicals, therapeutic substances, and food additives. Most 'brown' issues, however, remain with the successor to ANZECC, the Environment Protection and Heritage Council, as part of which NEPC continues to develop national approaches. In both periods of rapid change, there was a coincidence of environmentalism and federalism, but international developments were also important--in the first phase the United Nations' first 'environment' meeting, held in 1972 in Stockholm, and in the second the developments flowing from the so-called 'Earth Summit' held in Rio de Janeiro in 1992. Although public environmentalism continues to be mainly concerned with 'green' issues, the 'brown' issues remain a focus for governments and some non-government organisations.
The Hegemony of Microsoft®: An Australian Story
Authors: Moyle Kathryn
Published: September 2003

Each Australian state and the Australian Capital Territory has signed a 'whole of education department' contract with the Microsoft® Corporation for the provision of operating systems and other software. This contracted use of Microsoft® products is one story where the purchase of specific commodities is directly connected to the provision of public schooling. It is argued that through these contracts Microsoft® exercises a hegemonic relationship with the schooling systems in Australia. The legal relationships that exist between Microsoft® Corporation and the respective Australian states and territories schooling systems seem to mutually maintain and reinforce the monopolistic, or at best, oligopolistic position of Microsoft® Corporation and its hegemony over Australian public schooling. Further, it is argued that Microsoft's® hegemonic position in part is maintained by both establishing a 'commonsense' about its products and by receiving legitimation and authority through the State for its products used in Australian schools.
Patient Power? Medical Perspectives on Patient Use of the Internet
Authors: Tann Jennifer , Platts Adrian , Welch Sarah , Allen Judy
Published: September 2003

Patients and carers now have unprecedented access to health information via specialist journals and the popular media, while the worldwide web has revolutionised public access to clinical information. Levels of patient demand for information about health have grown and there is evidence to suggest that patients wish to receive more information than is sometimes currently provided by clinicians. In secondary care, some specialisms have more readily adopted the use of information communication technologies (ICT) in clinician/patient communication than others. This paper focuses on clinicians' perceptions of client Internet use for psychiatric conditions and studies the influence this has had on the consultation process in the United Kingdom. The research method consisted of a postal questionnaire distributed to the members of the Women in Psychiatry Group on the register of the Royal College of Psychiatry. Telephone interviews were conducted, employing the critical incident method, as well as a brief additional questionnaire. The data show that psychiatrists who used the Internet discerned client usage more readily. Where the client sought to discuss information acquired electronically with the consultant this tended to extend the consultation period, but a number of psychiatrists reported a greater sense of partnership as a result. The paper explores consultant perceptions of client motivations for Internet use and the perceived advantages and disadvantages for both client and psychiatrist. Overall, the psychiatry profession appears to be following the lead of clients in the use of ICT. Policy recommendations are offered with respect to the provision of profession-validated information on the Internet and psychiatrists' training in IT.
Telecommunication Basic Research: An Uncertain Future for the Bell Legacy
Authors: Noll A. Michael
Published: September 2003

The Bell Labs of decades ago was well recognized as a national treasure for its pioneering innovations and its creation of new knowledge. However, the breakup of the Bell System that occurred in 1984 resulted in considerable change for research and development in telecommunication. This paper reviews that history and, in anticipation of continuing uncertainty and a possible impending crisis, examines possible options for the future to assure leadership by the United States in basic research in telecommunication.
Design and Development of Monolithic Microwave Integrated Amplifiers and Coupling Circuits for Telecommunication Systems Applications
Authors: Makri R. , Gargalakos M. , Uzunoglu N. K.
Published: September 2003

Recent advances in printed circuit and packaging technology of microwave and millimeter wave circuits result to the increasing use of MMICs in telecommunication systems. At Microwave and Fiber Optics Lab of NTUA several designs of various MMICs were conducted using the HP Eesof CAD Tool and FET and HEMT models of F20 and H40 GaAs foundry process of GEC Marconi. The designed MMICs are constructed in Europractice Organization while on‐wafer probe measurements are performed in the Lab. In that framework, MMIC
technologies are employed in the design of power and low noise amplifiers and couplers to be used for mobile and wireless communications as well as remote sensing and radar applications. A medium power linear FET amplifier has been designed with combining techniques on a single chip. The circuit operates at 14.4–15.2 GHz with an input power of −15 dB m, a 36 dB total gain, while the input and output VSWR is less than 1.6. Due to
high cost of MMIC fabrication only the first subunit was manufactured and tests verified the simulation results. Additionally, novel techniques have been used for the design of two coupling networks at 10 GHz in order to minimize the area occupied. A meander‐kind design as well as shunt capacitors were implemented for a 90°
quadrature coupler and a Wilkinson one in order to reduce size. Finally, a two stages low noise amplifier was designed with the use of H40 GaAs process in order the differences between the relevant designs to be explored. The key specifications for this MMIC LNA include operation at 10 GHz with a total gain of 17 dB while the noise figure is less than 1.5 dB.
A MMIC QPSK Modulator
Authors: Tsenes Petros S. , Stratakos Giorgos E. , Nikolaos S. , Uzunoglu K.
Published: September 2003

In this paper a MMIC QPSK modulator is described. The bit rate of the baseband signal is 155 Mbits/sec, while the frequency of the carrier is fLO = 10 GHz
. The modulation is performed directly at the RF band and therefore an IF
stage is not necessary. The design contains all the necessary sub‐circuits except for the demultiplexer and the low‐pass filters, which are used so that the bandwidth of the binary waves can be reduced. The mixers that are contained in the circuit are not the typical Gilbert cells and as a result they occupy a much smaller area (half). The circuit needs no external LO coupler and no RF chocks. The F‐20 process of GEC Marconi was used for designing the modulator. The occupied area is approximately 12 mm2
. Section 1 presents fundamentals on Quadriphase Shift Keying (QPSK), while in Section 2 the characteristics of the F‐20 process are described. In the following Sections the sub‐circuits, the complete circuit, and its simulated results are presented.
Passive On‐Chip Components for Fully Integrated Silicon RF VCOs
Authors: Kyranas Aristides , Papananos Yannis
Published: September 2003

In this work integrated passive devices used in RF VCOs are presented. The operation of on‐chip inductors and variable capacitors is outlined along with simple electrical equivalent circuits suitable for hand calculations.
Design examples of passive devices operating at 5 and 6 GHz in a commercial HBT BiCMOS process are also presented. The parallel resonator quality factor is computed as a function of inductor L capacitor C and their
respective losses RSL
and
RSC
.
BME‐Y5V Materials Prepared by Solid State Technology
Authors: Koebrugge G. , Albertsen K. , Hayashi I.
Published: September 2003

In this paper the properties of BME‐Y5V dielectric powders prepared by solid state technology is described. A new formulation is presented, suitable in multilayer capacitors for layers down to 4μm
. The material shows good reliability due to the presence of magic dopants in this formulation. The effect of magic dopants in dielectric formulations is discussed.
High K Low Loss Dielectrics Co‐Fireable with LTCC
Authors: Modes Christina , Malkmus Stefan , Gora Frieder
Published: September 2003

Rapid growth in the application of LTCC technology for RF wireless is clearly driven by the trend of miniaturization and mobile communication systems. This technology provides the possibility of integration of passive components in a cost effective way. Heraeus has implemented compatible high permitivity and low loss dielectrics with NPO performance into modified Heraeus CT700 low temperature co‐fired ceramic tape system. The majority of
commercially available microwave dielectrics show increasing firing temperatures >200 °C
which make them incompatible with Ag metallizations or show high dielectric loss which limit their usage in RF wireless applications. This development work demonstrates the integration of a low loss, high permittivity ε = 60
dielectric tape into a conventional Ag bearing LTCC structure. The concept of a dual sintering process is introduced and the resultant mechanical benefits with regard to tape fired shrinkage are explained in detail. Permittivity and dielectric loss data at RF for the new structure are presented. These high K and low loss dielectrics along with a comprehensive material system developed by Heraeus will support customers in meeting the challenges of
reducing cost and enhancing the performance of RF devices for high frequency applications.
A Development Methodology for Copper End Termination Paste — Part 1: Origin of Green Defects
Authors: Kumar Umesh
Published: September 2003

Copper (Cu) based pastes have emerged as the termination materials of choice for ceramic capacitors with base metal internal electrodes. To prevent oxidation of nickel (Ni) internal electrode and the copper terminations, it is necessary to fire the terminations in a nitrogen atmosphere. This requirement places significant restrictions on raw material
selection for the termination pastes. For example, acrylic‐based resins are used as organic binder for their clean burning characteristics over the traditional ethyl cellulose based binder system. As the viscoelastic behavior of acrylic resin systems are different to those of cellulose systems, differences are observed in the flow behavior of the paste. In this paper, the influence of paste rheology on the green cosmetic defects such as mooning, peaking,
etc. is discussed. Additionally, the influence of process condition such as dipping parameters, drying conditions etc., on the green cosmetic defects are discussed. Finally, properties of a copper termination, which can be processed between 800–825°C, are discussed.
Experimental Studies of New GaAs Metal/Insulator/p‐n+ Switches Using Low Temperature Oxide
Authors: Yarn K. F.
Published: September 2003

First observation of switching behavior is reported in GaAs metal‐insulator‐p‐n+
structure, where the thin insulator is
grown at low temperature by a liquid phase chemical‐enhanced oxide (LPECO) with a thickness of 100 Å. A significant S‐shaped negative differential resistance (NDR) is shown to occur that originates from the regenerative feedback in a tunnel metal/insulator/semiconductor (MIS) interface and p‐n+
junction. The influence of epitaxial doping concentration on the switching and holding voltages is investigated. The switching voltages are found to be decreased when increasing the epitaxial doping concentration, while the holding voltages are almost kept constant. A high turn‐off/turn‐on resistance ratio up to 105
has been obtained.
Curriculum as policy: some implications of contemporary policy studies for the analysis of curriculum policy, with particular reference to post‐primary curriculum policy in the Republic of Ireland
Authors: Looney Anne
Published: September 2003

An overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedures over principles. This article shows how this theoretical vacuum is ascribed by many in the field to the dominance of the Tyler rationale in curriculum planning. However, the symptoms of means‐end rationality are not confined to curriculum ‐ they are found across the breadth of educational studies and have reached epidemic proportions, suggests the article, in the discourse of educational reform. A number of serious implications for the lack of analysis of curriculum policy are identified and particular reference is made to the Republic of Ireland where, it is suggested, the size of the education system should facilitate greater debate. Instead, the discussions focus on the management rather than the meaning of change. In searching for sources for new curriculum theory,the author suggests that the field of policy studies offers considerable potential, in particular the work of Stephen Ball on mapping the policy cycle. The possibilities for a theory of curriculum as policies are explored. A model of a curriculum policy cycle is proposed and subjected to some analysis.
Implementing media education in the Hong Kong secondary curriculum
Authors: Cheung Chi‐Kim
Published: September 2003

The tremendous influence of today's mass media can hardly be matched by the sum of its works from the past. There are more sources of media, more types of information and entertainment, more interactive modes for consuming these messages of the mass media in a more interconnected global village available than ever before. Since many pupils spend much of their time on the media, the call for media education is urgent. This article first describes the aims and objectives of media education, then portrays the power of the media and how the education sectors have responded. Finally, it argues for the need to implement media education into the secondary curriculum in response to proposed curriculum reform in Hong Kong.
Entitlement to attainment: tensions in the National Numeracy Strategy
Authors: Askew Mike , Millett Alison , Brown Margaret , Rhodes Valerie , Bibby Tamara
Published: September 2003

This article examines models of entitlement that are being encouraged through the implementation of the English National Numeracy Strategy in relation to models presented in earlier policy documents. The argument is developed that the rhetoric has moved from entitlement as access to an appropriate curriculum, through entitlement to equality of teaching experience, towards entitlement to equality of learning outcome. However, we argue that in practice models of entitlement that were differentiated as a result of perceived differences in pupils have not been replaced with models of entitlement to outcomes, but merely that later models have overlaid earlier ones. This is made evident by the mixed messages that schools and teachers are exposed to and the variety of strategies adopted in schools. We suggest this places teachers in a situation of tension: on the one hand trying to ensure all pupils reach a standard level of attainment and on the other still trying to differentiate the curriculum to meet perceived individual needs.
Practical media work and the curriculum of the future
Authors: Watling Rob
Published: September 2003

This article considers the current range of contexts and pretexts for practical media work, principally in England. I argue that the current educational context in England requires us to broaden, rather than restrict the role that practical work is given in the curriculum. In particular I argue that practical media work has too often been associated with critical reflection (the ability to read between the lines of media texts) and critical authority (the ability to adopt the formal discourses of appreciation and judgement). It does this at the expense of critical autonomy (the ability to work with others to develop new, sustainable arguments) and critical action (the process of testing and refining these positions by applying them in real social settings). I argue that such a role is compatible with the development of pedagogies relevant to a ‘curriculum for the future’ (Young, 1998) which aims, among other things, to reconceptualize learning as a social, rather than an individual process.
A case‐study of the predictive validity and reliability of Key Stage 2 test results, and teacher assessments, as baseline data for target‐setting and value‐added at Key Stage 3
Authors: Moody Ian
Published: September 2003

This case‐study investigates the predictive validity and reliability of Key Stage 2 test results, and teacher assessments, for target‐setting and value‐added assumptions at Key Stage 3. (In England Key Stage 2 tests are taken in the core subjects of English, Mathematics and Science at the age of 11. Key Stage 3 tests are taken in the same subjects at the age of 14. Teacher assessments are also completed for these subjects at both key stages.) The study employed the type of linear regression analysis recommended in several government reports, to correlate Key Stage 2 test results, and teacher assessments, in core subjects, with Key Stage 3 test results, and teacher assessments, in both core and non‐core subjects. Following government recommendations that the use of any other form of testing ‐ such as the National Foundation for Educational Research (NFER) Cognitive Abilities Test (CAT) ‐ was now no longer necessary to provide baseline data for value‐added calculations, or to set targets, correlations were also investigated between results on the CAT, and test results and teacher assessments at Key Stage 3, for both core and non‐core subjects, to see whether this recommendation was well founded. The results of the case‐study suggest that Key Stage 2 data, both in the form of test results and teacher assessments, have little or no predictive validity, or reliability, for test results or teacher assessments at Key Stage 3. Indeed, the predictive validity for non‐core subjects at Key Stage 3 was so low as to be negligible. However, the CAT average score correlated more highly with both teacher assessments and test results at Key Stage 3 in core subjects, although this relationship was not reflected in non‐core subjects. These findings suggest that the predictive validity and reliability of Key Stage 2 data is seriously open to question as baseline data for either value‐added, or target‐setting procedures, at Key Stage 3. It should be pointed out, however, that these findings are provisional, since they are based on data from two intake years, but preliminary analysis of data from a further three intake years appears to indicate that the concerns identified are well founded.
Compulsory citizenship for the disenfranchised: benchmarking students, schools, and social and political attitudes before the Citizenship Order
Authors: Morris Zoë Slote , John Peter , Halpern David
Published: September 2003

This article reviews the current state of the debate about the political orientation and social attitudes of young people. After cautioning against a pessimistic view of moral decline, the article reports the results from a survey of 1249 young people in Hertfordshire. While showing evidence of low levels of political knowledge, interest, trust and efficacy, the findings do not confirm a lack of engagement with the wider social world. They show that young people contribute to social capital, by volunteering, for example, and that young people have broadly developed moral awareness. We explore students' engagement in citizenship‐type activities both within and outside school; the extent to which they have covered the citizenship National Curriculum in school; and the degree to which they are active participants in their school. Our findings are generally positive, identifying reasonably high levels of engagement and integration. In short, there is a base from which to develop curricular reforms to promote political education.
'Under‐achieving boys' in English primary schools?
Authors: Warrington Molly , Younger Michael , McLellan Ros
Published: September 2003

There is increasing acknowledgement that differences exist in the levels of achievement of boys and girls in English primary schools, as evidenced by performances in National Curriculum tests at Key Stages 1 and 2. This article briefly examines the nature of these differences, both nationally and specifically within the context of a pilot study of four schools in different socio‐economic contexts. Some of the underlying factors behind these differential achievements are considered, particularly within the context of literacy issues and of boys' constructions of masculinity. An analysis of the approaches towards creating a context for achievement of both girls and boys in these four schools is then offered, with a focus on pedagogic, organizational and socio‐cultural strategies. It is suggested that, while intervention strategies which have the potential to raise the achievement levels of boys (and girls) are being successfully developed in each pilot school, there is as yet only limited evidence to suggest how and why these interventions are most effective, and indeed, how these interventions might be successfully adapted and transferred to other school contexts.
An evaluation of pupil perceptions of Ireland, Irish history and its contribution to history teaching in our multicultural society
Authors: Bracey Paul , Gove‐Humphries Alison
Published: September 2003

This article uses case‐study research to explore pupil perceptions of Ireland and its impact on learning an aspect of Irish history. The topic is linked to multicultural perspectives within both history and citizenship. Survey data is used to provide an insight into pupil knowledge and perceptions of Ireland by comparing it with their perceptions of England, Scotland and Wales. This is related to diary and focus study responses given by the children when studying a unit of work. The research suggests that the historical knowledge of the pupils registered poorly against other forms of knowledge, and is often related to recent events reported in the media; also, that family influences are as important as school. This does not appear to have adversely affected the children's response to studying about Ireland's past with respect to this particular study, although it is possible that family links could have some impact on pupil discourses. The overall conclusion is that the study of Ireland's past has the potential to enhance the quality of history and citizenship education in the context of our multicultural society.
Connecting with plants: lessons for life
Authors: Galbraith Jillian
Published: September 2003

Greater understanding of biodiversity and responsible behaviour towards conservation and sustainability are vital in the twenty‐first century. Education is the chief means of encouraging a deeper, more holistic way of thinking, a link between ecology and human ecology, and a change in mental models in order to think to the future. Education is necessary at all levels from the government to the individual. Botanic gardens are an important specialist resource for the development of such education programmes, both formal and informal. Evaluation, partnership, creative communication and an inclusive approach are essential to successful environmental education programmes.
The golden age of BTEC: the business education curriculum in 1980s further education
Authors: Fisher Roy
Published: September 2003

This article provides an account of ‘three generations’ of the Business Education Council (BEC)/Business and Technician (later Technology) Education Council (BTEC) curriculum as implemented in further education colleges between 1979 and 1992. There is discussion of aspects of the underlying philosophy of BEC/BTEC, the structure and content of the programmes, skills, assessment, work experience, learning strategies, and aspects of monitoring and quality control. It is argued that BEC/BTEC, through a form of vocational progressivism, successfully transformed pedagogic practices in FE during the 1980s. The advent of the National Council for Vocational Qualifications, however, and the subsequent introduction of General Advanced Vocational Qualifications in 1993 effectively marked the end of the ‘BEC/BTEC’ era and the establishment of a more directly instrumentalist approach to vocational education.
Teaching sustainable development in primary schools: theory into practice
Authors: Summers Mike , Kruger Colin
Published: September 2003

The work described here is set in a context of considerable national and international debate about the nature of sustainable development and education for sustainable development (ESD). It describes how nine primary school teachers translated a particular conceptualization of ESD into classroom teaching. The conceptualization which informed the work was that set out in a report produced by the Panel for Education for Sustainable Development, a working group which advised on the introduction of ESD in the revised National Curriculum for the year 2000. The findings are based principally on interviews with teachers and pupils, both before and after teaching. Examples of pupil learning are given to illustrate what might count as ESD in these young children. A concluding section examines the teaching and learning in light of current literature on the nature of ESD.
Reconstruction of quadratic curves in 3‐D from two or moreperspective views
Authors: Balasubramanian R. , Das Sukhendu , Swaminathan K.
Published: September 2003

The issues involved in the reconstruction of a quadratic curve in 3‐D space from arbitrary perspective projections are described in this paper. Correspondence between the projections of the curve on the image planes is assumed to be established. Equations for reconstruction of the 3‐D curve, which give the parameters of the 3‐D quadratic curve are determined. Uniqueness of the solution in the process of reconstruction is addressed and solved using additional constraints. As practical examples, reconstruction of circles, parabolas and pair of straight lines in 3‐D space are demonstrated.