192815 research outputs found
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Scraps and samplers: the form and function of textile artefacts in the nineteenth century workhouse
No full textRecognising the role of environmental histories and cultural heritage in nature restoration: biocultural diversity in the Gàidhealtachd using native oysters Ostrea edulis as a case study
No full textSimilar to many other shellfish populations that occur in coastal waters
across the globe, flat oyster Ostrea edulis populations are at extremely low
levels across Europe despite once being extremely widespread. Previous
work has evaluated historical written records from across Europe to
understand the historical extent of the species, the timeframes of its
declines and the consequences on coastal ecosystems, including a highly
detailed account of the major oyster fisheries based along Scotland’s
east coast. However clear differences between the east and west coasts
of Scotland, both in terms of physical landscape and cultural heritage,
suggest highly different environmental histories and cultural values for
this species. This study aims to conduct an initial investigation into the
historical relationship between native oyster and human communities
in western Scotland, focusing on coastal Argyll and the Inner Hebrides
in the period circa 1600 to 1900. Aiming to place the environmental
declines in the complex social and cultural situation of that region
during that time period, it will focus on oyster in the context of the
Gàidhealtachd and evidence how the language declines present in today’s
Scotland can risk loss of ecological knowledge about the environment.
As cultural dimensions are one of four types of benefits that people 20
derive from nature, known as ecosystem services and generated by
the Millennium Ecosystem Assessment (2005) project, recognition and
analysis of different cultures and their relationships with nature is inherent
in such environmental analysis.
This work draws on historical written records (roughly 1750 onwards 25
in typically English-speaking landowning classes) obtained from archives
alongside records in cultural artefacts (songs and place-names, prior to
written records in typically Gaelic-speaking communities) to understand how people viewed and used shellfish in these communities. Mentions
of shellfish in cultural artefacts suggest they played an important role in
connecting Gaelic-speaking people with place, suggesting high cultural
value in this geographic region prior to the eighteenth century. Mentions
of shellfish presence and extraction began to appear more regularly in
written records from landowners after this period and after approximately
1830, diversification of estate productivity meant that communities that
would have farmed preferentially were forced to switch to depending on
natural resources from the sea, with limited examples of fishing, oyster
cultivation or subsistence collection prior to this period and many more
afterwards.
More importantly, this analysis demonstrates the importance of
recognising the values and identities present in the Gàidhealtachd as
distinct from those in mainstream British culture. The connections
between language, culture and environmental changes are highly relevant in enacting effective restoration, management and policy initiatives that
align with community needs and values, particularly in Gaelic culture.
Maintaining and prioritising sealladh a’ Ghàidheil (the Gaelic worldview)
is essential in establishing a mutual dialogue around the co-creation of
community-based evidence-informed approaches to management of land
and sea
Understanding changes to life expectancy and inequalities in the UK, Germany and other high-income countries
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Mass digital surveillance and national security technotopias: technotopia, power and risk
No full textNo abstract available
Class, gender and educational privilege: exploring employability of Chinese international graduates through a risk society lens
No full textInternational education is framed by middle-class families in China as a form of risk management – an investment for enhancing employability in a heavily congested graduate job market. However, there is limited research on the relationship between international higher education and occupational advantage. This study presents survey findings from Chinese master’s level graduates educated both internationally and domestically. The results shows that international graduates tend to have more prestigious educational backgrounds, however they face higher early-career unemployment. The risk society lens helps to explain why international education does not yield predictable or favourable returns. These graduates represent a new risk class – individuals who, despite privileged educational capital, are exposed to the uncertainties of globalisation and local labour market stratification. Their social advantage, while still significant, no longer ensures linear upward mobility. Instead, outcomes are fragmented, dependent on navigating a complex employment landscape shaped by sectoral preferences, and institutional discrimination, especially against women
Five pillars of transformative global citizenship education: toward integration of the rights of Indigenous Peoples and internally displaced peoples
Get PDFThis conceptual paper proposes a Global Citizenship Education (GCE) framework that is inclusive and supportive of the rights of two of the most marginalised communities: Indigenous Peoples and refugees/internally displaced persons. Despite the UN’s recognition, Indigenous Peoples still struggle for the right to self-determination, cultural identity, and ancestral territories. Similarly, the rights of internally displaced persons to livelihood, security, and self-determination are under threat, in addition to the lack of durable solutions to their displacement. The lack of recognition keeps both groups in a vicious cycle of poverty and vulnerability, and GCE has yet to incorporate their specific rights into its framework. Using two case studies, Indigenous Peoples in Taiwan and internally displaced persons in Azerbaijan, we propose a new approach to strengthen the integral role of human rights, especially of such vulnerable groups, in shaping GCE
Willingness to identify: an exploration of the factors that influence secondary school students’ willingness to identify as multilingual
Get PDFFor decades researchers have debated the criteria for identifying someone as multilingual; however, little is known about how individuals, and particularly school-aged students, subjectively identify themselves as
multilingual. In this paper, we therefore seek to explore students’
willingness to identify as multilingual and the factors that influence this.
We include demographic factors (i.e. gender and English as an
additional language status), contextual factors (i.e. school, year group
and whether they are currently studying a language) and, crucially, also
factors reported by the students themselves. Both quantitative and
qualitative data were collected through questionnaires completed by
1,280 Year 8 (age 12-13) and Year 10 (age 14-15) students from seven
state-funded secondary schools in England. From the findings we
propose a preliminary model of willingness to identify as multilingual,
which we suggest is primarily an experiential and evaluative state and
an important precursor to fully claiming a multilingual identity. This is
underpinned by the crucial role played by home and particularly school
contexts in developing students’ language knowledge and the
mediating role of students’ evaluations of their language proficiency.
We end by reflecting on the possible links between willingness to
identify as multilingual and multilingual identity more broadly
Three-phase flow modelling of immiscible melt segregation in the genesis of magnetite-apatite deposits
Get PDFMagnetite-apatite (MtAp) deposits have attracted considerable attention due to their complex genesis and economic importance. These deposits are rich in magnetite ore and can bear significant rare earth elements, but their exact formation mechanisms remain controversial. This study aims to understand the formation processes of MtAp deposits by investigating the role of iron-rich magmatic liquids. Focusing on the El Laco deposit, northern Chile, we follow the hypothesis that iron-rich liquids separate from silicate magma through liquid immiscibility. Building on previous research, this study employs a three-phase 1-D mechanical model to simulate the separation and accumulation of immiscible iron-rich melts within increasingly crystalline magma. The model reproduces the previously suggested transition from isolated droplet settling to an interconnected drainage network and quantifies the relative efficiency of both modes of phase separation. Using scaling analysis, we define porous, mush and suspension flow regimes and construct a regime diagram for three-phase flow. The results indicate that the separation efficiency of immiscible iron-rich melts is maximized in the mush flow regime at intermediate crystallinity. The model-derived accumulation rate of iron-rich melts can be used to estimate the time required to form magnetite deposits of a given scale. Our findings support the physical viability of the liquid immiscibility hypothesis for the genesis of MtAp deposits, offering new insights into the mechanical efficiency of melt separation and contributing to a broader understanding of the formation mechanisms of other valuable deposits that have been linked to immiscible melts
Emotional scarcity and well-being among international students at times of crisis in South Africa during the COVID-19 pandemic
No full textWhile international students are a desirable student constituency globally as they also bring skills, knowledge, and a diverse cultural composition to the university, the higher education landscape has become complex. This complexity is associated with access, teaching and learning experiences, and throughput and is caused by the interaction of social, economic, environmental, personal, and political vulnerabilities. Although all students in South Africa experience vulnerabilities, international students face other forms of exclusion, limiting their ability to manoeuvre. To understand better the complex environments and experiences of international students in South Africa, the chapter proposes four approaches: capability advancement (students overlook internal conflicts); capability stagnation (external forces such as xenophobia obstruct students’ efforts); capability absence (students lack the confidence to act and external factors have adverse effects); and capability ignorance (fear of being victimised, which leads to students not taking advantage of available opportunities). The chapter concludes by emphasising international students’ vulnerability as a threat to a growing international student community based on this fourfold formulation
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