Staffing, status and subject knowledge: what does the construction of citizenship as a new curriculum subject in England tell us about the nature of school subjects?

Almost a decade ago, the new subject of citizenship was created in the English National Curriculum and several universities were funded to train teachers in this new subject. This presented a rare challenge, namely how to train people to teach a subject that did not exist in schools, and in which they were unlikely to have a specialist degree. In this article we have taken the opportunity afforded by the
tenth birthday of the report in which Crick recommended this curriculum reform to reflect on that experience from the perspective of teacher educators. Through reflecting on the case study of citizenship education in England we highlight several themes that are of more general interest to teacher educators. The key issues that have emerged in this case study relate to the general problems of translating central policy into classroom practice; the nature and aims of subjects in the curriculum; and the identities of teachers in secondary schools. The article illustrates how teacher educators responded to the formidable challenge of creating (or at least contributing to) a new subject and a subject community.

England's Citizenship Education Experiment - Active Citizenship or Service?

This chapter explores the history of active citizenship education in English schools in relation to the more established tradition of service learning in the US.

Power, Pedagogy and Participation: ethics and pragmatics in research with young people

This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call ‘pedagogical research approaches’ built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data.

Defining the role of common variation in the genomic and biological architecture of adult human height

Using genome-wide data from 253,288 individuals, we identified 697 variants at genome-wide significance that together explained one-fifth of the heritability for adult height. By testing different numbers of variants in independent studies, we show that the most strongly associated 1/42,000, 1/43,700 and 1/49,500 SNPs explained 1/421%, 1/424% and 1/429% of phenotypic variance. Furthermore, all common variants together captured 60% of heritability. The 697 variants clustered in 423 loci were enriched for genes, pathways and tissue types known to be involved in growth and together implicated genes and pathways not highlighted in earlier efforts, such as signaling by fibroblast growth factors, WNT/I 2-catenin and chondroitin sulfate-related genes. We identified several genes and pathways not previously connected with human skeletal growth, including mTOR, osteoglycin and binding of hyaluronic acid. Our results indicate a genetic architecture for human height that is characterized by a very large but finite number (thousands) of causal variants.

Quantum control of photodissociation using intense, femtosecond pulses shaped with third order dispersion

We demonstrate the ability to control the molecular dissociation rate using femtosecond pulses shaped with third-order dispersion (TOD). Explicitly, a significant 50% enhancement in the dissociation yield for the low lying vibrational levels (v ∼ 6) of an H+2 ion-beam target was measured as a function of TOD. The underlying mechanism responsible for this enhanced dissociation was theoretically identified as non-adiabatic alignment induced by the pre-pulses situated on the leading edge of pulses shaped with negative TOD. This control scheme is expected to work in other molecules as it does not rely on specific characteristics of our test-case H+2 molecule.

Towards a Cyber-physical Resilience Framework for Smart Grids

As modern power grids move towards becoming a smart grid, there is an increasing reliance on the data that is transmitted and processed by ICT systems. This reliance introduces new digital attack vectors. Many of the proposed approaches that aim to address this problem largely focus on applying well-known ICT security solutions. However, what is needed are approaches that meet the complex concerns of the smart grid as a cyber-physical system. Furthermore, to support the automatic control loops that exist in a power grid, similarly automatic security and resilience mechanisms are needed that rely on minimal operator intervention. The research proposed in this paper aims to develop a framework that ensures resilient smart grid operation in light of successful cyber-attacks.