“I Am Undocumented and a New Yorker”: Affirmative City Citizenship and New York City’s IDNYC Program

The power to confer legal citizenship status is possessed solely by the federal government. Yet the courts and legal theorists have demonstrated that citizenship encompasses factors beyond legal status, including rights, inclusion, and political participation. As a result, even legal citizens can face barriers to citizenship, broadly understood, due to factors including their race, class, gender, or disability. Given this multidimensionality, the city, as the place where residents carry out the tasks of their daily lives, is a critical space for promoting elements of citizenship. This Note argues that recent city municipal identification-card programs have created a new form of citizenship for their residents. This citizenship, which this Note terms “Affirmative City Citizenship,” is significant for both marginalized populations generally, as well as undocumented immigrant city residents who, because of their noncitizen legal status, face additional hurdles to city life. Utilizing “IDNYC”—New York City’s municipal identification-card program—as a case study, this Note examines the strengths and limitations of Affirmative City Citizenship as a means for supporting undocumented immigrant city residents. It concludes that while Affirmative City Citizenship is a powerful tool for confronting barriers to citizenship, its success with the immigrant population relies in part on the city’s adoption of other proimmigrant policies that more directly conflict with federal law. Accordingly, it recommends that cities seeking to protect their undocumented immigrant city residents adopt both types of policies

Promoting widening participation and higher education: Lessons from a four year intervention programme

Since the labour government came to power in 1997, a major policy has been to increase the participation rates of those entering higher education, particularly those from lower-socio economic backgrounds. Just over 10 years later, little has changed. The Brunel Urban Scholars programme is a 4 year long intervention programme for students from lower socio-economic backgrounds aged 12-16. It aims, through university style teaching, emersion in a university environment, and regular interaction with undergraduates, to enhance these students’ aspirations and higher education orientation. Findings from the first 2 years suggest that higher education orientation has increased. Aspirations are showing some signs of increasing, but are more gradual. This evidence supports previous findings from pilot programmes that change is slow, and justifies and suggests the need for a longer intervention programmes

A Grassmann representation of the Hubble parameter

The Riccati equation for the Hubble parameter H of barotropic FRW cosmologies in conformal time for \kappa \neq 0 spatial geometries and in comoving time for the \kappa =0 geometry, respectively, is generalized to odd Grassmannian time parameters. We obtain a system of simple differential equations for the four supercomponents (two of even type and two of odd type) of the Hubble superfield function {\cal H} that is explicitly solved. The second even Hubble component does not have an evolution governed by general relativity although there are effects of the latter upon itComment: 4 pages, no figure

Absolute dimensions of the F-type eclipsing binary V2154 Cygni

We report spectroscopic observations of the 2.63 day, detached, F-type main-sequence eclipsing binary V2154 Cyg. We use our observations together with existing $uvby$ photometric measurements to derive accurate absolute masses and radii for the stars good to better than 1.5%. We obtain masses of M1 = 1.269 +/- 0.017 M(Sun) and M2 = 0.7542 +/- 0.0059 M(Sun), radii of R1 = 1.477 +/- 0.012 R(Sun) and R2 = 0.7232 +/- 0.0091 R(Sun), and effective temperatures of 6770 +/- 150 K and 5020 +/- 150 K for the primary and secondary stars, respectively. Both components appear to have their rotations synchronized with the motion in the circular orbit. A comparison of the properties of the primary with current stellar evolution models gives good agreement for a metallicity of [Fe/H] = -0.17, which is consistent with photometric estimates, and an age of about 2.2 Gyr. On the other hand, the K2 secondary is larger than predicted for its mass by about 4%. Similar discrepancies are known to exist for other cool stars, and are generally ascribed to stellar activity. The system is in fact an X-ray source, and we argue that the main site of the activity is the secondary star. Indirect estimates give a strength of about 1 kG for the surface magnetic field on that star. A previously known close visual companion to V2154 Cyg is shown to be physically bound, making the system a hierarchical triple.Comment: 9 pages in emulateapj format, including figures and tables. Accepted for publication in The Astrophysical Journa

‘Are we being de-gifted, Miss?’ Primary school gifted and talented co-ordinators’ responses to the Gifted and Talented Education Policy in England

This is the accepted version of the following article: Koshy, V. and Pinheiro-Torres, C. (2013), ‘Are we being de-gifted, Miss?’ Primary school gifted and talented co-ordinators’ responses to the Gifted and Talented Education Policy in England. British Educational Research Journal, 39: 953–978. doi: 10.1002/berj.3021, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1002/berj.3021/abstract.Over a decade ago the UK government launched its gifted and talented education policy in England, yet there has been very little published research which considers how schools and teachers are interpreting and implementing the policy. By seeking the views of the gifted and talented co-ordinators (For ease of reference, the term gifted and talented (G&T) co-ordinator is used throughout the paper as a generic shorthand for the research participants who were either designated school gifted and talented co-ordinators or teachers or head teachers with responsibility for policy implementation) with responsibility for addressing the requirements of the policy, the study reported in this paper explored how primary schools in England responded to the policy. Drawing on data gathered using questionnaires with a national sample of primary schools as well as follow-up in-depth interviews with a sample of G&T co-ordinators, the authors report their findings. The study found that there was considerable unease about the concept of identifying and ‘labelling’ a group of pupils as ‘gifted and talented’. G&T co-ordinators found it difficult to interpret the policy requirements and were responding pragmatically to what they considered to be required by the government. Curriculum provision for the selected group of gifted and talented pupils was patchy. The paper concludes by identifying a need for further professional development for teachers and by challenging the policy's over-emphasis on identifying and labelling gifted and talented pupils. We posit whether the gifted and talented education policy would have been better introduced and enjoyed greater success by leaving the identification of pupils to one side and by placing greater emphasis on developing effective learning and teaching strategies instead

Cluster algebras in scattering amplitudes with special 2D kinematics

We study the cluster algebra of the kinematic configuration space $Conf_n(\mathbb{P}^3)$ of a n-particle scattering amplitude restricted to the special 2D kinematics. We found that the n-points two loop MHV remainder function found in special 2D kinematics depend on a selection of \XX-coordinates that are part of a special structure of the cluster algebra related to snake triangulations of polygons. This structure forms a necklace of hypercubes beads in the corresponding Stasheff polytope. Furthermore in $n = 12$, the cluster algebra and the selection of \XX-coordinates in special 2D kinematics replicates the cluster algebra and the selection of \XX-coordinates of $n=6$ two loop MHV amplitude in 4D kinematics.Comment: 22 page