This paper seeks to build on feminist and egalitarian critiques of the traditional allocation of care work to mothers, particularly in relation to understandings of educational care work. It seeks to locate the emotional support work carried out by mothers in the educational field within their daily routines of care, and to make visible the inalienable nature of this gendered work. The paper draws on key findings from an in-depth qualitative study carried out with a sample of 25 mothers in Ireland. It explores mothers' perspectives and understandings of emotional caring within their diverse social positionings, at the time of their children's transfer to second-level education. The findings suggest that mothers, irrespective of their differences, are subject to a moral order of care that necessitates the performance of a great deal of emotional work. This moral imperative is ubiquitous, operating through deeply internalized gender ideologies, and mothers' understandings of care as love. It cements mothers as moral workers, which frees men for other activities. This is a serious issue for women's equality and development, one that must be heard beyond the private space of the home, one that must claim space in public discourse, including the field of education.

Nine different trial beers were produced on a pilot scale from a common feedstock by using, either singly or in combination, three dosage rates (0, 15, and 30 g/hl) of polyvinylpolypyrrolidone (PVPP) and three dosage rates (0, 100, and 200 g/hl) of silica hydrogel (SHG). The colloidal stabilities of the beers were assessed by three forcing tests and by storage under simulated trade conditions. Colloidal stability varied widely but was greatest for beers dosed at the higher dosage rates with both SHG and PVPP. The data obtained were used to construct a model for predicting economical dosage rates compatible with a given stability specification. Suitable stabilization regimes included dosage with PVPP at 25 g/hl, dosage with SHG at 125 g/hl, or combined dosage with PVPP and SHG at 15 and 50 g/hl, respectively. Treatments with SHG diminished the contents of sensitive proteins in beers, whereas PVPP treatments decreased the polyphenol content. Dimeric proanthocyanidins were measured by direct-injection high-performance liquid chromatography, using an electrochemical detector. Other assays for polyphenols included less specific colorimetric and turbidometric methods. A close relationship was found between the rates of chill haze development in the nine beers and the products of their assay values for sensitive proteins and dimeric proanthocyanidins.

This paper is concerned with the inequalities experienced by mothers in the performance of educational care work for their children. It is argued that the caring work carried out by mothers at transfer to second-level schooling is shaped by their ability to activate the significant resource of emotional capital; a gendered resource involving emotional skills, knowledge and experiences. Drawing on an in-depth study of mothers' routines of care, it is suggested that the possession of emotional capital subjects mothers to a normative order of care. Moreover, in exploring the idiosyncratic differences between mothers' capacities to activate emotional capital it is argued that the activation of this care resource is facilitated in the context of solidary relationships but also by mothers' access to other capitals. It is concluded that in order to tackle care inequalities those working in education need to recognise the significance of emotional resources, and need to challenge traditional codes of practice and policies around 'parental' involvement. Keywords: emotional capital; solidary relationships, moral imperative to careIntroduction Currently, in the West, political and economic climates have required that public policies including educational policy and practice be subject to often unquestioned criteria of rationality, measurability and performativity with little consideration for the affective/emotional context of life (Baker et al. 2004). This paper seeks to explore the relations of production of what has been regarded as the softer, non-productive and 'messier' aspects of social life (Delphy and Leonard 1992;Tavris 1993). It is concerned with the domain of the emotions and the reality of caring relations in the educational field. The paper explores the educational work mothers carry out in caring for their children at the transfer from first-level to second-level education. It concentrates on the emotional work of mothers rather than 'parents' as a considerable body of research has indicated that mothers are primary education workers in ways that men traditionally are not

This paper investigates the phenomenon of mothers' emotional labour in relation to children's transfer from first-to second-level schooling: a time that has been shown to pose significant challenges for students and their families. It seeks to break the silence that surrounds the recognition and production of emotional labour in general, and specifically in relation to education. Drawing on 25 case studies, this research explores in-depth both the extent and nature of emotional work in mothers' daily practices. Against that backdrop it identifies the specific emotional work performed at school transfer. It examines mothers' common experiences in shouldering emotional education work and finds that mothers are key education workers. This research suggests that mothers' lives are shaped by caring labour including education work: labours that are largely unseen but that are inalienable, and demanding on their time and energies.. . . all that is given in exchange for this invisible work, work that is generally done by women, work that gives life its texture, work that weaves tears in the fabric of life in both the public and private spheres back into wholeness, are perfunctory honours and sentimental accolades.