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Reframing success in a pivoting partnership – student mentors trying to engage: a tale of trial and error
Get PDFPartnership working has become part of the culture within the School of Law at the University of Reading, with successful partnership projects building upon each other, encouraging students to see themselves in the partnerships, and raising students’ voices (Millmore, 2021).
This case study shares our experiences of a partnership which was less overtly successful than we hoped; whilst there were positives for the student partners, the aims of the partnership were not achieved, despite attempts to pivot and reinvent ourselves, leading to a need to review what is meant by “success” in partnership working.
What are the metrics for success in student-staff partnerships? Do we measure the concept of success purely in relation to a tangible outcome or in doing so are we missing the impact on student and staff partners’ development? The authors propose that identifying success purely as an outcome misses the value of those incidental successes which are intrinsic to the process of partnership working, and their impact should bear equal value and not be disregarded
Migration and the location of MNE activities: evidence from Italian provinces
Get PDFWe investigate the migration-inward Foreign Direct Investment (FDI) nexus in narrow geographies. A novel two-stage empirical strategy allows us to investigate the role of migration as determinant of multinational enterprises (MNEs) location choices and unpick heterogeneity in foreign investors’ preferences towards the presence of migrants in the host location. This allows us to shed light on the relative importance of the underlying mechanisms linking migration and inward FDI. Relying on 1,113 greenfield investments by 895 MNEs in Italian NUTS3 regions over 2003–2015, we find that immigrants from the country of origin of the investor exert a positive but highly heterogeneous effects on MNE location choices. Investors are more sensitive to the presence of migrants from their country of origin when they lack experience in the destination country (first time investors) and when their investments concern market-access or business-services (downstream) activities. This is consistent with the view that migrants act as information brokers that bridge the fixed costs of international business activities
Engaging with ‘less affluent’ communities for food system transformation: a community food researcher model (FoodSEqual project)
Get PDFThe UK food system is distorted by inequalities in access, failing the people most in need, yet it should provide access to safe, nutritious affordable food for all citizens. Dietary patterns are associated with socio-demographic characteristics, with high levels of diet-related disease mortality attributed to poor dietary habits. Disadvantaged UK communities face urgent public health challenges, yet are often treated as powerless recipients of dietary and health initiatives. The need for food system transformation has been illustrated within recent UK government policy drivers and research funding. The Food Systems Equality project is a research consortium that aims to ‘co-produce healthy and sustainable food systems for disadvantaged communities’. The project focusses on innovating food products, supply chains and policies, placing communities at the centre of the change. Tackling the above issues requires new ways of working. Creative approaches in food research are known to empower a wider range of individuals to share their ‘lived food experience’ narratives, building relationships and corroborating co-production philosophies, thus promoting social justice, and challenging more traditional positivist/reductionist ‘biomedical’ approaches for nutrition and food studies. This review paper critiques the use of community-centric approaches for food system transformation, focusing on one, a community food researcher model(1) as an exemplar, to highlight their utility in advocating with rather than for less affluent communities. The potential for creative methods to lead to more equitable and lasting solutions for food system transformation is appraised, consolidating the need for community-driven systemic change to foster more progressive and inclusive approaches to strengthen social capital. The paper closes with practice insights and critical considerations offering recommendations for readers, researchers, and practitioners, enabling them to better understand and apply similar approaches
Contextual diversity and anchoring: null effects on learning word forms and opposing effects on learning word meanings
Get PDFWords that appear in many contexts/topics are recognised faster than those occurring in fewer contexts (Nation, 2017). However, contextual diversity benefits are less clear in word learning studies. Mak et al. (2021) proposed that diversity benefits might be enhanced if new word meanings are anchored before introducing diversity. In our study, adults (N = 288) learned meanings for eight pseudowords, four experienced in six topics (high diversity) and four in one topic (low diversity). All items were first experienced five times in one topic (anchoring phase), and results were compared to Norman et al. (2022) which used a similar paradigm without an anchoring phase. An old-new decision post-test (did you learn this word?) showed null effects of contextual diversity on written form recognition accuracy and response time, mirroring Norman et al.. A cloze task involved choosing which pseudoword completed a sentence. For sentences situated in a previously experienced context, accuracy was significantly higher for pseudowords learned in the low diversity condition, whereas for sentences situated in a new context, accuracy was non-significantly higher for pseudowords learned in the high diversity condition. Anchoring modulated these effects. Low diversity item accuracy was unaffected by anchoring. However, for high diversity items, accuracy in familiar contexts was better in the current experiment (anchoring) than in Norman et al. (non-anchoring), but accuracy in new contexts did not differ between the two experiments. These results suggest that anchoring facilitates meaning use in familiar contexts, but not generalisation to new contexts, nor word recognition in isolation
Statistical analysis plan for a cluster randomised controlled trial to compare screening, feedback and intervention for child anxiety problems to usual school practice: identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i).
Get PDFBackground: The Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i) trial is being conducted to establish whether 'screening and intervention', consisting of usual school practice plus a pathway comprising screening, feedback and a brief parent-led online intervention (OSI: Online Support and Intervention for child anxiety), bring clinical and health economic benefits compared to usual school practice and assessment only - 'usual school practice', for children aged 8-9 years in the following: (1) the 'target population', who initially screen positive for anxiety problems according to a two-item parent-report child anxiety questionnaire - iCATS-2, and (2) the 'total population', comprising all children in participating classes. This article describes the detailed statistical analysis plan for the trial. Methods and design: iCATS-i2i is a definitive, superiority, pragmatic, school-based cluster randomised controlled trial (with internal pilot), with two parallel groups. Schools are randomised 1:1 to receive either screening and intervention or usual school practice. This article describes the following: trial objectives and outcomes; statistical analysis principles, including detailed estimand information necessary for aligning trial objectives, conduct, analyses and interpretation when there are different analysis populations and outcome measures to be considered; and planned main analyses, sensitivity and additional analyses. Trial registration: ClinicalTrials.gov ISRCTN76119074. Registered on 4 January 2022
Institutional factors influencing productivity in medieval England: a case study of tin, lead and silver mining
Get PDFThis paper fills a gap in recent literature on productivity and regional development by examining the determinants of productivity in primary industries in English regions during the Middle Ages. It provides a comprehensive review of relevant literature on the tin, lead and silver mining industries in Medieval England. Modern studies of productivity typically focus on technology, labour skills, unionization and regional economic infrastructure as key determinants of productivity growth and focus on high-technology manufacturing industries This study of medieval mining, however, focuses on extractive industries in which advanced technologies played only a limited role. The paper shows that alternative factors contributed to the productivity of medieval mining including royal policy, the location of deposits and fluctuations in demand. Technology, investment in training and worker activism had, in contrast, little impact
Mapping school‐level language policies across multilingual secondary schools in England: an ecology of English, modern languages and community languages policies
Get PDFLanguage plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school‐level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that where such policies do exist, they are frequently fragmented and underpinned by monolingual ideologies that do not reflect the linguistic diversity of schools today. The aim of this study, therefore, is to map the provision of school‐level policies from a representative sample of secondary schools in England (n = 998) and explore the extent to which they address (either implicitly or explicitly) the following dimensions of language: (a) English, both as the language of instruction and in relation to support for English as an additional language (EAL) learners; (b) modern languages in the curriculum; and (c) other home or community languages. Drawing on an ecologically informed approach, where these three dimensions of language are conceptualised as systems, analysis was conducted to identify areas of divergence and (potential for) intersection. Findings suggest that policies relating to languages, where they exist, are largely compartmentalised and tensions emerged between the various systems. However, we also note several promising points of intersection which indicate that there is scope for developing cohesive and holistic languages policies at a whole‐school level
Use of ZDR columns for early detection of severe convection within the operational radar network of the United Kingdom
Get PDFDifferential reflectivity () columns were observed using a Met Office three‐dimensional radar composite. An algorithm for automatic detection of columns was developed, based on dB and dBZ. Across three case days, detected columns were found to precede severe convection in tracked convective cells with a range of lead times from 0 to 20 min depending on the case day. Requiring maxima above 1.4 dB and 30 dBZ of and respectively was an appropriate second condition for all three cases although the skill in the early detection of severe convection varied across case days. Despite the high probability of detections, the high false alarm rate accompanied by low critical success index and data latency limit performance based on the three cases considered in this study. Nevertheless, the ability to detect columns in operational radar data with a useful lead time prior to severe convection in certain conditions is a promising development towards advancing nowcasting of severe convection in the United Kingdom