Financial crisis, Social pathologies and 'generalised perversion' : questioning Zizek's diagnosis of the times

Slavoj Zizek's work has been highly influential in the formulation of an emerging consensus among Lacanian social researchers, that we live in a society of generalised perversion whose initial fruits are the corrosion of democracy and the recent financial crisis. This position rests upon a notion of modern subjectivity that connects ‘commodity fetishism’ with clinical perversion in a pathological configuration, so that social theoretical identification of crisis tendencies, evaluative language about moral problems and diagnostic categories from the Lacanian clinic can be combined in a single figure. In this article, we question the series of conceptual links that constitute this position, tracing them from Zizek’s critique in his short work on the global financial crisis and his broader restatement of this analysis in the recent Living in the End Times, through the moment of his announcement of the notion of ‘generalised perversion’ in The Ticklish Subject, all the way back to fundamental propositions outlined in his earliest work. Our argument progresses through three claims. First, we show in the evolution of this position that it leads Zizek to equivocate in his diagnosis of contemporary society between two mutually exclusive categories (‘psychosis’ and ‘perversion’), indicating an antinomy in his work that is resolved in favour of ‘generalised perversion’ on empirical, not logical, grounds. Secondly, we offer a critical resolution of the antinomy through a critique of what we argue is Zizek’s mistaken over-extension of psychoanalytic reason beyond its legitimate scope of application. Finally, we point to some of the political implications of the way that Zizek speculatively resolves his logical difficulties, by analysing the consequences of his claim that generalised social perversion - the problem to be solved - involves a dethroning of the communal ego ideal. A communitarian streak, implicit in the potential conflation of moral denunciation with psychoanalytic diagnosis that the rhetoric of ‘perversion’ invokes, runs through Zizek’s work on capitalism, we propose in conclusion.

Peak modeling approach to accurate assignment of first-dimension retention times in comprehensive two-dimensional chromatography

Modeling of first-dimension retention of peaks based on modulation phase and period allows reliable prediction of the modulated peak distributions generated in the comprehensive two-dimensional chromatography experiment. By application of the inverse process, it is also possible to use the profile of the modulated peaks (their heights or areas) to predict the shape and parameters of the original input chromatographic band (retention time, standard deviation, area) for the primary column dimension. This allows an accurate derivation of the firstdimension retention time (RSD 0.02%) which is equal to that for the non-modulated experiment, rather than relying upon the retention time of the major modulated peak generated by the modulation process (RSD 0.16%). The latter metric can produce a retention time that differs by at least the modulation period employed in the experiment, which displays a discontinuity in the retention time vs modulation phase plot at the point of the 180° out-ofphase modulation. In contrast, the new procedure proposed here gives a result that is essentially independent of modulation phase and period. This permits an accurate value to be assigned to the first-dimension retention. The proposed metric accounts for the time on the seconddimension, the phase of the distribution, and the holdup time that the sampled solute is retained in the modulating interface. The approach may also be based on the largest three modulated peaks, rather than all modulated peaks. This simplifies the task of assigning the retention time with little loss of precision in band standard deviation or retention time, provided that these peaks are not all overloaded in the first or second dimension.

Democratic educational leadership in contemporary times

This article seeks to identify the economic and social conditions confronting officially designated education leaders and to set out the parameters for how they might respond. Specifically, it suggests that education leaders are currently faced with changing bases of social cohesion, changing instruments of (economic) control and changing forms of organisation. Informed by these changing conditions and by a recognitive view of social justice (Young 1990; Gale and Densmore 2000), the article makes a case for educational leadership that is characterised by distinctly democratic directions and influences. In particular, democratic leaders are seen as those that enable the formation of social, learning and culturally responsive public educational institutions, in part by enabling contextually-specific struggles to determine what is needed, and by developing a politically informed commitment to justice for all.

Difficult times, difficult students? Teaching students with learning difficulties to be teachers

The last decade of Australian higher education has witnessed significant expansion in the provision of student places, relative to the Australian population, with student enrolment figures for undergraduate award courses in 1993 totalling 453,926, compared with 287,713 in 1983. Such expansion has raised considerable speculation amongst academics about the quality of students now entering university and their ability to successfully negotiate academic learning environments, particularly since the mid 1990s when unmet demand for higher education began to diminish; the assumption often being that lower entry scores are indicative of future academic problems. This is a significant issue for Australian regional universities, which historically have struggled to attract students with high entry scores and which are likely to experience even greater competition from metropolitan universities given the prospect of 'vouchers', a possibility (re)floated by the West Review, which will enable students to be more selective in their university of choice. Moreover, these 'problems' seem compounded for teacher educators who are required to deliver greater numbers of graduates to satisfy a current shortage of teachers in many Australian States and also to 'soak up' government funded places within their institutions that other faculties have been unable to fill, while drawing from a diminishing pool of high entry-scoring applicants. Within this context, this paper addresses the possibility for teacher educators of facing classes with increasing numbers of students with learning difficulties and learning disabilities, estimated in the early 1980s by Sykes (1982) to be about 5% of university students. In raising these issues, the paper makes two broad contributions. First, it engages with the discussion within the literature concerning competing definitions of university students' learning difficulties and learning disabilities, suggesting that the debate is unhelpful and that the differences are not that important when consideration is given to how they are experienced by students. Secondly, and flowing logically from this, the paper argues that rather than simply defining learning difficulty as intrinsic to students, academic learning environments, and those who construct them, are also implicated in the determination of how difficult (or otherwise) they are for students to access.

Social justice in Australian education : rethinking what we know for contemporary times

In this paper I attempt two things. First I canvass the history of social justice policy in schooling and higher education in Australia, with a view to drawing out ten principles to inform a rejuvenated social justice agenda in education, facilitated at this political moment by the current Australian Government’s financial and education commitments to/for people in low socioeconomic status communities, schools and higher education. I draw primarily on what we have learned from the 1973 Karmel Report and the Disadvantaged Schools Program to which it gave rise, and on the 1990 higher education policy statement, A Fair Chance for All. I then propose three new concepts for rethinking social justice in education, which reflect a new ‘structure of feeling’ (Williams 1961) and new social capacities in contemporary times.

Cartoon voice saying no several times SFX

"No, no, no, no, no, no ... no".

Characterization and evaluation of BaCo0.7Fe0.2Nb0.1O3−δ as a cathode for proton-conducting solid oxide fuel cells

This study characterizes BaCo0.7Fe0.2Nb0.1O3−δ (BCFN) perovskite oxide and evaluates it as a potential cathode material for proton-conducting SOFCs with a BaZr0.1Ce0.7Y0.2O3-δ (BZCY) electrolyte. A four-probe DC conductivity measurement demonstrated that BCFN has a modest electrical conductivity of 2–15 S cm−1 in air with p-type semiconducting behavior. An electrical conductivity relaxation test showed that BCFN has higher Dchem and Kchem than the well-known Ba0.5Sr0.5Co0.8Fe0.2O3−δ oxide. In addition, it has relatively low thermal expansion coefficients (TECs) with values of 18.2 × 10−6 K−1 and 14.4 × 10−6 K−1 at temperature ranges of 30–900 °C and 30–500 °C, respectively. The phase reaction between BCFN and BZCY was investigated using powder and pellet reactions. EDX and XRD characterizations demonstrated that BCFN had lower reactivity with the BZCY electrolyte than strontium-containing perovskite oxides such as SrCo0.9Nb0.1O3-δ and Ba0.6Sr0.4Co0.9Nb0.1O3−δ. The impedance of BCFN was oxygen partial pressure dependent. Introducing water into the cathode atmosphere reduced the size of both the high-frequency and low-frequency arcs of the impedance spectra due to facilitated proton hopping. The cathode polarization resistance and overpotential at a current density of 100 mA cm−2 were 0.85 Ω cm−2 and 110 mV in dry air, which decreased to 0.43 Ω cm−2 and 52 mV, respectively, in wet air (∼3% H2O) at 650 °C. A decrease in impedance was also observed with polarization time; this was possibly caused by polarization-induced microstructure optimization. A promising peak power density of ∼585 mW cm−2 was demonstrated by an anode-supported cell with a BCFN cathode at 700 °C.

X-ray velocimetry within the ex vivo carotid artery

X-ray velocimetry offers a non-invasive method by which blood flow, blood velocity and wall shear stress can be measured in arteries prone to atherosclerosis. Analytical tools for measuring haemodynamics in artificial arteries have previously been developed and here the first quantification of haemodynamics using X-ray velocimetry in a living mammalian artery under physiologically relevant conditions is demonstrated. Whole blood seeded with a clinically used ultrasound contrast agent was pumped with a steady flow through live carotid arterial tissue from a rat, which was kept alive in a physiological salt solution. Pharmacological agents were then used to produce vascular relaxation. Velocity measurements were acquired with a spatial resolution of 14 µm × 14 µm and at a rate of 5000 acquisitions per second. Subtle velocity changes that occur are readily measurable, demonstrating the ability of X-ray velocimetry to sensitively and accurately measure haemodynamics ex vivo. Future applications and possible limitations of the technique are discussed, which allows for detailed living tissue investigations to be carried out for various disease models, including atherosclerosis and diabetic vasculopathy.

Leading the evaluation of institutional online learning environments for quality enhancement in times of change

This paper reports on findings from a nationally funded project which aims to design and implement a quality management framework for online learning environments (OLEs). Evaluation is a key component of any quality management system and it is this aspect of the framework that is the focus of this paper. In developing the framework initial focus groups were conducted at the five participating institutions. These revealed that, although regarded as important, there did not appear to be a shared understanding of the nature and purpose of evaluation. A second series of focus groups revealed there were multiple perspectives arising from those with a vested interest in online learning. These perspectives will be outlined. Overall, how evaluation was undertaken was highly variable within and across the five institutions reflecting where they were at in relation to the development of their OLE.

Striving for educational equity and ‘world-class quality’ schools in Mauritius in global times

Concerns that the education system in Mauritius has not been adequately preparing students for work and life, and unsatisfactory academic achievement in schools, have fuelled the government’s drive to improve the quality of schools. These concerns exist within education structures that systematically segregate students into ‘star’ schools and less desirable schools that curtail the education experience of the majority of Mauritian children. Within this context, Mauritian education authorities have attempted various educational reforms aiming at ‘World Class Quality Education’ so as to contribute to an efficient and dynamic workforce and to meet the needs of an increasingly competitive, knowledge-based and globalised economy. Reflecting the Mauritian government’s ‘quality’ agenda and its focus on the work of school leaders, this article reports the findings of research exploring Mauritian principals’ views about the usefulness or otherwise of Total Quality Management (TQM) principles in raising educational standards. It focuses specifically on whether and how principals are addressing the mounting challenges brought about by globalisation. The findings indicate that, despite the government’s efforts at reforms, the education system detracts from ambitions to adequately prepare all Mauritian children for work and life in a globalised and networked world. The article argues that school leaders need to take proactive responsibility for ensuring that all Mauritian children have access to an education system that cultivates their participation as active citizens of the global community.