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Examining the challenges for circular economy implementation in construction and demolition waste management: a comprehensive review using systematic methods
Get PDFThe construction industry accounts for approximately one-third of the total waste generation globally. With the United Nations projecting a population increase of 2 billion within the next three decades, there is a heightened demand for building stock, generating unprecedented volumes of construction and demolition waste (CDW). To combat this, circular economy strategies are purported to help alleviate the prevailing situation. But a number of challenges are jeopardizing their implementation in the construction industry and preventing from achieving the UN Sustainable Development Goals, net zero carbon and zero avoidable waste targets. This paper systematically analyzes 54 research articles, published in the past decade within major peer-reviewed English-language scholarly publications in the form of a systematic research review. In doing so, it aims to identify and classify the challenges that prevent improved CDW management by assimilating previous research results in support of a circular economy. The classification and analysis using a PESTLE model offers insights into gaps and differences between categories, as well as regions and countries. This initial step could contribute to a better understanding of these barriers, along with associated solutions, which could result in a significant reduction on the impact of construction activities, therefore facilitating the development of an effective circular economy in the sector
What does it mean to be a ‘person’ with profound and multiple learning disabilities? Interviews with family members and allies
Get PDFThis article presents the findings of a project that explored what it means to be a person. It shares insights drawn from family members and allies of people with profound and multiple
learning disabilities (PMLD), and challenges philosophical approaches to personhood that define a person primarily in terms of cognitive capacities
Breaking the dead silence: engaging with the legacies of empire and slave-ownership in Bath and Bristol’s memoryscapes
No full textThe murder of George Floyd in 2020, the renewed international take up of the cry Black Lives Matter and the subsequent toppling of a statue commemorating slave-merchant-turned-philanthropist Edward Colston in Bristol provoked urgent questions on memorialisation, white privilege, social justice and repair. Debates on how legacies of colonialism and empire in Britain should be addressed spilled out of the scholarly world into the public discourse. In the immediate wake of the statue toppling this book offers a unique, distinctive and timely contribution to those debates: a series of voices and experiences are offered as critical commentaries and accounts of recent interventions on an official heritage narrative. It sets out to break the ‘dead silence’, by bringing together diverse perspectives from academics, artists, activists, heritage professionals and tourist guides. The book offers fresh insights, referencing work attending to the impacts and legacies of colonisation primarily in Bath and Bristol, augmented with comparative contributions from Lancaster and Mexico offering significant and pertinent resonances. A range of strategies are explored towards enabling silenced voices to be heard and engage in conversations about how the past is represented, including Co-Creation, new agonistic museum practices, innovative creative and somatic approaches
Adrian's party
No full textThis is a light hearted movement based story. Reluctantly, Adrian agrees to hold a small party in his country mansion to celebrate his 80th birthday. When the tea drinking turns to alcohol drinking, the guests show that age is no barrier to having a good time, and the afternoon tea party turns into an all-night party
“… [k] looks like a robot.” How can adults sustain children’s diverse approaches to cognitive processing when encountering new linguistic experiences?
No full textThis study explored links between pictures and the visual presentations of letters, which influences children aged 24-
72 months. Previous investigations into psycholinguistic development indicated the typical pairing of pointed letters
with sharp shapes and rounded letters with curved shapes (Cuskley et al., 2017). Previous hypotheses linked
associated sounds of the letters with the characteristics of the shapes presented (De Carolis et al., 2018). This study
investigates sound and visual associations with children’s phonic development and individual funds of knowledge
(Feist, 2013). Conceptual framework was influenced by the researcher’s experiences of supporting children’s
language and early literacy. This professional heritage draws from the slow pedagogical approach and sociocultural
theory (Vygotsky, 1978; Clark, 2022). The reconceptualist paradigm informed an inclusive research methodology,
making it distinct from previous studies in this field (Pascal and Bertram, 2018; Tuzo et al., 2011). Data creation was
achieved through a series of experiences and discussions with children. Children were encouraged to be experts in
their thinking (Donegan et al., 2022). Data creation followed institutional guidelines. Assent was valued as an ongoing dynamic (BERA, 2019). A series of games and discussions enabled an insight into children’s perceptions of
letters and shapes. Outcomes indicate environmental interactions upon children’s processing of shapes and letters.
These outcomes help to inform dynamics of teaching phonics. Children’s critical thinking, meta-language and literacy
development can be scaffolded through rich experiences and discussions around phonic understanding. These
outcomes may influence approaches to the teaching of phonics to young children
Decolonisation and solidarity roundtable discussion
Get PDF‘Funmi Adewole Elliott, Alethia Antonia, Ramsay Burt, Tobi Poster-Su, Thea Stanton, and Negar Tahsili were invited to participate in a roundtable discussion on ‘Decolonisation and Solidarity’, chaired by Víctor Ladrón de Guevara, as part of the conference, Borderlines IX: Seeking Solidarity and Wonder Through Performance, which took place at De Montfort University in Leicester, UK, on 30 June and 1 July 2022. The provocations precede this article, and the video provocation can be accessed via STP online. What follows is the text of the discussion between participants, which was edited by Alissa Clarke with Harriet Curtis. The roundtable discussion considers decolonisation and solidarity in relation to topics including: the importance of self-reflexivity; contemplating new ideas, discourses and ways of being that sit outside existing dominant discourses and understandings; reductive representations; responsibilities, expectations and empty acts of decolonisation imposed by institutions; self-care; decolonisation as a process; undergroundness and the undercommons; creating and imagining new entry points for others; and challenging fetishization
Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: project development and research methods, March 2024
No full text‘Make Room!’ was a research project exploring accessibility for LGBTQIA+ disabled people.
We explored the accessibility of LGBTQIA+ events and how they could be improved.
The research was completed through creative conversation workshops and surveys engaging people throughout the South West.
This report contains key background information for We Are the People, 'Make Room!', project planning and life in the South West of England
Work of fiction: making a living from writing in the UK
No full textThis book explores the lived experiences of fiction writers in the UK and how they make a living. Based on a substantial body of interviews with a range of fiction writers, it considers the ways that writers think about and talk about writing as work and how ‘discourses of writing’ operate to support or undermine them as cultural workers. It argues that discourses of love, luck, magic, and ‘being a writer’ function in complex ways to position writers in enchanted and elevated spaces which both nurture their practice and undermine their status as remunerated workers in the creative sector.
The book shows how the positives and negatives of often precarious cultural work are played out for fiction writers. It has implications for writers in the ways that they think about and talk about themselves as workers, and how the publishing industry values their contributions
"Is there a curriculum voice to reclaim?": exploring the curriculum-teacher space in secondary English literature education in England
Get PDFThis thesis explores the secondary English literature curriculum in England from a hitherto minimised perspective, that of novice English teachers (NETs) working with it. Decades of standardised curricula have positioned teachers as receivers rather than makers of curriculum; this underplays both teachers’ daily contribution to the curriculum and the tensions and debates generated by it. Following an interpretive paradigm, and taking a narrative approach, the stories of ten NETs are analysed to investigate this under-represented area: the intersection between curriculum and teacher, which I call the ‘curriculum-teacher (CT) space’. The CT space is where teachers hold their values, histories and emotions alongside curricular policy, accountability frameworks and disciplinary knowledge. To examine this space, this thesis critically reflects on the literature curriculum in tandem with literary theory, curriculum theory and narrative theory, creating a novel framework to explore NETs’ stories. The stories are analysed through an innovative meld of Reflexive Thematic Analysis, dramaturgical coding and literary- style interpretation. There are presently no empirical studies from England that address the English Literature ‘CT space’ and yet it is an urgent issue: the current Education Inspection Framework (OFSTED, 2019) has raised curriculum to the top of schools’ agenda due to its new ‘quality of education’ measure whilst the English Literature curriculum (DfE, 2014) continues to divide teachers and, judged by the dropping numbers taking it up at advanced level, disengage pupils. The study’s findings challenge the assumption that the external control of curriculum benefits teachers and their pupils. As well as supporting concerns that assessment warps literary study, findings suggest that NETs are inadequately supported by curricular frameworks which a) run counter to their implicit models of literary study and b) understate the emotional-ethical dimensions of literature. These findings contribute new knowledge to the field, the policy and research implications of which are discussed
New methods for developing collaboration in environmental composition
Get PDFThis practice-based PhD research explores the intersections of noise, socially engaged art, and trespass, culminating in the development of an approach to experimental composition termed 'socially curious composition'— an inclusive, collaborative model that fosters creativity. The commentary begins with an exploration into environmental sounds and a critical examination of acoustic ecology, laying the foundation for a study of noise. By challenging the subjectivity in sound categorisation through noise, this work seeks to reconceptualise our understanding of community dynamics and connections within local audible environments.
This research represents a significant transition in my work from traditional composer-performer hierarchies towards a model that emphasises the creative autonomy of all participants. This framework broadens the artistic contributions of everyone involved in the creative process. My methods position performers and audience members as indispensable, and I detail how principles from socially engaged art can enhance these connections. I trace an evolutionary trajectory from initial investigations of acoustic ecology to the present application of socially engaged composition methods, highlighting how this progression enriches experimental composition discourse.
I also undertake an exploration of 'trespass' to confront and transcend the boundaries encountered by a socially curious approach. Trespass is positioned as a mechanism to leverage curiosity in diluting noise as a barrier, suggesting new possibilities for engagement with local environments, and enabling navigation beyond perceived barriers.
This research contributes to the field of experimental composition by focusing on my progression as a composer and its impact on my compositions. Though these insights may not be universally applicable, they offer a unique perspective on the creative process. The concept of 'socially curious composition,' though still in its nascent stages, presents an approach with potential to influence the broader field of experimental composition. This research promotes a process and product-oriented approach, recognising that the subjectivity in evaluating effectiveness allows for the appreciation of diverse outcomes across various social contexts