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The assisted dying Bill: all for nothing?
No full textThe Terminally Ill Adults (End of Life) Bill has prompted fierce debate on both sides, but is a Bill needed at all? Simon Parsons considers the existing law & guidance
This is about an alligator and nothing else: writing fiction to creatively process grief and metabolize injury into art
Get PDFThis thesis presents a coming-of-age novel, 'This is About an Alligator and Nothing Else', accompanied by a critical commentary that reflects on my writing journey while processing the sudden death of my father, David Dempsey. My artistic practice was driven by the question: How could writing a novel about bereavement help someone who is actively grieving?
The novel was written in the year immediately following my father’s death, so the processes of grieving and writing unfolded simultaneously. The central aim of this thesis is to examine how crafting a fictional world, in which characters face both personal and ecological grief, can be a safe container to explore the intense emotions of death while sustaining a bond with a deceased loved one.
The accompanying critical essay serves as a reflective piece, which I view as an 'unstitching' of my novel, a way of explaining my choices around setting, character, language, and narrative approach. My aim is not only to contribute to academic discourse but also to offer a more intimate, experiential perspective on how art can function as a powerful tool for processing grief.
Chapter One delves into how I turned to art following my father’s death. Chapter Two discusses different theories about grief, reflecting on how they align and conflict with my personal and artistic experiences of mourning. Chapter Three focuses on my gravitation towards fiction and the unique possibilities this genre provided me as a grieving writer. Finally, Chapter Four examines how my identity as an adoptee and my home state of Florida shaped the evolution of my characters.
This research is focused on my personal experience of grief and responding to my sorrow with writing, but there is potential for ongoing research that explores other creative arts practises and how they can benefit bereaved people and communities
Towards a postdigital social contract for higher education in the age of artificial intelligence
No full textThis chapter sketches contemporary transformations of social contract and outlines a path towards the development of a postdigital social contract for higher education in the age of Artificial Intelligence (AI). We set the scene by looking at existing research in AI and education. We then briefly discuss the idea of the ‘social contract’ as it has been conceived by both classic and contemporary authors. We also examine the more recent calls for a rethinking and reactualization of the social contract, given ongoing inequities of opportunity and societal disadvantage. Finally, we warn about the problems with mixing the algorithmic epistēmē and McPolicy, argue for a rehumanization of the policy discourse, insist on a shift from short-term hyping to sustainable development, and call for a rich, wide, and critically reflexive debate about how a postdigital social contract for higher education in the age of AI might look
Primary science learning for children, teachers, and communities: stories of practice and possibility for science educators
No full textThis book presents a compelling and transformative exploration of the often-overlooked domain of primary science education. It features contributions from educators and scholars worldwide, and provides a fresh perspective on the subject by highlighting positive and productive narratives, challenging the prevalent deficit perspective that has long characterized discussions around primary science education. The various chapters include a scholarly examination of real-life stories and experiences in primary science education. In doing so, it shifts the narrative from one that emphasizes challenges and shortcomings to one that showcases the richness, potential, and inherent opportunities for interdisciplinary learning and community engagement within this field. This book invites readers to shift their perspective on primary science education from one of deficits to one of possibilities. It empowers educators and researchers to reimagine the potential of primary science education, and serves as a valuable resource for educators, researchers, and policymakers seeking to enrich science education and inspire young learners worldwide
Facing the fear: a scaffolding approach to teaching life sciences undergraduates R coding
Get PDFCoding proficiency is becoming an essential skill for future life sciences graduates. Not only must researchers be able to handle and scrutinise increasingly large datasets, but alternative career paths often list coding as a desirable skill for applicants. With the additional advantage of promoting the development of key skills such as problem solving, critical thinking, and group work, there is an increasing need to expose students to principles of coding in a structured and paced way. Despite this, computational tools are often missing from Life Sciences undergraduate curricula. We suggest the reasons for this are barriers faced by both students and staff, which coalesce into a general fear surrounding the topic. From reservations surrounding the complexity of the topic and time input required, to the increased staffing load, there are several factors which contribute to a lack of coding proficiency in Life Sciences curricula. To overcome these barriers, we propose a scaffolding approach using RStudio for data analysis, that has been successfully implemented to teach basic coding skills to students in their first and second years of Neuroscience and Physiology programmes at University of Bristol (UK). We believe that this approach has been a successful route to lower students’ anxiety around coding and ease them into more complex tasks. In this perspective we will reflect on the current barriers, discuss our experience with overcoming them and consider implementations for future iterations
Editorial - Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning
No full textDrawing on translation studies to advance cross-language research in organisation studies: enriching transdisciplinary dialogue
No full textDespite longstanding calls for more transdisciplinary dialogue, there is still much to be gained from a closer collaboration between translation and organisation studies scholars. In this paper, we discuss how insights from translation studies can help advance cross-language research in organisation studies. We demonstrate how translation studies can provide valuable theoretical approaches, as well as concrete conceptual and methodological tools, to enrich the study of the movement and transformation of ideas and practices across cultures and languages. We also unpack how the nuanced approaches to translation developed in translation studies can be used to enhance what we call ‘translatorial awareness’ in organisation studies. This has significant implications for scholars, not only for designing, conducting and reporting cross-language research but also for theorising. We conclude by suggesting how translation studies scholars might seek motivation from our paper to engage in transdisciplinary work with organisation studies scholars and other social science disciplines