Constructing Difference in Northern Ireland: Ulster Scots Before and After the Agreement

Martin Dowling, in what is perhaps the most comp[elling essay of the collection, deploys Slavoj Zizek's concept of the suture to think through the Other in Northern Irish cultural politics. Dowling identifies Ulster Scots as a suturing element--a cultural body harnessed to fill an inherent political "lack"--that stabilises Unionist identity in times of crisis. His essay considers more broadly the inherent limitations of the suture, whose logic functions like a "straightjacket on cultural life," and he proposes an alternative, genuinely open approach to Irish culture." From a review by Sarah Townsend in the Irish Literary Supplement, Spring 2010.

Difference, Diversity and Difficulty: Problems in Adult Peace Education in Northern Ireland

The peace process in Northern Ireland has been hailed, variously, as the successful resolution to one of the world's most intractable conflicts, and as a failed attempt to reconcile the conflciting claims of the two main ethnonationalist communities. At both these points, and at every other point along the continuum, recognition is given to the centrality of education. This article looks at the role played by adult learning, and contrasts two fundamentally different apporaoches. In one, Enlightenment assumptions about the power of knowledge to dispel prejudice have run alongside attempts to create a world of shared values; in the other, a postmodern acceptance of different cultures has accompnaied a peace process that builds upon ethnic diistinctions. As with the Dayton Accord and with other peace agreements brokered with international assistance, the consociational model of governance has been chosen for Northern Ireland in order to create a political equilibrium between the unionists and nationalists. Such a political framework reverses the direction of previous integrationist educational policies in favour of a celebration of difference, an approach that is fraught with difficulties.

Disabled Children Negotiating School Life: Agency, Difference and Teaching Practice

This paper explores the school experiences of seven 11–14 year old disabled children, and focuses on their agency as they negotiated a complex, changing, and often challenging social world at school where “difference” was experienced in negative ways. The paper draws on ethnographic data from a wider three-year study that explores the influence of school experiences on both disabled and non-disabled children’s identity as they make the transition from primary to secondary school in regular New Zealand schools (although the focus of the present paper is only on the experiences of disabled children). The wider study considers how Maori (indigenous people of Aotearoa/New Zealand) and Pakeha (New Zealanders of NZ European descent) disabled children and their non- disabled matched peers (matched for age, gender and classroom) understand their personal identity, and how factors relating to transition (from primary to secondary school); culture; impairment (in the case of disabled children); social relationships; and school experience impact on children’s identities. Data on Maori children’s school experiences is currently being collected, and is not yet available for inclusion in this paper. On the basis of our observations in schools we will illustrate how disabled children felt and were made to feel different through an array of structural barriers such as separate provision for disabled students, and peer and teacher attitudes to diversity. However, we agree with Davis, Watson, Shakespeare and Corker’s (2003) interpretation that disabled children’s rights and participation at school are also under attack from a “deeper cultural division” (p. 205) in schools based on discourses of difference and normality. While disabled students in our study were trying to actively construct and shape their social and educational worlds, our data also show that teachers and peers have the capacity to either support or supplant these attempts to be part of the group of “all children”. We suggest that finding solutions that support disabled children’s full inclusion and participation at school requires a multi-faceted and systemic approach focused on a pedagogy for diverse learners, and on a consistent and explicitly inclusive policy framework centred on children’s rights.

Manual versus target-controlled infusions of propofol

Summary Target-controlled infusion systems have been shown to result in the administration of larger doses of propofol, which may result in delayed emergence and recovery from anaesthesia. The aim of this study was to investigate if this was due to a difference in the depth of hypnosis (using the bispectral index monitoring) between the manual and target controlled systems of administration. Fifty unpremedicated patients undergoing elective surgery were randomly allocated to have their anaesthesia maintained with manual or target-controlled propofol infusion schemes. In both groups, the rate of propofol administration was adjusted according to the standard clinical criteria while bispectral index scores were recorded by an observer not involved in the delivery of anaesthesia. The total dose of propofol used was higher in the target controlled group (mean 9.9 [standard deviation 1.6] compared with 8.1 [1.0] mg.kg.h in the manual group [p

Design Methodology for Real-Time FPGA-Based Sound Synthesis

Explicit finite difference (FD) schemes can realise highly realistic physical models of musical instruments but are computationally complex. A design methodology is presented for the creation of FPGA-based micro-architectures for FD schemes which can be applied to a range of applications with varying computational requirements, excitation and output patterns and boundary conditions. It has been applied to membrane and plate-based sound producing models, resulting in faster than real-time performance on a Xilinx XC2VP50 device which is 10 to 35 times faster than general purpose and DSP processors. The models have developed in such a way to allow a wide range of interaction (by a musician) thereby leading to the possibility of creating a highly realistic digital musical instrument.