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Producing elephant commodities for ‘conservation hunting’ in Namibian communal-area conservancies
Get PDFReview of concepts for construction and demolition waste and the circular economy
No full textIn order for construction and demolition waste (CDW) volumes, recovery targets and associated calculation rules to be quantified more accurately, it is critical that the types of CDW are classified and that the domains of the various ways in which it is managed are specified. This forms the foundation for formulation policies aimed at managing waste, as well as the implementation of regulatory measures designed for environmental protection. Globally, numerous guidelines, policies and regulations have emphasised CDW as a result of the significant volumes generated on an annual basis. Nevertheless, ambiguity regarding the definition of CDW coupled with a lack of clarity in terms of the breadth of methods employed for managing waste creates considerable challenges for the effective management of this type of waste. Furthermore, although the concept of the circular economy (CE) in the construction sector has attracted the attention of scholars, governments, and organisations, it appears to be merely an amalgamation of disparate and unstructured ideas. While the general perception is that transitioning to a CE facilitates a reduction in the demand for natural resources, this idea remains specious and unclear. Hence, the aim of this paper is to critically understand how CDW is classified, as well as to differentiate between the various methods employed in the waste management process. Additionally, it presents a discussion on the existing thought regarding the concept of CE in the context of the construction sector. The paper’s findings can inform practical measures aimed at enhancing waste management application in addition to the ramifications for CE by offering guidance for planning, decision-making and establishing targets for reducing and recovering waste
Neurological aspect of ethics and integrity: a fundamental compound element of law and tax compliance
Get PDFThis article examines the ethics and integrity approach to modelling the law
and tax compliance process and investigates different factors that influence
legal and governance systems in society. It explores the foundations of human
decision-making and behaviours, or how to overcome the undesirable
deficiencies in legal and governance systems. The approach of this article is
carefully designed to briefly demonstrate how ethics and integrity in the law
and tax compliance could lead to effective legal and governance systems.
Therefore, ethics and integrity can be thought of as the infinite member of all
legal rules and governance systems. Hence, it is, necessarily, in respect of
societal conduct and obedience to the law. I conceive that the law and tax
compliance does not stand alone. The extension of the law and tax compliance
is ethics and integrity, or the extended part of moral conduct in society.
Therefore, this article builds on existing knowledge by approaching the
principle of ethics and integrity in the law and tax compliance as a duty of life,
which is an obligation that ensures the compound elements of societal needs
are fulfilled through virtue and accountability
Criminal damage
No full textSimon Parsons considers the Colston four Court of Appeal judgment and what it means for future protests and human rights protection
Thinking back through their mothers – when women in prison write, weaving a narrative shape to the disrupted self
No full textSocial norms and goal-setting interventions to promote responsible gambling in low-to-moderate online gamblers: protocol for a four-arm randomised controlled feasibility study
Get PDFIntroduction:- Gambling is increasingly recognised as an important public health issue. Problem gambling is associated with highly negative impacts on physical, psychological and social well-being, not only for those who gamble but also for those around them. There has been a rapid expansion of internet gambling and attributes such as continuous play and instant rewards, and enhanced privacy may lead to a greater likelihood of gambling-related harms. In this randomised controlled feasibility study, we are testing (1) the acceptability and feasibility of three online responsible gambling interventions targeting people with low-to-moderate risk of online problem gambling and (2) the feasibility of a future full-scale randomised controlled trial (RCT) to test their effectiveness and cost-effectiveness.
Methods and analysis:- Four-arm randomised controlled feasibility study with qualitative substudy. One-hundred and forty UK residents with low-to-moderate risk of online gambling recruited via gambling operators and social media will be randomised (1:1:1:1) to either (1) goal setting, (2) descriptive norms messages (challenge perceptions of peer behaviours), (3) injunctive norms messages (challenge perceptions of peer attitudes) and (4) control (delayed intervention). Interventions will be delivered over 6 weeks and individually tailored. Outcomes, administered online, will be measured at baseline, 7 weeks, and 3 and 6 months post randomisation (including gambling risk behaviours and cognitions, anxiety and depression, quality of life, health use and productivity). Analyses will be descriptive, focusing on feasibility and acceptability of the interventions and study procedures. Telephone/online interviews, with a subsample of approximately 30 participants, will elicit experiences of participating in the study. Prespecified progression criteria will guide decisions around whether to progress to a definitive RCT.
Ethics and dissemination:- Ethical approval obtained from Bournemouth University Research Ethics Committee (reference number 33247). Participants will be given a participant information sheet plus a ‘Key Facts’ summary and will provide informed online consent. Findings will be published in peer-reviewed journals and presented at conferences and public engagement events
Educating the new generations: teachers and students
Get PDFThis short presentation focuses on the relationship between curriculum and pedagogy.
It emphasises that independence and collaboration can only be developed within a curriculum which balances substantive, disciplinary and powerful knowledge (Counsell 2018) with pedagogical approaches which are underpinned by sound knowledge of learning theory. Reference is made to work by Lawrence Stenhouse (1988) and Michael Young (2016, 2018) and to behaviourism, constructivist and social constructivist learning theory as well as recent work on the learning sciences.
It will suggest that teaching and classroom environments must explicitly not just provide opportunities for choice, creativity and collaborative working, but will actively set them as expectations
Sing if you can't dance
No full textAn entirely original and much needed authentic perspective from a teenager coming to terms with her disability as she’s coming of age
Does a brief exposure to literary fiction improve social ability? Assessing the evidential value of published studies with a p-curve
No full textHumans have long suspected that stories can help us better understand others, and, indeed, lifelong exposure to narrative fiction does predict better social cognition. Several experiments have attempted to investigate the causal direction of this relationship to see if random assignment to a brief narrative directly improves social cognition. Although these experiments have yielded mixed results, a recent meta-analysis did find a small causal effect of narrative fiction on social cognition. What remains unanswered is whether the published findings reflect questionable research practices or trustworthy evidence. In order to rule out the possibility that this body of work has been meaningfully impacted by selective reporting, we conducted a p-curve on the experimental literature on narrative fiction and social cognition. The results of the p-curve indicated that this work does indeed have evidential value but that this conclusion is not very robust. Thus, further experimental work on the causal effect of narrative fiction on social cognitive skills is required before substantial conclusions can be drawn