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Development and testing of a Time-Critical Questioning protocol for eliciting information in time-sensitive contexts
No full textGetting information quickly is crucial in time-sensitive operational contexts to (i) assess immediate threats, (ii) inform decision-making, and (iii) expedite transmission of intelligence. Research to date has neglected this interviewing context and current practices are not informed by psychological science or empirical data. To address this gap, we developed a Time-Critical Questioning (TCQ) protocol to (i) quickly establish rapport; (ii) align the interviewer-interviewee roles and goals b; (iii) promote reporting of priority information; and (iv) implement effective questioning practices to support memory retrieval. Following a developmental pilot study (N = 111), we used a novel immersive methodology to assess the TCQ protocol, a two-part interviewing approach comprising framing instructions (I-RELATE instructions) and structured follow-up questioning. Participants (N = 142) completed an Escape Room activity in teams for 60 min and were interviewed individually for 10 min using the TCQ protocol or a control interview. Participants interviewed using the TCQ protocol reported more correct priority information (i.e., how to escape) than participants interviewed with the control interview. Notably, participants interviewed using the TCQ protocol provided more information earlier (i.e., during free recall) than those in the control condition. This expedient information gain may be useful in time-sensitive interviewing contexts
Preserving the queen’s resources, pressing ancient privileges: Joan of Navarre and the management of forest and park lands
No full textDiplomacy, family ties and divided loyalties: Joan of Navarre as a queenly diplomat
No full textThis article examines the diplomatic agency of Joan of Navarre (c. 1369-1437) as queen consort and queen dowager of England. It focuses particularly on the period between 1403 and 1419 and her role as a key pivot point between England and Brittany, as the wife and stepmother of English kings and the mother of Jean V of Brittany. The case study demonstrates key strategies that Joan used to engage in diplomatic relations, both formal aspects such as gift giving and informal “back-channel” methods of influence using her familial networks and trusted courtiers. It offers a reconsideration of the important role that Joan, like other queens and royal women, played in diplomacy which has often been overlooked as the focus has been on male actors and formal negotiations
Play in Utopian and Dystopian Fiction
No full textPlay in Utopian and Dystopian Fiction is a wide-ranging and interdisciplinary study of the different forms of play to be found in depictions of radically better and radically worse societies across literary, filmic, and televisual texts. The book sets out to dismantle common myths about the role of play in such fiction by arguing that, far from being dull and static, utopias are primarily playful and dynamic. In contrast, in the twentieth and twenty-first centuries, dystopian fiction has been popularized by reader and audience expectations of spectacular and exciting action, but in this book such readings of dystopia are also challenged. Accompanying this is a discussion about labor and its role in relation to a future society that might privilege play over work. The book covers texts as diverse as Thomas More’s originary 1516 travel narrative, Utopia, and South Korean Netflix dystopian hit Squid Game (2021—2025). It consists of chapters detailing the nature of play in utopian fiction; the connection between utopia and stasis; dystopian forms of violent and deadly play; boring dystopias; the absurd in utopian and dystopian fiction; and, finally, the future of play promised by new digital utopias and made possible by videogame technologies
Masters of Reality: the (de)construction of reality in the production of Metal Music
No full textEmploying a far more fragmented approach to record production (Chanan, 1995), record producers working with Metal music continually establish new acoustic and sonic realities through multitrack technology, employing increasing levels of control over radical presentations of space and juxtaposition of timbre. However, producing heaviness through the affordances of multitracking, has informed prescriptive and homogenous production methodologies that require hyperreal production practices (Thomas, 2021). This essay attends to the (de)construction of reality within the hyperreal production idioms of contemporary Metal music, explored through the lived experiences of British Record Producers; as well as the recording and mixing practices of sub-genres of Metal that do not always conform to the tropes of contemporary productions (Mynett, 2017). It is argued that contemporary metal productions do not require real spaces to exist, indeed they demand the juxtaposition of radical spaces and embellished performances to create unique sonic environments. Whilst for subgenres that align with more nostalgic production aesthetics, space becomes a compositional device within production. Its role is not to transport the listener to a particular space, but to reinforce sense of reality, supporting the traditional affinity for capturing the sounds of real spaces and performances directly contradicting contemporary methodologies
Volunteers’ Psychological Contracts: Exploring Experiences and Expectations Before and During the COVID-19 Pandemic
No full textVolunteers occupy a unique position in organisations; not paid employees yet operating within organisational structures. Volunteering is also an additional life role, managed alongside home, family and, for many, work roles. Despite such complexities, our understanding of volunteer experiences and expectations is limited. We explore the experiences of 72 volunteers using a psychological contract lens (53 volunteers before the COVID-19 pandemic and 19 volunteers during the first national lockdown). Our findings offer insights into consistency across volunteers’ expectations (i.e., of collective commitment, shared values, and organisational and peer support) and two distinct aspects of experience aligning roles to the COVID-19 imperative (i.e., motivation and role flexibility). Implications for organisations are discussed in relation to volunteer support, engagement and retention, including ‘buddy’ systems, peer support networks and open communication regarding expectations
The effect of uninterrupted and interrupted sitting on vascular function in adults with Long COVID
No full textAcute prolonged sitting increases blood pressure (BP) and arterial stiffness (AS). Both of these may be mitigated via light physical activity (LPA). Whether long COVID (LC), which partly manifests as vascular sequelae, predisposes a heightened sensitivity to sitting or diminished benefits from its interruption is unknown. The aims of this study were to identify whether individuals with LC: (i) exhibit a worse BP/AS response to uninterrupted sitting and (ii) a diminished mitigation of BP/AS response to sitting interrupted with LPA, compared to healthy controls. Thirty participants with LC and 15 controls completed 2 h of uninterrupted sitting and sitting interrupted with LPA. Central and peripheral systolic and diastolic BP and carotid‐femoral pulse wave velocity (cfPWV) were determined pre and post sitting. Linear mixed‐effects models demonstrated no three‐way or two‐way interactions for any variable. There was a significant main effect of time, with increases in central systolic (MD = 3.37 mmHg, SE = 0.93 mmHg, p < 0.001) and central diastolic (MD = 3.00 mmHg, SE = 0.58 mmHg, p < 0.001) BP. cfPWV was not altered in sitting in either group (MD = 0.13 m/s, SE = 0.09 m/s, p = 0.170). Uninterrupted sitting increases BP similarly, but AS is unchanged. Interrupting sitting with LPA did not mitigate sitting‐induced increase in BP regardless of LC diagnosis
Building a Practice Education Training Workspace: taking a system approach across a group of universities in the South of England
No full textA taught approach to personal tutoring
No full textThis paper reflects upon the development and introduction of a 10-credit, postgraduate module on personal tutoring, introduced within the master’s programme, Learning and Teaching in Higher Education at The University of Winchester. Applying Lowenstein’s (2014) integrative learning theory, the authors argue for both a practical and conceptual shift, adopted from practice in the U.S. to support academic developers to enable academic staff to cultivate effective personal tutoring practices. Because of the ever-increasing importance of belonging in higher education, underpinned by a heightened appreciation of the wider socio-emotional dimensions of the student experience, the authors conclude that the explicit teaching of personal tutoring is now an integral duty for academic developers to undertake
