Happy Christmas everyone! (No, I am not writing this on Christmas Day)

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The Birth and Life of a Disk Galaxy
via How-To Geek by Jason Fitzpatrick

In this video, rendered over a million CPU hours by the Pleiades supercomputer at NASA's Ames Research Center, we see the birth and life of a massive disk galaxy.
Computer Model Shows a Disk Galaxy's Life History [via Geeks Are Sexy]

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Arts & Letters Daily – ideas, criticism, debate
Europe under the Soviets. How were its agricultural, conservative, religious regions forced behind the industrial, atheistic Iron Curtain?... more

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1960s-1970s: Fireworks
via Retronaut by Chris Wild
You can view the full image set here but in the meantime I’ve chosen this one

And I noted that whilst the title of this post was -1970s it could only have been just into the 1970s – where there are prices they are in real i.e. pre-decimal money.

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Stanford University Libraries’ Digitization Labs
via Stephen’s Lighthouse by admin


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Arts & Letters Daily – ideas, criticism, debate
We turn to science for certainty. And scientists are all too happy to play soothsayer. But it’s folly to think catastrophes can be predicted... more

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Ironwood: 1899
via Shorpy Historical Photo Archive – Vintage Fine Art Prints by Dave

Iron mining circa 1899
“Norrie group No. 3, Ironwood, Michigan”
8x10 inch dry plate glass negative, Detroit Publishing Company
View original post

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Oh the joys of serendipity! Herewith an abstract from a reputable journal that really is not work-related!!
A-Eye: Automating the role of the third umpire in the game of cricket
an article by Tariq Mahmood ((National University of Computer and Emerging Sciences, Karachi), Syed Obaid Ahmed (TPL Trakker Limited, Karachi), Syed Hassan Nayyer (Mazik Global Limited, Karachi) and Muhammad Hadi Swaleh (Lowe & Rauf Limited, Karachi) published in Expert Systems with Applications Volume 39 Issue 15 (November 2012)
Abstract
Cricket is a sport that involves two teams, say Team A and Team B, and two field umpires.
Initially, Team A bats to score some runs, while Team B balls. Then, Team A balls and Team B bats to overcome the score of Team A.
If this happens, then Team B wins. Otherwise, Team A wins.
The balling team can dismiss a batsman from scoring through a Run-Out, i.e., the batsman fails to enter an area before three stumps are dislodged in that area.
In this case, a third umpire makes the ‘Run-Out/Not-Out’ decision through video technology.
This process can consume around one minute which disrupts the pace of the game.
In this paper, we propose and validate a novel technology called A-Eye, which automates the role of the third umpire.
By applying A-Eye to a set of autonomously-filmed Run-Out videos, we show that it is efficient as compared to the third umpire, and almost as accurate.
Also, it can be used to estimate a rating for the field umpires.
These results have been recognised internationally, and have convinced our local cricket council to employ A-Eye within a professional cricket tournament.

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Arts & Letters Daily – ideas, criticism, debate
In 1914 Edward Thomas, 36, wrote his first poem. He was killed by a German shell a few years later, having no idea his reputation would survive... more

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1935-1938: Irene Vermillion and The Dart Trumpeteers
via Retronaut by Shannon M.

More pictures here

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Hexep
via How-To Geek by Asian Angel
This game starts off simple enough, but will quickly challenge your problem solving skills as you work to fill in the hex chains with colour on each level.
Do you have the patience and skill to succeed at this wicked brain-teaser or will you end up screaming in frustration and defeat?
You can use Asian Angel’s walk-through here (and, incidentally, view the ads that allow HTG to remain the informative, educative and free resource that it is) or you can go straight to the game.

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Learning and innovation in enterprises

a cedefop research paper (number 27) authorship unknown

Summary

The potential of vocational education and training (VET), including workplace learning, to foster innovation has not yet been fully exploited. There is a need for improvements in synergies between policies for innovation, business development and learning in enterprises.

What are the links between work organisation, workplace learning, training and innovation?

How can workplaces be developed that are conducive to learning and innovation?

In Europe, are there any examples of policy initiatives and publicly funded programmes that combine innovation and skills development being applied in enterprises?

If so, how do they differ and how do they operate?

Which types of programmes are used to foster the innovative ability of enterprises?

This report looks at innovation and learning in enterprises and examines the role that VET and learning-conducive working environments play in fostering enterprises’ innovative capacity. It covers the EU-27 plus Norway and analyses the impacts of learning-intensive forms of work organisation and learning on innovation in enterprises. Furthermore, it provides an overview of programme portfolios in the various European countries and analyses the impacts of publicly funded innovation programmes on the innovative ability of organisations.

Full text (PDF 168pp)

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Parental leave regulations and the persistence of the male breadwinner model: Using fuzzy-set ideal type analysis to assess gender equality in an enlarged Europe

an article by Rossella Ciccia and Mieke Verloo (Radboud University Nijmegen, The Netherlands) published in Journal of European Social Policy Volume 22 Number 5 (December 2012)

Abstract

This paper uses fuzzy-set ideal type analysis to assess the conformity of European leave regulations to four theoretical ideal typical divisions of labour: male breadwinner, caregiver parity, universal breadwinner and universal caregiver.

In contrast to the majority of previous studies, the focus of this analysis is on the extent to which leave regulations promote gender equality in the family and the transformation of traditional gender roles. The results of this analysis demonstrate that European countries cluster into five models that only partly coincide with countries’ geographical proximity.

Second, none of the countries considered constitutes a universal caregiver model, while the male breadwinner ideal continues to provide the normative reference point for parental leave regulations in a large number of European states.

Finally, we witness a growing emphasis at the national and EU levels concerning the universal breadwinner ideal, which leaves gender inequality in unpaid work unproblematized.

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The labour market in 2012

via The Work Founation News by Dr Neil Lee

On the face of it, the labour market has been performing well. Gross Domestic Product (GDP) is now four percent lower than at the start of 2008. But despite this massive economic shock, there are actually more people in employment now than when the crisis began. On the face of it, it looks like the labour market has done well in 2012. Yet dig beneath the employment figures, and the labour market in 2013 faces some tough challenges.

The increase in employment hides some troubling trends which look likely to continue into 2013. First, many of the new jobs aren't full time, with full time employment actually decreasing by 706,000 since 2008. Instead, we've seen growth in part-time employees (around 310,000) many of whom are seeking full-time work. The TUC estimates that 1.4 million people are now 'underemployed' – in employment, but wanting to work more hours. Self-employment has also increased by almost 400,000. Many who choose self-employment are happy to do so, however, for many others it may mean eking out a living while unable to find full-time work.

Second, youth unemployment – in particular long-term youth unemployment – remains one of the most important societal problems facing the UK. Youth unemployment is important as it can have 'scarring effects' – the longer young people are out of work, the lower their wages can be – an effect which lasts until middle age.

Continue reading

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Tracking the Decision-making of High Achieving Higher Education Applicants

a joint publication from The Sutton Trust and the Department for Business, Innovation & Skills prepared by UCAS

Executive summary

In order to support young people’s higher education decisions, the Department of Business Innovation and Skills together with the Sutton Trust commissioned UCAS to investigate the decision-making process of high achieving A-level students. Previous research has shown that even when students possess equivalent qualifications, socially and academically selective schools are likely to exhibit higher than average application and participation rates at leading universities. This study adds a further dimension to this body of research by exploring the application behaviours of equally capable higher education applicants at an individual level, considering the interaction of structural contexts and individual attributes before and during the decision-making process.

Surveying was used to gain a broad understanding of issues pertinent to high achieving students when making their HE decisions. Key attributes of the sample high achieving population were:

• The largest proportion of high achievers (47%) sent their applications to at least two or more of the most selective institutions.
• Proportionally, independent schools exhibited the highest application rate to the most selective HE (73%), followed by grammar schools (53%) and state schools 42%).
• Independent school students were almost twenty times more likely to make two or more applications to the most selective institutions over other institutions. Grammar school students were 5 times more likely, and state school students 3 times more likely, to make the majority of their applications to selective institutions over other institutions.

Course and course content were key deciding factors for all young people when choosing their higher education institution. With the exception of this consistent factor, analysis of high achievers’ expressed behaviours revealed that differences in their decision-making were aligned to the type of HE to which they were applying. Crossanalysis of high achievers’ behaviours against their attributes revealed that these differences in the HE type being applied to were more prominent than differences in educational background. In particular,

• High achievers applying to the most selective universities exhibited a tendency to base their decisions on social indications of prestige and academic excellence, and displayed a stronger sense of self-efficacy (belief in their own competence). In comparison to their peers who did not apply to the most selective HE, their decisions were strongly influenced by: league tables (65% ranked this as very influential in their decision-making compared to 32% of applicants to HE (excluding most selective)); academic reputation (86%: 62%); and the idea of challenging themselves (46%: 32%). For them, the importance of course and course content was more closely related to the institution at which they would be studying.
• High achievers who chose not to apply to the most selective universities showed a greater concern for the practicalities of attending university, such as: employment prospects upon graduation (74% ranked this as highly influential compared to 57% of applicants to the most selective institutions); cost of living (39% : 25%); and distance from home (46% : 28%). The importance of course and course content for them was founded in the usefulness of that qualification to enter the world of work.

Further to this, the study showed that young people bring different mindsets to the decision-making process in terms of pragmatism, career orientation, and self efficacy. These can be summarised as:

• Determined-decided (“I’ll get the best I can”): High achieving applicant to the most selective institutions. Decision-makers who are confident, competitive, assertive and are inclined, by virtue of the home, social and institutional environments, to apply only to the most selective institutions.
• Determined-decisive (“I’ll get the best for me”): High achieving applicant to HE (excluding most selective). Decision-makers who are confident, competitive, assertive and make HE decisions based on course choice. Decisions tend to be informed, rational and highly independent, often going against conventions in their social and institutional context.
• Contingent (“I’ll get the best I think I can”): High achieving applicant to other institutions. Decision-makers who are less confident, less competitive, less assertive and whose HE decision is based on numerous factors. Decisions are often subject to a lack of self-efficacy, which can be attributed to a home, social or institutional environment that does not provide a model for attainment at the level of selective HE. Students who made a decision with a contingent mindset often tended to regret their HE decision on reflection, wishing instead that they had aimed higher rather than constraining their opportunities based on their perceived abilities and capabilities.

These mindsets are dispersed across various educational backgrounds, and while this research cannot and does not attempt to dismiss the idea that differences across centre types exist, it shows that there are deeper underlying processes in HE decision-making. It also provides a starting point for policy discussion as the existence of these mindsets has significant implications for support offerings. The research gives an indication that those high achievers applying to the most selective HEIs have a broader awareness of the diversity of HE available to them, implying that more needs to be done to inform determined-decisive and contingent decision-makers about the HE sector. In particular though, the research points towards the need to work with contingent decision-makers to improve their self-efficacy, thereby removing the constraints on their decision-making and ensuring that they have the same opportunities and decision-making skills as their peers.

Full text (PDF 74pp)

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Engaging the disengaged

a publication in NFER’s Research programme by Kelly Kettlewell, Clare Southcott, Eleanor Stevens and Tami McCrone

Executive summary

Introduction

Over recent years, public awareness of the number of young people described as being not in education, employment or training (NEET) has grown. However, the NEET group is heterogeneous and young people falling into this group have a vast array of characteristics, needs, attributes and ambitions. Research by Spielhofer et al. (2009) presented a statistical segmentation of the NEET classification, and identified three broad subgroups: sustained; open to learning; and undecided NEETs. Over three-fifths of NEET young people fall into the ‘open to learning’ or ‘undecided’ categories yet, due to their lack of multiple complex barriers to engagement, these young people could be prevented from becoming NEET if targeted by the right intervention early on (Audit Commission, 2010). This would allow valuable post-16 resources to be targeted more specifically towards the much smaller sustained group of NEET young people.

However, despite this evidence, few studies identify interventions that are most effective with young people at risk of becoming open to learning or undecided NEET. NFER is attempting to address this gap through this project, and other related work in its From Education to Employment research activities.

This research project aims to build on the recent series of reviews undertaken through the From Education to Employment research programme¹ by examining the impact of interventions that are in place to support students aged 14-16 who are at risk of temporary disconnection from learning. The research is based on six case-study schools with different support programmes for Year 10 students. Schools were visited in the summer term of 2012. Interviews were undertaken with staff involved in the programme and focus groups were held with students. This is the first report in a longitudinal project that will track these students through to post-compulsory destinations.

Key Findings

Schools’ support programmes included more than one approach to support students at risk of disengagement

The majority of the programmes integrated two or more approaches to preventing disengagement, such as employer involvement, alternative curricula and careers guidance. All programmes had an element of personalised careers information, advice and guidance.

Many of the programmes involved employers, but the level of employer engagement varied considerably. Approaches tended to have a relatively high staff to student ratio.

Programmes were targeting those students showing characteristics associated with being at risk of temporary disconnection from learning

Schools had adopted a formalised approach to identifying students; however this often included a mix of ‘hard’ outcome measures and ‘softer’ behavioural or attitudinal measures. The majority of students selected for the extra support were either not achieving their potential academically or had mild behavioural issues, or a combination of these factors. This reflects the findings of previous research that young people at risk of temporary disconnection tend not to have complex needs and therefore may not be picked up by traditional Risk of NEET Indicators (Filmer-Sankey and McCrone, 2012).

Students generally had a positive view of school. However, they also recognised that they were not necessarily always well behaved. Students were positive about their future careers after completing their compulsory education or training and were particularly interested in progressing into work-based learning.

Both staff and students felt the support programmes were effective

Effective elements of programmes were perceived to be:

• relationships between learners and staff;
• one-to-one support;
• practical hands-on application;
• flexibility of the programme in meeting students’ needs; and
• small class sizes with high adult to student ratio.

Students involved in work-based learning welcomed opportunities to prepare for the world of work and become job ready. Students involved in mentoring-related support valued the advice and guidance they had received about progression opportunities and the ability to keep track of their grades.

Students were showing signs of benefiting from the programmes in their first year of support

The support programmes resulted in a range of soft impacts including an improvement in students’ attitudes towards learning; increased confidence, self esteem and motivation; raised aspirations and students feeling better informed about future career paths. Hard impacts for current students included improved attendance at school and increased achievement, including achievement in literacy and numeracy. Staff reported that hard impacts for young people in previous years included progression into apprenticeships, employment or further study.

The evidence suggests that support programmes also impacted on staff in terms of knowledge and skills development and the opportunity to develop professionally.

Conclusions

Overall, in the first year of delivery with this cohort, staff and learners were positive about the support that had been provided and, in all cases, the support appeared to be having some level of the intended impact on the students.

The evidence shows that a range of different support programmes have been delivered to prevent students from disconnecting from education including mentoring schemes to improve engagement, extended work experience and alternative provision with a vocational focus. The content of the support varied, highlighting that a ‘one size fits all’ approach may not be appropriate for these students.

Despite this variation, it is apparent that some aspects of support work particularly well with these students including one-to-one support; personalised and flexible provision, practical or vocational elements and employer engagement.

The characteristics displayed by students involved in the support programmes are those associated with students who become temporarily NEET (Spielhofer et al., 2009). Schools recognise that they cannot use just hard measures (such as attainment or attendance) to identify these particular young people as it is a combination of factors that puts them at risk of disengagement. Schools may, therefore, value a comprehensive list of indicators to identify young people at risk of becoming NEET, and the reasons why they are likely to disengage. Only by understanding the reasons why can the appropriate intervention be put into place (Filmer-Sankey and McCrone, 2012).

Next steps

Based on the evidence, the programmes of support do appear to be having a positive impact on learners in the short-term. In order to determine the longer-term success of these approaches, we will monitor their progress over the next two years as the young people move from compulsory education to post-compulsory destinations.

From September 2012, schools will have new responsibilities for careers education, information, advice and guidance (CE/IAG). This is likely to impact on the interventions that schools deliver. Therefore, in order to ascertain the impact, we will undertake a similar study starting in March 2013, with a focus on new initiatives, tracking students from 2013 to 2017.

Together with a parallel research study we are undertaking that is looking at producing a comprehensive list of NEET indicators which will help to identify not only the likelihood of becoming NEET but also the reasons why, the outputs of these projects will helps schools to identify the type of young person at risk of NEET and the appropriate intervention for preventing this outcome.

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¹ Please see: http://www.nfer.ac.uk/research-programme/from-education-to-employment.cfm

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Tackling the hidden enterprise culture: Government policies to support the formalization of informal entrepreneurship

an article by Colin C. Williams and Sara Nadin (affiliation(s) not provided) published in Entrepreneurship and Regional Development Volume 24 Numbers 9-10 (December 2012)

Abstract

It is now recognised that many entrepreneurs operate wholly or partially in the informal economy. Harnessing this hidden enterprise culture by facilitating its formalisation is therefore a potentially effective and innovative means of promoting economic development and growth.

To start evaluating how this might be achieved, the aim of this paper is to understand entrepreneurs’ motives for operating in the informal economy so as to identify the public policy interventions required to facilitate the formalisation of this hidden enterprise culture.

Reporting a survey of 51 nascent entrepreneurs in North Nottinghamshire, of which 43 were operating in the informal economy, the finding is that entrepreneurs’ rationales for working informally differ according to both whether they operate wholly in the informal economy or have registered enterprises but trade partially off-the-books, as well as whether they view themselves as on a journey towards formalisation or not.

Different policy measures are therefore required to tackle each type of informal entrepreneurship.

The outcome is a tentative call for a more nuanced and bespoke policy approach for tackling the different kinds of informal entrepreneurship that comprise the hidden enterprise culture.

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