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Premier League Primary Stars: evaluation report
No full textThe National Development Team for Inclusion worked as the evaluation and learning partner for the Premier League Primary Stars Programme.
Premier League Primary Stars uses the appeal of the Premier League and professional football clubs to help primary school children be active and develop essential life skills. The programme has been developed and is managed by the Premier League Charitable Fund, a Premier League funded charity which aims to create positive and lasting sporting, health and education outcomes for children, young people and the wider community.
The programme evaluation sought to answer questions regarding the impact of the programme, including how Club Community Organisations can deliver positive outcomes and impact on children through engagement in specific targeted interventions
Sweet corn cob as a functional ingredient in bakery products
Get PDFGluten free (GF) products are often inferior in quality attributes, nutritional content and consumer acceptability. The use of GF by-products is a novel strategy to improve the structure and nutritional profile of these products. Sweet corn cob (SCC) is a by-product of sweet corn processing containing a considerable amount of fibre and ferulic acid. The effect of baking on ferulic acid content, colour, texture and physical characteristics on muffins incorporated with SCC flour (SCCF) as a value-added food ingredient was investigated using a GF model system. The freeze-dried SCCF, containing ferulic acid (6.02 mg g−1) was used to replace the rice flour at varying levels of 10, 20, and 30%. In general, SCCF increased dietary fibre and free ferulic acid content of muffins. Inclusion of 20% SCCF showed an increase in terms of the height of the muffin and number of air cells in the crumb, along with a decrease in the hardness of muffins. Muffins with SCCF showed higher mean overall liking scores than rice flour muffin
Meghan Markle and the royal pregnancy announcement: media mis/reporting of advanced maternal age
Get PDFAlthough Meghan Markle has been both championed and challenged for negotiating extant
representations of marriage and romance, race, class and feminism, more recently the former
actress found herself at the centre of a debate over in/fertility and ‘geriatric’ motherhood.
Using Markle as a case in point, the women’s magazine, health, beauty and celebrity
entertainment sector demonstrated concern for the high alarm strategies being presented in
relation to older motherhood. With this in mind, this article will look at the gendered
magazine sector and question the ways in which their narratives of advanced maternal age in
general, and their commentary on Markle’s successful royal pregnancy in particular can be
understood as either a productive or problematic step in opening up a debate about advanced
maternal age, pregnancy and age-related in/fertility
Transition from primary to secondary
No full textThis book chapter explores the debates around how to support effective transtion from primary science to secondary school science
Researching in the former Soviet Union: stories from the field
No full textWritten for early-career scholars still in the planning stages of their research, this book explores some of the challenges researchers face when conducting fieldwork in the former Soviet region. It addresses key questions, including: What difficulties do scholars, especially females, encounter when researching in the region? How does an early-career scholars’ positionality – especially their nationality, ethnicity, and sexuality – contribute to their experiences of inclusion, exclusion, and access while conducting fieldwork? How do early-career scholars navigate issues of personal safety in the field? How do junior academics successfully conduct high-risk research? The book includes contributors from both the region and Western countries, paying particular attention to the ways researchers’ subjectivities shape how they are received in the region, which, in turn, influence how they write about and disseminate their research. The book also explores ways to continue research away from the field through the use of digital methods when physical access is not possible
What constitutes 'ethical' research for people with PMLD? A call for reader responses
Get PDFIn this paper we discuss what constitutes ethical research for people with PMLD. We describe the work of university ethics committees and suggest that people with PMLD and those involved in their care have not been given due consideration in mainstream research ethics regulations. Readers are invited to share their thoughts about what an ethical research project looks like for people with PMLD
Unseeable abuse: the impossible act of visualising childhood sexual abuse in digital cultures and technology
No full textThis essay is a cultural study of child sexual abuse’s (CSA) (non)representation in media, considering the mass cultural echoes that emerge from this criminal subject. Here, existing legal scholarship pertaining to child abuse images contextualises the urgency of this crime when considering its translation into broader popular cultures. This is with the intention of identifying and interrogating the power dynamics and references to violence lingering behind online cultural depictions of CSA, in order to analyse the ethical implications of digital audience participation within such representations. The case of the convicted CS abuser Peter Scully, whose real-world crimes were transformed into online myth-making, is utilised as a central example, and is located within existing horror stories surrounding the dark web and the research on creepypasta and digital myth-making put forward by Shira Chess and Eric Newsome (Chess, Newsome, 2014)
Imaginaries: art, film, and the scenography of oceanic worlds
No full textThis chapter addresses the ways in which ocean space has historically been subject to imagining, and the place of art in creating ocean imaginaries. It considers the artistic engagements with, and interpretations of, ocean space through the works of two artists, Emma Critchley and Mariele Neudecker, and their responses to the effects of technological, ecological and economic exploitation on the oceans. Their oceanic perspectives and fluid practices create encounters and exchanges in an entanglement of virtual data and natural phenomena
Teacher perceptions of attachment aware approaches in schools - normative or transformative?
Get PDFThis thesis considers the ways in which school staff conceptualise the theoretical and
practical aspects of Attachment Aware Schools (AAS), how understandings vary across
different types of institution and across staff strata. Taking a critical theoretical
perspective, it asks whether AAS represents a radical and transformative approach to
education, or whether it is simply a ‘soft’ form of social control which ‘cools out’ potential
challenges to the social order.
The research was undertaken on three different sites – a suburban primary school, a PRU
on an industrial estate and an inner-city girls’ secondary school – which were developing
AAS approaches. Participants were invited to reflect on their understanding of AAS, the
rationale for developing it in their particular context, and the power relationships
involved. They discussed the extent to which the initiative was targeted at specific groups
or individuals, or towards the whole school community, the benefits or disbenefits
experienced by different groups, and the empowerment or otherwise of these groups in
the process. These perceptions were considered in the light of evidence on AAS from the
wider literature, and government policies with regard to attachment, behaviour and
mental health in schools.
The fieldwork period (February 2020 – July 2021) coincided with the Covid pandemic. This
not only affected the research focus, methodology and practicalities such as access to
sites and individuals, but also impacted on the understanding and perspectives of
participants, highlighting the potential importance of AAS in the recovery process, but
also the ambivalent nature of government policy in this regard.
The thesis concludes that there is evidence that AAS can have a transformative impact on
individuals and schools, where such approaches are internalised within the school culture
and there is an explicit management perspective which promotes this. However, this can
be limited, either by a school/MAT culture which continues to promote normative values,
or by neoliberal performative frameworks
We wrote a master plan, on a piece of paper, but we lost it
No full textA design master class led by Bristol-based duo John Wood and Paul Harrison. The two weeks of workshops concluded with a public event, film screening, and performance on Friday 18 November