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Laser trimming method suitable for close tolerance film resistors is examined further and a simple analysis leading to an outline computer programme is described.

Film Resistors trimmed by laser may be given more gentle surface temperature gradients and better end‐point discrimination by using an improved trimming path and printing geometry. This is expected to give better batch control and long term stability. A modified L‐Cut is described.

In order to improve packing density and make fuller use of standard DIL insertion machines, a range of inexpensive multiple crossover networks in DIL packages is proposed.

Recently, the public and academic discussion on elite education and the selection of top performers in Germany has led to a renewed controversy about social exclusion and inequality. Consequently, the use of terms such as ‘elite’, ‘excellence’ and ‘intellectual giftedness’ have provoked a debate about the necessity, opportunities, and rejection of educational distinctions. This chapter takes a comparative perspective to examine a private boarding school with a rich tradition, and a relatively new state-run public boarding school, examining their status as exclusive educational institutions, including their selection processes, elite aspirations and educational philosophies. The analysis focusses on how the schools construe themselves as elite and how exclusive membership is created and negotiated within the boarding school context. Using a multilevel qualitative approach and empirical data, this chapter offers findings on mechanisms of elite formation in boarding schools between two poles: the reproduction of an existing elite status and the production of elites from scratch. The analyses show the establishment of a distinct composition of students – either selected by milieu affiliation or by cognitive abilities – resulting in specific processes of coherence and distinction within the school communities. Thus, this chapter makes a contribution to a differentiated observation of new educational hierarchies in Germany.

Sex has increasingly been constructed as a problem for men with learning disabilities. Research has focused on their vulnerability to abuse and their capacity to exploit. There are also the additional fears of their sexual activity leading to HIV infection or pregnancy. Notions of sexual rights and sexual pleasure are lost in such a discourse. This paper looks in detail at the actual experience of sex for men with learning disabilities, based on qualitative interviews. It paints a very uncomfortable picture, leading to the title question: is sex a good thing for men with learning disabilities?

The chapter explores an overlooked theme across the literature: capturing the experience of childhood family disruption and transitional flux between foster family homes and the independent sensemaking into the present of young care-experienced parents. The chapter draws upon research that constructed 20 biographical life story accounts of a diverse sample of foster care-experienced young people. The chapter aims to reflect upon the findings garnered from six of these accounts through extracting the narratives of a selection of participants who were to become or had become parents. This chapter makes sociological connections between past family disruption, demarcating present families of choice, and reconciliation of the past through experiencing parenting into the future within constructed ‘family displays’ (Finch, 2007). The chapter illustrates this phenomenon through narrative accounts offering a family history of parents who have experienced a variance of transitions between family units and who were negotiating, or had negotiated, their post-care independence through the role of becoming a parent themselves. The chapter highlights the symbolic value of parenting to the lives of young people who have experienced care in recalibrating their past familial experiences, as demonstrated through their family displays. Through the family displays of care-experienced parents, the importance of the relational context to youth transition ultimately reveals itself, as does the development of relational agency, and ultimately the role of parenting in developing a young person’s independent ‘post-care’ identity.

The purpose of this paper is to identify the key barriers to the delivery of school-based HIV and sexuality education in selected countries in Asia.

A review of published literature on barriers to school-based HIV and sexuality in countries in Asia was conducted, with a focus on research carried out after 1990. The paper also draws on recently undertaken national situation analyses of HIV and sexuality education conducted by the second author with support from UNESCO, as well as more general Asia-Pacific regional assessments undertaken by others.

Four key barriers to the delivery of good quality, school-based HIV and sexuality education are identified: cultural and contextual factors, policy factors, resource constraints and school-level factors.

The paper maps these four barriers as key areas in which action needs to occur in order to improve the delivery of school-based HIV and sexuality education. Potential levers for success are highlighted.

The purpose of this paper is to examine the influence of social context on young people's sexual lives and sexual health, and to highlight the need for HIV prevention and sexual health programmes which better take into account these contextual influences.

The paper draws on findings from a multi‐method, qualitative study involving young people aged between 11‐24 years, conducted in three rural areas in Uganda. Data were collected by means of 52 single‐sex focus group discussions, 117 in‐depth interviews, and further participatory research with 23 of these young men and women. Contextual information was gathered through interviews with parents (17), teachers (7), religious leaders (7), local clan leaders (6), community‐based NGO/CBO workers (12) and local government staff (33).

Local beliefs about age and gender suggest that intimate relationships and sexual behaviour among young people are forbidden, or at least should be hidden. Social norms produced and reproduced both by adults and young people themselves increase the likelihood of secretive, unprotected sexual relations, and inhibit young people's ability to seek sexual health‐related support and advice.

An understanding of these contextual influences has important implications for improving the design of HIV prevention and sexual health programming in rural communities in Uganda.