17390 research outputs found
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Conceptualising magical tourism
No full textThe aim of this chapter is to illuminate our understanding of why and how magical tourism has evolved and also define what magical tourism is and discuss its future potential. This chapter therefore first conceptualises magic and magical tourism, then elaborates on some over-arching attributes of magical tourism, othering, tropes and magical realism. The volume contents are then discussed, including chapters on history of magical travel, studies of affect, witch festivals, mythical animals, folkloric beasts, unmappable places that seem to retreat and slide sideways, multilayered place folklore and mythology, portals, nexuses of meaning, fayres and cos-play. Finally, the chapter concludes with thoughts drawing out the larger questions that the book raises
Two psychologies: an exploration of trainee clinical psychologists' relationship with evidence and undergraduate teaching
No full textPsychological practitioners are expected to work according to the principles of evidence-based practice. Despite intense efforts to ensure this, there remains a perception of a gap between clinical practice and what is seen to be optimal practice (Stewart, 2012). This systematic review synthesised qualitative research in order to better understand how clinicians and trainers make sense of the relationship between research evidence and clinical practice. 1220 articles were screened, with eight studies included in this review, focusing on the perspectives of clinicians and trainers from diverse backgrounds. Clinicians and trainers expressed a broad range of views regarding this relationship, with some finding evidence-based practice as non-negotiable, and others holding more sceptical positions. Clinicians’ critiques mirror those made by academics, demonstrating an awareness of contemporary debates. More fundamental conceptual and philosophical critiques were also expressed, with some clinicians and trainers expressing a desire for more idiographic knowledge to be prioritised. The review makes specific recommendations to better utilise clinicians’ expertise in research, and suggestions for the type of research that appears to be valued by some clinicians
Students' assessment experience in higher education: A trial of summative audio feedback
No full textThis study explores a new approach to digital assessment by integrating three-minute summative audio feedback—delivered via Turnitin Feedback Studio—alongside traditional rubric-based ratings and a definitive mark. The intervention was piloted across a department offering undergraduate programmes in psychology, natural sciences, and sport sciences during the 2020–2021 academic year. A total of 163 students and 46 staff members provided evaluative input via an anonymous online survey, with additional qualitative insights gathered from a staff focus group (n=6). To assess the evolving student perceptions, a follow-up survey was conducted in 2023–2024 with a new cohort of students (n=56), and a student focus group (n=5). The research investigates students’ experience when they receive summative feedback, and to measure their engagement and preferences with formative, summative, written, and audio feedback formats. Particular attention was paid to how digital assessment feedback shapes the learner–tutor relationship and influences student self-esteem, stress, and anxiety. Key findings from the initial trial highlighted students’ preference for personalised, detailed, and timely feedback—specifically feedback focused on areas for improvement rather than general praise. Notably, psychology students demonstrated a statistically significant preference for written feedback (χ²(4, N=163) = 3.8, p < .001). This finding was confirmed when students from both studies where analysed together (χ²(4, N=217) = 20.76, p < .001). The majority of student listened to each recorded piece of audio feedback all the way through (N=217, M=4.27, S.D.=1.26). However, audio feedback was generally preferred by first-year undergraduates across programmes. While some staff initially reported technical challenges in using the audio feedback tool, they later found the process encouraged a more coherent and consistent approach to feedback delivery. Nonetheless, concerns were raised regarding the suitability of audio feedback for low-performing students or for feedback on research projects, where detailed written annotations might be more beneficial. Overall, the research provides valuable insights into students’ emotional and cognitive engagement with digital feedback, and highlights the potential of audio formats to enhance the summative assessment experience and strengthen the learner–tutor relationship
A comparative case study analysis of three secondary schools in relation to the education they provide for their academically more able learners
No full textThis research investigated how more able secondary school-aged pupils perceive their educational experience against a political agenda favouring the advancement of a meritocracy. An initial review of issues and strategies that are pertinent to the more able is presented and followed by an examination of relevant national policies.
To understand their perceptions a sample of three schools from contrasting settings were selected including an independent school, a non-selective school and because of the system in Kent, a grammar school to complete the trio. The literature that inspired this research was focused on the prevalence of underachievement of the more able in non-selective schools with various academics suggesting reasons for this phenomenon, particularly emphasising the role of context. However, what was not clear was how the pupils felt about their experiences and this prompted a direct inquiry into their views and to what extent they related to their socio-economic position. Each school differed radically from the other in terms of resources, staffing, cohort ability and available finances and these factors influenced the responses provided by the pupils.
During the research, discussions about the education of the more able were held with teachers at various levels of their organisations, and these discussions were compared with the thoughts that emerged from focus group meetings held with pupils. While it is evident that context and socio-economic factors broadly influence classroom outcomes, they also significantly shape the perspectives of the more able. The most striking finding was that, irrespective of context, the more able shared a common sense of frustration across the schools and all desired similar measures to improve their experiences. These measures are explored within these pages, promoting a discussion about what schools can do to enhance their provisions for supporting more able learners and how existing measures can be evaluated
Neuromodulation and neural networks in psychiatric disorders: Current status and emerging prospects.
No full textPsychiatric disorders lead to disability, premature mortality and economic burden, highlighting the urgent need for more effective treatments. The understanding of psychiatric disorders as conditions of large-scale brain networks has created new opportunities for developing targeted, personalised, and mechanism-based therapeutic interventions. Non-invasive brain stimulation (NIBS) techniques, such as transcranial magnetic stimulation (TMS) and transcranial direct current stimulation (tDCS), can directly modulate dysfunctional neural networks, enabling treatments tailored to the individual's unique functional network patterns.As NIBS techniques depend on our understanding of the neural networks involved in psychiatric disorders, this review offers a neural network-informed perspective on their applications. We focus on key disorders, including depression, schizophrenia, and obsessive-compulsive disorder, and examine the role of NIBS on cognitive impairment, a transdiagnostic feature that does not respond to conventional treatments. We discuss the advancements in identifying NIBS response biomarkers with the use of electrophysiology and neuroimaging, which can inform the development of optimised, mechanism-based, personalised NIBS treatment protocols.We address key challenges, including the need for more precise, individualised targeting of dysfunctional networks through integration of neurophysiological, neuroimaging and genetic data and the use of emerging techniques, such as low- intensity focused ultrasound, which has the potential to improve spatial precision and target access. We finally explore future directions to improve treatment protocols and promote widespread clinical use of NIBS as a safe, effective and patient-centred treatment for psychiatric disorders
Challenges and opportunities for UK local media: Insights from academic research
No full textThe local media sector in the UK is navigating a period of substantial change: newsrooms are shrinking (Ponsford, 2024), revenues are plummeting (Lu, 2024), and audiences are disengaging (Newman et al., 2024). Amidst these changes, a long tail of smaller, independent media producers have stepped in to address underrepresented topics, niches, or local areas (Anderson, 2007), however they face significant revenue challenges threatening their long-term sustainability (Cook et al., 2024).
Despite its imperfections, local media remains essential to fostering informed and connected communities by providing essential information, shaping public opinion, and preserving local identity (Nielsen, 2015). In this context of disruption and adaptation, evidence-based strategies have never been more necessary. However, we argue that a significant gap exists between the wealth of academic research available and its practical application within the UK local media industry. This report explores the challenges facing UK local media through the lens of academic research, designed to bridge the gap between scholarly inquiry and industry practice. It synthesises insights from a comprehensive literature review of British and international academic sources from the Scopus database to inform media organisations, policymakers, and citizens about the industry's current state, challenges, and ongoing relevance
Multimodal discourse reception: Approaches and methods
No full textMultimodal research has traditionally focussed on the analysis of texts and their production, resulting in a wealth of theoretical and analytical constructs as well as approaches. On the one hand, this research has pushed the field forward; on the other hand, however, it has resulted in different, and at times contradictory, accounts of how different modes work individually and together in making meaning. One of the reasons for the divergent accounts is a relative lack of empirical evidence coming from the other end of the multimodal communication process, i.e. reception.
Over the last two decades, however, scholars from a variety of fields, including Linguistics, Communication Science, Media Studies and Critical Discourse Studies, have started to take on this challenge by conducting research that can be roughly divided into four main categories (Castaldi, 2025a). Engagement studies aim to investigate how people naturally engage with multimodal texts by looking at data such as comments and reactions to multimodal texts and discourses (e.g. Angouri and Wodak 2014; Way 2015; He 2019; Castaldi and Foundouka, 2025). Recontextualisation studies involve showing a multimodal text to participants and exploring how they recount and evaluate (i.e. recontextualize) what they see (e.g. Forceville 1996, 1999; Infantidou and Tzanne 2006; Abdel-Raheem 2017). Audience research approaches aim to explore the effects of texts on audiences (e.g. Castaldi 2021, 2025b). Finally, experimental studies employ some manipulation of the multimodal input: the data can vary, from task completion (e.g. Cohn and Paczynski 2013; Hart 2018) to psychophysiological measures (e.g. Chua, Boland and Nisbett 2005; Bucher and Schumacher 2006; Holsanova, Rahm, and Holmqvist 2006; Holsanova, 2014; Bucher 2017; Drijvers et al. 2019; Tseng, Laubrock and Bateman 2021).
The aim of the workshop is to provide an overview of these four approaches and to consider the most appropriate research questions and methodological designs to address them
A grounded theory exploring if art psychotherapy can ameliorate experiential avoidance for military veterans with post-traumatic stress
No full textoai:repository.canterbury.ac.uk:9w983Post-traumatic stress disorder (PTSD) can develop as a response to traumatic experiences and is often seen in military veteran populations. Experiential avoidance is a disabling feature of PTSD and has a negative impact on progression and recovery. Some research has shown that art psychotherapy can have a beneficial role for military veterans with PTSD. The following study sought to understand if art psychotherapy can ameliorate experiential avoidance in military veterans by interviewing veterans, their wives and partners and art psychotherapists. The study aimed to establish participant perception of the art psychotherapy experience and to understand if this experience can reduce the impact of
experiential avoidance.
Social constructivist epistemology was used to inform a grounded theory methodology. Data analysis of the participant interviews established tentative theoretical categories; shared veteran identity, the presence of the art psychotherapist, taking a risk, making the art, therapy as a bridge, bringing the inside out and new ways of doing old things. Three core categories informed the final grounded theory,
1) the nature of the art psychotherapy group allows for emotional risk taking,
2) the art image acts as a bridge and
3) art psychotherapy can allow veterans to approach previously challenging situations
in new ways.
Participation in art psychotherapy for veterans with experiential avoidance as a feature of PTSD would appear to have the potential for helping veterans to reduce their avoidance and better manage previously challenging aspects of civilian life. This study indicates that taking part in art psychotherapy and the subsequent alleviation of experiential avoidance may allow veterans to utilise trauma focussed psychological interventions which may have previously been inaccessible due to avoidance, thereby increasing access to an additional range of support
options for their recovery
A manifesto for plant science education
No full textSocietal Impact Statement
Plants provide oxygen, food, shelter, medicines and environmental services, without which human society could not exist. Tackling pressing and global challenges requires well-trained plant scientists and plant-aware individuals. This manifesto provides a practical evidence-based vision to strengthen plant science education, focused on five strategic priorities. It is relevant to all stakeholders within plant science and beyond: from frontline educators to institutional leaders; from commercial or charitable professionals to entrepreneurs and donors; from individual community members to their legislative representatives. Strengthening plant science education demands concrete actions from all stakeholders, ultimately to the benefit of us all.
Summary
Plant science education needs urgent attention. Skilled plant scientists are needed to address major environmental and societal challenges, and global communities require plant-aware professionals to drive impactful policy, research and environmental stewardship. This manifesto was collaboratively generated by a community of educators who gathered to reflect on the state of plant science education. The forward-facing document provides a clear strategy for plant science education, complementing existing research strategies. Five themes were identified as essential for meeting the evolving needs of plant science, educators and learners: (i) plants must be at the centre of an education that addresses global challenges and societal values; (ii) plant science education must prepare students for their futures using bold and effective pedagogies; (iii) equity, diversity and inclusion must be robustly embedded in educational practices; (iv) local and strategic partnerships (with industry and beyond) are required to strengthen academic education; and (v) plant science educators need resources and opportunities to develop and connect. The manifesto is intended as a framework for change. Educators, funders, publishers, industry representatives, policymakers and all other members of our communities must commit to sustained investment in plant science education. By proactively and collectively embracing the recommendations provided, the sector has an opportunity to cultivate a new generation equipped with the knowledge, skills and passion to unlock the full potential of photosynthetic organisms
SMA-Driven Assistive Hand for Rehabilitation Therapy.
No full textHome-based rehabilitation supports neuromuscular patients while minimising the need for extensive clinical supervision. Due to a growing number of stroke survivors, this approach appears to be more practical for patients across diverse demographics. Although existing hardware-based assistive devices are pretty common, they have limitations in terms of usability, wearability, and safety, as well as other technical constraints such as bulkiness and torque-to-weight ratios. To overcome these issues, soft actuator-based assistance prioritises user safety and ergonomics, as it is more wearable and lightweight, offering overall support while reducing the social stigma associated with disability. Among the existing soft actuation techniques and related materials, shape memory alloys (SMA) present a feasible option, offering current-controlled actuation and compatibility with integration into flexible textiles, thereby enhancing the wearability of the device. This paper presents a compact, SMA-driven assistive device designed to support natural motion, reduce muscle fatigue, and enable daily therapy. Embedded in a glove, the device allows mirrored control, where one hand's movement assists the other, using flex sensors for feedback. The functionality of the electromyography (EMG) sensor is also used to evaluate the activation of the SMA wire; however, it is not employed for detecting individual finger motions in the assistive hand. Polyurethane foam insulation minimises thermal effects while maintaining lightweight wearability. Experimental results demonstrate a reduction in actuation time at higher voltages and the effective lifting of light to moderate weights. The device shows strong potential for affordable, home-based rehabilitation and everyday assistance