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From Participation to Practice: Embedding Experiential Human Rights Education Through the Model UN and the UPR Project at BCU
No full textThis article presents a reflective and practice-based analysis of the Model United Nations (Model UN) and Universal Periodic Review (UPR) Project at Birmingham City University, highlighting their role as an innovative approach to human rights education within legal studies. Against the backdrop of ongoing debates about curriculum reform and experiential learning in UK legal education, the article examines how simulation-based teaching methods can enhance students’ engagement with international human rights law, diplomacy, and accountability. Drawing on pedagogical theory and critical reflection, it explores the project’s design, intended learning outcomes, and potential to foster legal and civic competencies such as critical thinking, advocacy, and global awareness. It argues that initiatives such as Model UN and the UPR Project enable law students to move beyond abstract legal theory toward practical, values-based learning, preparing them for roles as globally aware, socially conscious legal professionals. The article concludes with recommendations for embedding experiential learning into the human rights curriculum as a strategy to enhance student engagement, civic literacy, and the professional relevance of legal education
Building Strong Foundations: Understanding and Enhancing International Student Transitions to Undergraduate Study
No full textThis study explores the experiences of six international foundation students at a Russell Group university in the UK, focusing on their transition to undergraduate study in business and law-related disciplines. International foundation programmes play a vital role in preparing students for further study, yet variations in content and curriculum exist due to limited statutory regulation. By amplifying the nuanced voices of these students, this research aims to inform and enhance foundation programme provision, supporting positive academic and social experiences that enable a smooth and successful transition to higher education.
Grounded in Bourdieu’s theory of social practice, including the concepts of habitus, capital, and field (Bourdieu, 1977; 1986; Bourdieu & Wacquant, 1992), this study adopts a creative and participatory-inspired methodology to capture the perspectives of international foundation alumni. Innovative approaches such as listening rooms, where pairs of friends discuss their experiences without researcher intervention, and walking interviews for deeper exploration, were employed to gather rich, qualitative data. Reflexive thematic analysis (Braun and Clarke, 2022) identified three key areas in students' transition to undergraduate studies: Navigating new fields, accumulating and converting capital and belonging, identity, and social integration. Students expressed a need for more robust support in developing career and employability skills, academic literacies, and a clearer understanding of UK pedagogical practices. They also valued opportunities for mentoring, managing time and stress, and building meaningful connections with undergraduate peers. Additionally, they recognised the value of studying in a multicultural environment and called for greater acknowledgment of its benefits.
This research makes a significant contribution to knowledge by deepening understanding of international foundation students’ experiences and advancing creative methods that centre student voices in educational research. It offers practical insights by recommending enhancements to international foundation programmes, including embedding employability skills, fostering stronger social and academic networks, and leveraging the multicultural nature of these programmes. By amplifying the voices of students, this study provides actionable strategies for improving the planning, provision, and ownership of education, ultimately benefiting learners, educators and international foundation programme providers
Stand-up Comedy, Gender Inequality and Sexual Violence
No full textStand-up comedy as a form is inextricably connected to gender inequality, both in terms of the material delivered on stage, and the industrial practices that occur once the mic is dropped and the spotlights are switched off. As such this chapter will consider the inclusion of misogynist and sexually violent material in stand-up comedy, and the problematic and exclusionary industrial conditions of live comedy circuits, in regard to recent international disclosures of sexual violence occurring in these contexts.
Whilst overt sexism may, in the majority of social contexts, provoke censure, gender inequity continues in contemporary comic material, especially that found in the live environment outside of media regulation, as it reflects and replicates discourses of popular misogyny, transphobia, and the rise of the manosphere. To challenge these violent and sexist narratives, some comics, including those who are survivors of sexual assault themselves, have used routines to confront misogyny, promote various kinds of feminism, and critique the continued use of rape jokes
Effects of the FIFA 11 + Program on Physical Fitness in Youth and Adult Soccer Players: A Systematic Review and Meta-analysis
No full textBackground
Soccer is a high-intensity sport that requires high levels of physical fitness, including balance, change of direction (CoD), speed and power. The FIFA 11 + program has been widely promoted to enhance physical fitness and reduce injury occurrence.
Objective
This meta-analysis set out to examine how the FIFA 11 + program, implemented as a warm-up versus conventional warm-up (soccer-specific and alternative warm-ups), impacts physical fitness attributes in youth and adult soccer players.
Methods
After a priori defined inclusion and exclusion criteria, 17 intervention studies with 611 male and female soccer players (Tier 2–4) aged 9–29 years were eligible to be included. The FIFA 11 + program implemented in the warm-up was contrasted with conventional warm-up programs (control) on outcome measures such as dynamic balance, CoD speed, linear sprint and proxies of muscle power (vertical jump height). The influence of potential moderators (e.g., training duration, frequency, session duration, age, sex, training and performance calibre) on study outcome measures was examined using subgroup analyses with the median split method.
Results
Findings demonstrated small-to-moderate improvements in favour of FIFA 11 + compared with conventional warm-ups on dynamic balance (small standardized mean differences [SMDs] = 0.37, p < 0.001, heterogeneity [ I 2 ] = 7), CoD speed (moderate SMDs = − 0.65, p = 0.005, I 2 = 84), and vertical jump height (small SMDs = 0.56, p < 0.001, I 2 = 71). Results from the sub-analyses showed that, for dynamic balance, shorter training durations (< 9 weeks) produced larger effects than longer durations (≥ 9 weeks) (SMDs = 0.62 versus SMDs = 0.17). For vertical jump height, < 9 weeks also yielded greater improvements (SMDs = 0.79 versus SMDs = 0.26). In terms of weekly training frequency, ≥ 3 sessions/week elicited larger gains in change-of-direction speed (SMDs = − 1.05 versus SMDs = − 0.12) and vertical jump height (SMDs = 0.73 versus SMDs = 0.01) compared with < 3 sessions/week. Regarding participant characteristics, players aged ≥ 18 years showed greater improvements than those < 18 years in change-of-direction speed (SMDs = − 1.45 versus SMDs = − 0.06) and vertical jump height (SMDs = 0.64 versus SMDs = 0.22). For sex differences, males experienced greater benefits than females in change-of-direction speed (SMDs = − 0.79 versus SMDs = − 0.04) and vertical jump height (SMDs = 0.54 versus SMDs = 0.09). Finally, higher-level players (≥ tier 3) demonstrated greater improvements in vertical jump height than lower-tier players (< Tier 3) (SMDs = 0.75 versus SMDs = 0.01). The observed benefits were statistically significant but generally of small-to-moderate magnitude and affected by study heterogeneity and program implementation differences. Most studies included male participants, limiting generalizability to female and underrepresented populations. Several studies also lacked rigorous methodological design, particularly in allocation, concealment and blinding. Reporting of training and demographic variables was often incomplete. These limitations highlight the necessity for rigorously designed, low-bias randomized controlled trials with standardized implementation of the FIFA 11 + program and thorough reporting to enhance the reliability of causal conclusions and improve clinical interpretation.
Conclusion
The FIFA 11 + program was more effective than conventional soccer warm-up programs to enhance soccer players’ physical fitness (i.e., dynamic balance, CoD speed, vertical jump height). A shorter training duration (< 9 weeks) and more weekly training sessions (≥ 3 sessions/week) induced larger performance effects. FIFA 11 + was more effective in older (≥ 18 years) and male players and in players of higher performance calibre (≥ Tier 3). These findings underscore the versatility of the FIFA 11 + program to improve soccer players’ physical fitness, supporting its integration into the warm-up of regular soccer training sessions.
Protocol Registration
https://www.crd.york.ac.uk/PROSPERO/view/CRD42025633810 , PROSPERO: CRD42025633810.
Graphical Abstrac
Mediating Effects of Entrepreneurship Ecosystems on Entrepreneurship Skills and Pedagogy: A Comparative Study Between The United Kingdom and Uganda.
No full textEntrepreneurship Education (EE) plays a crucial role in equipping students with the skills, mindset, and competencies necessary for success in dynamic business environments. However, despite its growing prominence in higher education, there remains limited understanding of how entrepreneurship ecosystems influence the selection and effectiveness of EE pedagogies, as well as the development of entrepreneurial skills.
This research addresses this gap by examining the interplay between entrepreneurship ecosystems, EE pedagogical approaches, and entrepreneurship skills development within higher education institutions. Using a comparative case study approach, the study investigates two institutions – Birmingham City University (BCU) Business School in the UK and Makerere University Business School (MUBS) in Uganda – to explore how ecosystem dynamics shape EE methodologies and skills acquisition. While a quantitative survey provided foundational insights, the study primarily relied on qualitative focus group interviews with students and lecturers, offering a multi-layered, in-depth analysis of how institutional and external ecosystem factors mediate EE outcomes.
Findings reveal that while EE pedagogies are typically categorised into curricular, co-curricular, and extracurricular approaches, their classification and application remain ambiguous, with misalignment between student and lecturer perceptions, and pedagogical preferences. Additionally, the study identifies two critical entrepreneurship skills – risk-taking and networking – that are not explicitly included in existing EE frameworks, such as the QAA (2012, 2018) guidelines but are increasingly essential for entrepreneurial success. Furthermore, the research introduces the Digital Landscape as a missing, yet critical, domain in Isenberg’s (2010) entrepreneurial ecosystem model, emphasising the role of ICT, social media, and digital governance in shaping EE experiences and opportunities. The study also highlights the role of culture, community and family in entrepreneurship skills development.
To address these insights, the study proposes the Adaptive Framework for Entrepreneurship Pedagogy – a comprehensive model that integrates entrepreneurial ecosystems, EE methodologies, and skill development strategies into a unified approach. The framework advocates for greater industry-academic collaboration, experiential learning, customised education pathways, and the integration of digital tools into EE.
This research contributes to both theory and practice by expanding existing
entrepreneurship ecosystem models, redefining entrepreneurship skills development, and offering a structured policy and pedagogical framework for higher education institutions. The study concludes with recommendations for educators, industry stakeholders, and policymakers, emphasising the need for more responsive, digitally integrated, and ecosystem-driven EE strategies
Political Composition: A Creative Exploration of Global Socio-Political Issues through Contemporary Classical Composition
No full textThis thesis explores the research question: ‘how can the composition of contemporary classical music be an effective vessel for the exploration of socio-political issues?’ It consists of a folio of compositions, recordings, and an accompanying commentary. The compositions range from small solo study pieces to instrumental chamber music with fixed media and an orchestral piece.
This research straddles two distinct fields of composition – referential music and political music. Throughout music history, composers have not been afraid of referencing socio-political issues in their music. Examples can be seen in the academic discourse around composers such as Richard Wagner and antisemitism (Parsifal),1 Hans Eisler and Marxism (Hangmen also Die),² and Frederic Rzewski and social justice (Coming Together).³ This practice research does not attempt to persuade a listener into following a political ideology; it instead engages with socio-political themes in the compositional process. It uses a practice-based reflexive methodology of composition, score analysis and reflection on my own thoughts through elements of autoethnography to develop a toolkit of rhetorical devices in compositional contexts as an investigation into the research question.
The socio-political backdrop of our world is ever-evolving. The compositions in this research specifically focus on events from 2019 to 2024. This includes the UK formally leaving the EU (On Leaving You), the COVID-19 pandemic (From Home and The Anti-Masker) and its political fallout (Wonderland), our continued attempt to grapple with climate change (Drift), the changes in American politics (Our Better History and Equals), the Middle East crisis (For Gaza), and the culture wars (An Attack is Taking Place).
The research concludes that composition can be used successfully as a vessel to explore global socio-political issues. The project provides a foundation for additional practice and research in this and related areas
Effect of Household Air Pollution and Neighbourhood Deprivation on the Risk of Acute Respiratory Infection Among Under-Five Children in Chad: A Multilevel Analysis
No full textBackground: Exposure to household air pollution (HAP) is one of the primary risk factors for acute lower respiratory infection (ARI) morbidity and mortality among children in low-income settings. This study aimed to examine the relative contribution of residing in deprived neighbourhoods and exposure to HAP on the occurrence of ARI among children using data from the 2014–2015 Chad Demographic and Health Survey (DHS). Methods: We applied multilevel modelling techniques to survey data of 2882 children from 372 communities to compute the odds ratio (OR) for the occurrence of ARI between children of respondents exposed to clean fuels (e.g., electricity, liquid petroleum gas, natural gas, and biogas) and respondents exposed to polluting fuel (e.g., kerosene, coal/lignite, charcoal, wood, straw/shrubs/grass, and animal dung). Results: The results showed that children exposed to household polluting fuels in Chad were 215% more likely to develop ARI than those not exposed to household air pollution (OR = 3.15; 95% CI 2.41 to 4.13). Further analysis revealed that the odds of ARI were 185% higher (OR = 2.85; 95% CI 1.73 to 4.75) among children living in rural residents and those born to teenage mothers (OR = 2.75; 95% CI 1.48 to 5.15) who were exposed to household polluting fuels compared to their counterparts who were not exposed. In summary, the results of the study show that the risk of ARI is more common among children who live in homes where household air-polluting cooking fuel is widely used, those living in rural areas, those living in socioeconomically deprived neighbourhoods and from the least wealthy households, and those born to teenage mothers in Chad. Conclusions: In this study, an independent relative contribution of variables, such as HAP from cooking fuel, neighbourhood deprivation, living in rural areas, being from a low-income household, having a mother who is a manual labourer worker, and being given birth to by a teenage mother, to the risk of ARI among children is establishe
Infrastructure automated defect detection with machine learning: a systematic review
No full textInfrastructure defects pose significant public safety risks and, if undetected, can lead to costly repairs. While machine learning (ML) technologies have significantly enhanced the capabilities for inspecting infrastructure, a comprehensive synthesis of these advancements and their practical application across various infrastructures is lacking. This study addresses this gap by providing a literature review, offering a consolidated view of current ML methodologies in Infrastructure Automated Defect Detection (IADD). This research employs a systematic literature review (SLR) approach to analyse 123 papers on ML methodologies applied to IADD. The analysis reveals the wide use of deep learning architectures like Convolutional Neural Network and its variants, which perform well in defect detection across various infrastructures, including roads, bridges, and sewers. However, standardised, comprehensive datasets are critical to train and test these models more effectively. The study also highlights the importance of developing ML approaches that can accurately assess the severity of defects, an area currently underexplored but with significant implications for risk management in infrastructure. This SLR provides a consolidated perspective on ML technologies’ advancements and practical applications in IADD, and it offers substantial value to researchers, engineers, and policymakers engaged in infrastructure asset management
“Playing with Gay Sex”: Exploring the Sexual Play of Gay Adult Video Games
No full textThis research sits at the intersection of games, play and (gay) pornography. Though there is already a limited amount of academic work focusing on these games – emerging through the rise in queer game studies – such work does not engage with these texts from beyond the “researcher” positionality. As of such, research into adult gaming has rarely explored them from the perspective of the player. Playing with Gay Sex seeks to critically examine these texts whilst being inclusive to my subjectivity as a player within the research. Through a textual analysis that is interspersed with my autoethnographic gameplay accounts, I explore the affective sensations and affordances these texts offer in terms of sexual navigation and play. What this thesis concludes is that the sexual play within these games allows the player to discover new horizons of sexual pleasure that has been afforded by these games’ affective encounters.
The study examines past perspectives that surround (sexual) play and critiques them as aiming to offer more firm definitions of play. Instead, I argue that play is not firmly structured or defined; instead, play is subjective and ambiguous, tied to the affective sensations of the player. As such, sexual play is contextualised as actions that have been motivated by our (subjective) affective desires to strive and attain pleasure. I interrogate this further with sexual scripting frameworks to consider (dominant) structures that has prescribed (sexual) interactions within specific contexts and its relationship to affect and games. Following on from this, I explore the gay adult video game itself, overviewing a brief history and its respective content to provide context and continue the emerging work within this area.
With this perspective of sexual play, I analyse a selection of single-player gay adult video games in relation to avatars, sexual game mechanics, and transgression within the game space. Using my own gameplay accounts as points of provocation within the analysis presented, I argue that the sexual play of (gay) adult video games allow for affordances to construct forms of the sexual self, feature gameplay that is purposeful at mediating sexual intimacy and satisfaction and offer spaces to indulge in “deviancy” as a form of sexual possibility or fantasy.
Yet, within the parameters of this study, the inclusion of my subjectivity and its autoethnographic method is also a point of contestation. What emerged during the process of research was further questions around the method’s application within single-player video games. Whilst the study mainly provides analysis into how these single-player gay adult video games mediate visceral affective pleasures within their confines, the thesis is also reflecting on further methodological questions. I consider the “appropriateness” of my own autoethnography, reflecting on paradigms of conducting subjective research within single-player video games. Further, it also broadly considers the implications of subjective research into explicit sexual materials and pornography. As such, alongside its conclusion of the affective potentials of sexual play in these game spaces, it also has an additional conclusion that questions the scope of the autoethnographic method and proposes for a maximalist definition in relation to this study
A menu of standards for green infrastructure in England: effective and equitable or a race to the bottom?
No full textMulti-functional urban green infrastructure (GI) can deliver nature-based solutions that help address climate change, while providing wider benefits for human health and biodiversity. However, this will only be achieved effectively, sustainably and equitably if GI is carefully planned, implemented and maintained to a high standard, in partnership with stakeholders. This paper draws on original research into the design of a menu of GI standards for England, commissioned by Natural England—a United Kingdom Government agency. It describes the evolution of the standards within the context of United Kingdom government policy initiatives for nature and climate. We show how existing standards and guidelines were curated into a comprehensive framework consisting of a Core Menu and five Headline Standards. This moved beyond simplistic metrics such as total green space, to deliver GI that meets five key ‘descriptive principles’: accessible , connected , locally distinctive , multi-functional and varied, and thus delivers 5 ‘benefits principles’: places that are nature rich and beautiful, active and healthy, thriving and prosperous, resilient and climate positive, and with improved water management . It also builds in process guidance, bringing together stakeholders to co-ordinate GI development strategically across different sectors. Drawing on stakeholder feedback, we evaluate the strengths and weaknesses of the standards and discuss how they provide clarity and consistency while balancing tensions between top-down targets and the need for flexibility to meet local needs. A crucial factor is the delivery of the standards within a framework of supporting tools, advice and guidance, to help planners with limited resources deliver more effective and robust green infrastructure with multiple benefits