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Co-operation in the face of conflict: the Lincoln Society and the First World War, 1914-15
No full textThe First World War has been extensively documented and much studied. Nonetheless, there was still scope remaining for the centenary years to stimulate fresh exploration and the discovery of a great deal that was alternative, unfamiliar, and challenging. The home-front experience attracted particular and long-overdue attention. Meanwhile, another history, that of the co-operative movement, has generated considerable general survey and analysis as well. However, it has left neglected deep local study, and understanding of the complexities, nuances, and contradictions borne out in individual society contexts. This article, on the Lincoln Co-operative Society, brings these two lines of historical together. It yields both new insight on the First World War at home, and different perspective on the shifting nature and enhanced significance of co-operation at this time of crisis, local, national, and international
‘Oh! - is that how you do it!’ Learning from cross-phase collaborative work in the Years 5-8 Continuity project
No full textWe report on work of the Years 5-8 Continuity project, which runs across England in Maths Hubs, led by the National Centre for Excellence in the Teaching of Mathematics (NCETM). The aim of this project is to strengthen primary to secondary transition by focusing on curriculum and pedagogical continuity in mathematics over Years 5 to 8. Promotion of cross-phase teacher collaboration is central. The vehicle for teacher development is the Work Group, whereby groups of teachers led by an experienced colleague work collaboratively over a period of time. In 2021-22 a small research team began to explore the impact of this project on teachers’ pedagogical practice and school policy/approaches. We discuss findings from internal evaluation, and from small scale case studies carried out by this team. Early findings indicate that cross-phase engagement with colleagues through focused and sustained professional activity is having a positive impact on practice and school/departmental approaches
Lung cancer in never smokers (LCINS): development of a UK national research strategy
No full textIntroduction
Lung cancer in never smokers (LCINS) accounts for 15% of lung cancers diagnosed in the UK, making it the 8th most common cancer. There are few robust studies specific to the LCINS population making data surrounding the incidence and mortality of LCINS incomplete, leaving many gaps in our understanding of the needs of this population.
Methods
To address a lack of research in this important area, the UK National Cancer Research Institute Lung Study Group (NCRI-LSG) undertook a national survey and hosted a research strategy day to define key research priorities. A wide cross section of stakeholders, including patient advocates, the charitable sector, basic and translational researchers, and multi-disciplinary healthcare professionals contributed highlighting their research priorities.
Results
One-hundred twenty-seven surveys were completed (52 by patients/patient advocates) prior to the strategy day. These identified themes for expert review presentations and subsequent workshop discussions at the national research strategy day, which registered 190 attendees (50 patients/patient advocates). The four key themes that emerged to form the basis of a research strategy for LCINS are (1) Raising awareness, (2) Risk assessment and early detection, (3) Disease biology, (4) Living with and beyond.
Conclusion
This paper summarises current evidence and important gaps in our knowledge related to LCINS. We present recommendations for a national research strategy aimed at improving outcomes for patients
The inclusivity of Anglican cathedrals and the coronation of King Charles III: embracing explicit religion, implicit religion, and civic religion
No full textJudith Muskett’s analysis of metaphors employed to characterise Anglican cathedrals draws attention to the inclusivity of these locations within secular and religiously diverse societies. They are positioned as places where sacred space and common ground collide and coalesce. Drawing on Edward Bailey’s discussion of implicit religion and civic religion, alongside explicit religion, the
present study reports on an analysis of the 43 websites of Anglican cathedrals in England and the Isle of Man to map how these cathedrals orchestrated their response to the coronation of King Charles III. The websites provided rich exemplification of engagement with explicit religion (incorporating coronation-related music and prayers within their routine liturgical provision), with civic religion (arranging special services involving civic dignitaries and
uniformed groups), and with implicit religion (welcoming within the sacred space a wide range of community-focused events, installations, and activities
Are Anglican cathedrals more inclusive than parish churches?
No full textAlongside ethnicity, gender, and age, this article argues that psychological type theory offers a distinctive lens through which to assess the inclusivity agenda of the Anglican Church. On this criterion empirical data indicate that cathedrals are achieving greater inclusivity than parish churches
A Box in the Desert: Using Open Access Satellite Imagery to Map the 151st Infantry Brigade’s Field Defences on the Gazala Line, 1942
No full textAt the end of May 1942, the Axis Afrika Korps launched an assault on the Allied Eighth Army’s defences of the Gazala Line in Libya: the Gazala Line was located to the west of Tobruk, and stretched south into the Libyan desert. By the time the Axis attacked the Gazala Line, the Allies’ defences consisted of a series of boxes which were defended by the different brigades of the Eighth Army. In this article, the results of a survey of the field defences of the 151st Infantry Brigade using open access satellite imagery is discussed. This research will demonstrate that the 151st Infantry Brigade’s box was primarily designed to defend against a frontal assault. In addition, the survey demonstrates the value of open access satellite imagery for understanding Second World War desert battles
Fr Simon Bordley, eighteenth-century recusant priest, schoolmaster and trader in 'two-legged cattle.'
No full textSimon Bordley was a Catholic priest in Lancashire for much of the eighteenth century. Despite only being a rural priest, he played an extremely important part in supporting the Catholic seminaries in France and Portugal by supplying them with students, material goods and financial assistance. He left behind him a lively correspondence relating to these activities which provides us with a valuable insight into the world of eighteenth-century priestly training in the English colleges. It also provides a fascinating glimpse of a Churchman who laboured with an impressive level of entrepreneurial skill and rugged independence. It is argued here that such a figure defies the common image of the seigneurial Catholic curate in service primarily to a family of the landed gentry in the eighteenth century, and in doing so he illustrates an example of the type of energetic cleric who provided a crucial lifeline to a Church that came to rely less and less on its aristocracy as the century progressed
The Ruskin Speech and Great Debate in English education, 1976–1979: A study of motivation
No full textJames Callaghan's speech at Ruskin College, Oxford in October 1976 is widely considered a pivotal moment in modern English educational policy. Whilst it is not our intention to challenge this fundamental point, the paper will critically interrogate some long-held assumptions about the motivation that led Callaghan to deliver his speech at Ruskin College. Specifically, the paper will argue that the Ruskin Speech, which spawned a subsequent great debate on education, was motivated by a desire to protect and support comprehensive education, rather than generate more fundamental and radical educational reform away from those principles. Where successive governments have referred back to the ideals espoused by the speech as justification for subsequent educational transformation away from comprehensive ideals, this has only served to imbue the Ruskin Speech and Great Debate with motivations that were not shared at the time by Callaghan and his Labour government
Transition period
No full textPost-16 learners require a different approach to those aged younger or older. Here, Stefan Fusenich outlines the latest thinking on how best to ensure this group are engaged and able to develop the necessary independent thinking skills for their future study or work
Critical Self-Reflection in Learning Development
No full textI argue that learning developers may better enact the values articulated by ALDinHE through engaging in immanent critique of their roles, of knowledge (re)production within HE, and of normative learning practices. This piece builds upon the principles of Critical Pedagogy and, reading them through a Frankfurt School of Critical Theory lens, combines them with tenets of heutagogy. There is no articulation of a ‘how-to’ approach to criticality. At this juncture in the historical development of LD, the context deems that learning developers must negotiate the need to continuously articulate their worth, whilst resisting falling foul of undertaking their roles in an instrumental manner. Instead, enacting an ALDinHE ethos means that learning developers could transmute fear, and critically reflect upon what they, as well as fellow staff and students, are often encultured to do in the name of effective practice and outcomes