17390 research outputs found
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The impact on existing police officers of the education led professionalisation of policing - Initial findings
No full textA lightening talk presenting the initial findings of the small-scale study phase of my PhD research. The findings started to indicate views towards the value of education compared to that of trade-craft, and the role of CPD when it is relevant
Performance management with the application of technology for sustainable good business practices in the Bangladesh’s street food: An empirical study
No full textThis study examines SMEs’ entrepreneurial behaviour in the street food industry of Bangladesh in implementing sustainable good practices through performance management with the application of technology. Dhaka, the capital city of Bangladesh, is taken as the case. This empirical study aims to investigate if street food vendors are aware of available technology that can be applied for performance management and drive sustainable good practices. The study also considers if street food retailer’s financial situation has an impact on those good practices. In order to gain insight into the street food retailing within Dhaka, the food adulteration phenomenon and good practices, semi-structured interviews were carried out—followed-up by a questionnaire survey with the actual street food retailers. A number of statistical tests were carried out to examine the hypothesis and the relationships between the variables. The study found evidence suggesting the SMEs in the street food sector are not financially capable of adopting sustainable good practices. The research findings' theoretical and practical ramifications are examined, and it is suggested to create a method to recognise existing sustainable good practices, new policy development, and a procedure to make the good practice adoption process financially viable for SMEs
How do horror films of the 2010s represent the feelings of dysphoria and other aspects of transgender culture, through the metaphors of possession and transformation and lead in creating the new monstrous trans reading?
No full textThis thesis explores the expression of transgender identity and experience as described in horror films of the 2010s, Specifically, We’re All Going To The Worlds Fair (which shall be referred to as WAGTTWF going forward in this essay), Hereditary and Titane. The concept of monstrosity, a key subject within horror films since the early twentieth century, mirrors the prejudice faced by transgender people who have been presented historically as monsters. Additionally, the introspection and dysphoria experienced by transgender individuals are too often described as monstrous. I aim to challenge negative preconceptions of monstrosity and to present the monstrous as an identity which signifies empowerment. To support my analysis of this reading, I have included philosophical, psychoanalytical and queer theories, which either explicitly express specific views on transgenderism within society and film or represent themes such as feminism and abjection which coincide with both the transgender lens and my chosen case studies. The theories Susan Stryker and Barbara Creed proposed are key to my analysis since they describe a transgender perspective on identifying with the monster. This thesis also aims to demonstrate a new perspective of gender within the horror genre that fits with a contemporary approach to transgender identities. Within this viewpoint, there is also a further political outcry for transgender voices to be represented within film to continue the discussion and fight for transgender rights globally. By identifying the traits of possession and transformation within my case studies films of possession, this thesis has explored ideologies that highlight the transgender perspective and experience, connecting them to specific scenes and their cinematic elements. The concept of monstrosity within horror and its
ties to transgender experience and identity should be recognised as empowerment and a chance to uplift one’s voice within society – which I express throughout this thesis
Me ladies - the duo
No full text"Me Ladies” is a duo of photographic-based digital artworks created as part of the practice-based PhD research project.
This body of work sits at the intersection of portraiture, historical resistance, and digital experimentation, challenging the visual erasure of Black women from traditional European and British art narratives.
Each artwork in the set is composed of two original portrait photographs: one taken at the Chatham Fashion Show in Medway female fashion collection on display summer of 2024, referencing historical garments and period silhouettes.
Overall conceptual and curatorial inspiration is drawn from British Museums' and their art collections, reimagining if there was no erasure, how would the collection look?
The work confronts the historical invisibility and exclusion of Black women in art history and museum spaces. By inserting Black British femininity into frames historically reserved for whiteness, “Me Ladies” is both a counter-narrative and a reclaiming.
The title itself, “Me Ladies,” asserts both intimacy and authority, recasting the muse as subject and the observed as the author. It also responds directly to the false notion that Black presence in historical Britain was rare or exceptional. Instead, this work insists, we were not that rare; we were erased.
From a methodological perspective, “Me Ladies” is grounded in autoethnography, visual anthropology, and intersectional feminist theory. The work forms part of the ADN Framework© (Anthro-Digital Narratives), a practice-based research model developed by me, which foregrounds the use of digital tools and sensory-based archives to reconstruct lived experience from the margins.
As a neurodivergent Black woman, I use visual practice to speak across silences to record, remember, and resist. The duo format references mirror work, kinship, and multiplicity, rejecting the idea of singular representation. It’s a layered act of cultural repair, memory work, and speculative belonging.
Alt Text for Me Ladies [A]:
Digital portrait of a Black woman in a rich midnight-blue puff-sleeve gown. Her natural hair is crowned with roses, and she wears layers of pearls. The image blends real-life photography with AI-generated still life, landscape, and historical dress textures from V&A Museum research. Inspired by classical oil paintings, reimagined through a Black diasporic lens.
Alt Text for Me Ladies [B]:
Digital portrait of a Black woman with a soft afro wearing a burgundy corset and voluminous pink sleeves. She is adorned with pearl jewellery and gazes calmly. The composition blends photographic portraiture with AI textures drawn from fashion photos taken at the V&A Museum. Influenced by The Met Museum’s narrative curation, this piece asserts presence and elegance
Toxic pasts and stolen futures? Generational conflict and the modern culture wars
No full textIn the first two decades of the 21st century, overblown claims about generational conflict – captured in narratives of ‘Boomer blaming’ – have reimagined today’s social, economic, political and cultural problems as the fault of generations who came of age in the mid- to late 20th century. This has fuelled a paradoxical antagonism towards the recent past. On one hand, the 20th century is imagined as the final instalment of good times: in this narrative, the young have had their futures ‘stolen’ by the mistakes of their elders. On the other hand, the values and attitudes associated with older generations are considered to have left an enduring imprint of inequality and injustice on the young, whose struggles for identity require the energetic repudiation of all that has gone before. This context of ‘temporal crisis’ (Leccardi, Jedlowski and Cavalli, 2023) underpins the sense that different generations exist in competing realities in the present day, lacking shared language or values. A prevailing mood of cultural pessimism regarding the past and present stretches forwards, in an insecure, risk-aware orientation towards the future. This paper explores why the current ‘culture wars’ take the form of a conflict between living generations, and the ways in which relations between living generations also mediate and limit the reach of cultural conflicts
Hermeneutical bible study: A ‘tradition thought contribution’ to religious education in plural and diverse contexts
No full textThis chapter proposes hermeneutical Bible study as a focus of contemporary religious education with a novel exceptionalist argument. Its starting point is the emergence of interest in the Bible among popular atheist scholars in different subject fields, in contrast to earlier phases of atheist critique. Also, signs are noted of hermeneutical development both in the Catholic Churches’ guidance for scholarly Biblical interpretation and in the work of major Biblical hermeneutics scholars, such as in the work of the Anglican, Anthony Thiselton. Both of these show serious engagement with modern hermeneutical scholarship. Both are influencing curriculum design in Catholic and Church of England school sectors in England. This chapter focuses on Thiselton’s work, identifying principles for hermeneutical school religious education that follow from this modern wave of hermeneutical scholarship, and suggests that these are valuable tools for religious education more broadly which could cultivate, amongst other things, an attentive disposition towards otherness. In so doing it exemplifies how a tradition-specific development in scholarship has informed a broader intellectual movement in such a way that it might then meaningfully contribute to religious education in plural and diverse settings: an example of how tradition-developed thought might cooperate in a broader educational endeavour
Knowledge, self-efficacy, and correlates in palliative and end-of-life care: Quantitative insights from final-year nursing and medical students in a mixed-methods study
No full textIntroduction: About a decade after the introduction of palliative care teaching for undergraduate nurses and medical students in Uganda, no research has examined students’ knowledge and self-efficacy to provide palliative and end-of-life care and their correlates. Aims: To: (1) estimate final-year undergraduate nursing and medical students’ knowledge of and self-efficacy to provide palliative and end-of-life care, (2) identify correlates of knowledge and self-efficacy to provide palliative and end-of-life care. Design: A multicentre cross-sectional quantitative study. Setting/participants: Final-year undergraduate medical and nursing students in eight medical and nursing schools in Uganda. Instruments included biodata sheet, the Palliative Care Quiz for Nursing questionnaire and the Palliative Care Self-Efficacy scale. Statistical analyses were performed using STATA version 14.0. Results: The mean age of the participants ( n = 466) was 24.45 ± 3.31 years. Participants’ knowledge of palliative care scores was low in all domains ‘Philosophy and principles of palliative care’ 1.46 ± 0.93 (range: 0–4), ‘Psychosocial and spiritual care’ 0.61 ± 0.73 (range: 0–3) and ‘Management of pain and other symptoms’ 6.32 ± 1.75 (range: 0–13). Predictors of knowledge were Gender ( p = 0.0242), course of study ( p = 0.0001) and religion ( p = 0.0338). Participants had very low self-efficacy scores in the three domains of the Palliative Care Self-Efficacy scale. Conclusion: Participants generally demonstrated limited knowledge and insufficient self-efficacy in providing palliative and end-of-life care. There is a need to integrate and strengthen practical, pedagogical and experiential teaching, review the palliative care curriculum. Future evaluative, longitudinal and interventional as well as qualitative studies are needed to gain deeper insights into this topic
An implementation facilitation intervention to improve the musculoskeletal X‑ray reporting by radiographers across London
No full textBackground
The National Healthcare Service (NHS) radiology service delivery in London is representative of the current pressures and challenges faced in England of Musculoskeletal (MSK) X-ray reporting workforce shortages, and national turnaround time (TATs) targets. The implementation project evaluated facilitation as a strategy to achieve the NHS England 50% target for all MSK X-rays to be reported by radiographers.
Methods
The project was an eight-month multi-centre (n = 5 London NHS Trusts) study applying the Promoting Action on Research Implementation in Health Services (PARIHS) framework with embedded mixed-methods evaluation. Initial observational data using the Context Assessment Index (CAI) tool and the Workplace Culture Critical Analysis Tool (WCCAT) set the implementation interventions which comprised external facilitation, to support internal facilitators action learning activities. Evaluation data comprised monthly reporting performance, systems mapping, interviews.
Results
System mapping allowed a perspective beyond the characteristics of the NHS Trusts involved (small single site hospitals to large multi-sites hospitals) of mixed clinical duties, scope of practice, reporting session allocation, and equipment used. CAI scores for workplace culture demonstrated
= 73.7% (SD 6.8; 95%CI 8.49), leadership scored
= 69.3% (SD 7.3; 95% CI 9.17), and evaluation scored
= 75.5% (SD 6.9; 95% CI 98.63). WCCAT observations provided themes for facilitation focusing on remote reporting, insourcing backlogs, prioritising worklists to reduce breaching TATs, reporting metrics, and reducing auto reporting. The combined reporting of MSK X-rays by London radiographers during this study achieved
= 53.7%.
Conclusion
This study had an innovative approach using an implementation facilitation framework to improve service delivery. The clinical workplace context in which MSK X-ray reporting by radiographers occurs was key to implementing change. The complexities of sustaining and upscaling MSK X-ray reporting by radiographers to meet the NHS England target of 50% are varied and require local champions to facilitate and drive change at organisational levels. It is recommended that there are dedicated ‘resources’ to sustain implementations with a community of practice for support. Workplace leadership and stakeholder networks are needed to sustain improved working practices and embrace regular evaluation and monitoring of service delivery performance
The varicultural, translanguaging and deCentring
Full text linkInability to discern separated cultures or native–non-native-speakerhood in a hugely diverse hospital setting allows deCentred observation of how cultural practices and values cross socially constructed cultural boundaries within a seamless varicultural flow. This enables inclusive and translingual threads of hybridity resourced by the everyday small culture experience we bring with us. Beginning with the small helps resist being colonised by the ‘us’–‘them’ essentialist blocks derived from the dominant separated cultures model. Much of this struggle is unspoken in the perceptions of silent onlookers, influenced by grand,personal, institutional and workplace narratives, and in how we perceive how others perceive us
Teacher-teacher dialogue on sustainability and climate change education: Crossing traditional disciplinary boundaries in Wales
No full textBackground: The immediate importance of sustainability and climate change education in schools is recognised in recent research (Greer, K. et al., 2023; McKenzie and Benavot, 2024). In secondary education, however, topics related to sustainability and climate change education tend to be treated separately, as they are taught within discrete, disciplinary subjects. This is especially the case in England, where a disciplinary approach to education is prioritised. Across the border in Wales, however, a new curriculum was introduced in 2023 which encourages multidisciplinary, interdisciplinary, disciplinary or integrated approaches, asking that schools should ‘build on natural connections between the concepts, knowledge and skills developed in different Areas’ (https://hwb.gov.wales/curriculum-for-wales/curriculum-for-wales-the-journey-to-curriculum-roll-out/). This curriculum reform has implications for the way sustainability and climate change education is planned for and taught, especially as this topic is often seen as naturally crossing traditional disciplinary boundaries (Scoffham and Rawlinson, 2022: 89, Greer et al., 2023).
Context: We would like to pay attention to the specific context of sustainability and climate change education within Wales. The promotion of Education for Sustainable Development and Global Citizenship (ESDGC) has been a key objective of Welsh government since 2008. The Well-being of Future Generations (Wales) Act of 2015 defined Sustainable Development in Wales as “The process of improving the economic, social, environmental and cultural well-being of Wales by taking action, in accordance with the sustainable development principle, aimed at achieving the well-being goals.” It set out ways of working needed to achieve wellbeing goals. This Act can be seen to have had significant impact on the design of the new Curriculum for Wales. The new curriculum embodies a long-term approach and has an emphasis on developing well-rounded, ethically-informed Welsh citizens. Learner mental health and well-being are prioritised and there is a focus on climate and eco-literacy intended to equip learners for future needs (https://www.futuregenerations.wales/impact/curriculum/).
Issues: Students need a coherent curriculum experience of sustainability and climate change, as whether teaching takes a disciplinary or interdisciplinary approach, teachers need to understand what is being taught in different curriculum subjects. Previous research, in England, suggests that such knowledge can be lacking. Teachers of science and religious education were found to hold very different understandings of the nature of the ‘other’ subject compared to teachers who specialised in those subjects (Woolley et al, 2023). We therefore became interested in teacher-teacher dialogue about the curriculum, both within and across traditional subject boundaries.
Aims and Method: This paper reports on initial findings from a three-year, multiple-methods, research and development project in Wales entitled, Cultivating Deeper Interdisciplinary Dialogue. The research project was built around a systematic review into teacher-teacher dialogue, where research proved to be limited and fragmented (Lefstein et al., 2020). The survey design built on previous attempts to ask teachers about engaging in dialogue with colleagues (Admiraal & Lockhorst, 2012) and scales of quality in teacher professional discourse (Boyd & Glazier, 2017).
Data analysis: The paper will present data from a survey disseminated to secondary teachers across Wales where teachers report on the nature and frequency of their dialogue with colleagues about the curriculum, both within curriculum subjects and beyond. Part 4 of the survey asked various questions about teacher-teacher dialogue related to sustainability and climate change and current teacher practice in the area. The paper will also share initial findings from the second stage of the project. Here, teachers in one Welsh school were asked to engage in conversations about their current teaching in the area of sustainability and climate change and their future aspirations for teaching this area. These were first in disciplinary pairs, then in cross-subject pairs. They were then offered a series of expert interventions on sustainability or climate change. Finally, they returned to the initial two pairings. Recordings, data analysis of dialogic moves (De Jong et al., 2022) and analysis of ‘exit interviews’, held later, reveal how new knowledge can change disciplinary and cross-disciplinary dialogue between teachers.
This paper holds interest for those who are working to improve the teaching of sustainability and climate change education in schools, but also for those who are particularly interested in teacher development in this area