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“‘Doing Nature’ and Being a Guide: the problem of the town Guide in the British Girl Guides Association, 1930-1960”
Get PDFPurpose. To explore the advice given by the British Girl Guides Association, a popular girls’ youth organisation, to urban members in the period from 1930-1960. Design. This article is based on an analysis of the Girlguiding publications The Guide and The Guider in thirty years spanning 1930-1960.Findings. The article shows that, although rural spaces maintained symbolic position in the education and training of the British Girl Guides Association throughout the mid-twentieth century, the use of urban spaces were central in ensuring that girls embodied Guiding principles on a day-to-day basis. While rural spaces, and especially the camp, have been conceptualised by scholars as ‘extraordinary’ spaces, this article argues that by encouraging girls to undertake nature study in their urban locality the organisation stressed the ordinariness of Guiding activity. In doing so, they encouraged girls to be an active presence in urban public space throughout the period, despite the fact that, as scholars have identified, the post-war period saw the increased regulation of children’s presence in public spaces. Such findings suggest that the organisation allowed girls a modicum of freedom in town Guiding activities, although ultimately these were limited by expectations regarding the behaviour and conduct of members. Originality/value. The article builds upon existing understandings of the Girl Guide organisation and mid-twentieth century youth movements. A number of scholars have recently argued for a more complex understanding of the relationship between urban and rural, outdoor and indoor spaces, within youth organisations in the twentieth century. Yet the place of urban spaces in Girlguiding remains under-explored.<br/
Economic Geographies of the Illegal: The Multiscalar Production of Cybercrime
Get PDFEconomic geographers have traditionally been reluctant to extend their analysis to illicit and illegal markets despite their being significant in their global economic extent and displaying highly uneven geographies. By contrast, the geographies of licit, legal industries have produced multiple traditions of empirically rich, theoretically diverse accounts. Our understandings of the spatialities of illicit and illegal ‘industries’ derive from a different set of intellectual traditions for whom space is a less explicit, central concern. This paper aims to advance our understanding of the geographies of illegal economic activities by exploring the spatialities of one illegal industry, cybercrime (online for-profit fraud), through the lens of economic geography. It considers the spaces within which cybercrime is embedded, exploring it as the product of factors operating at multiple scales. It reviews cybercrime scholarship focused, variously, at the local, national and transnational scales and examines factors salient to the production of cybercrime through case studies at these scales, examining national level drivers of cybercrime, local cybercrime agglomerations in Europe and transnational asymmetries, connections and opacities and the production of cybercrime. In each case, it reflects upon the potentials for the development of more spatially informed readings of cybercrime specifically, and illicit and illegal economic activities more generally, and considers how this might be mobilised to inform anti-cybercrime policy. The paper speaks to both theme I of this special edition ‘the interactions, the norms, the rituals, the behaviours of OCGs in physical spaces’ and theme III ‘the interactions between OCGs and institutions such as the political and economic field’
Coaching Preferences in Lithuania, Baltic States and European Countries
Get PDFThis paper presents the results from a study exploring coaching practices in European. The survey covered 50 European countries, was undertaken in 31 languages with approaching 2500 participants engaged in the coaching industry and involved a partnership of over 100 professional bodies, universities and networks, who helped to promote the online survey. This paper focuses on the results from the Baltic States including Lithuania, Latvia and Estonia, where there has been little research into coaching practice despite the growth of coaching. It builds on other national published studies drawing on the same research. The results from this study show that coaching in Lithuania is broadly similar to wider European practice. Interesting differences include the limited use of supervision, the relatively low fee rates when compared with European averages and the importance placed on continuous professional development by Baltic coaches. In general, the data suggests that while coaching is growing, in scale and scope, it remains comparatively immature compared with some other European States when coaching has a twenty to thirty-year history of progress and development. [ABSTRACT FROM AUTHOR
The ‘Brighton Bronze-Agers’: Remnants of early 20th century analysis of prehistoric human remains in the archaeological record
No full textThe Brighton and Hove Prehistoric Peoples Research Project reassessed Brighton’s collection of prehistoric human remains which includes early 20th century chance finds from nine non-monumental locations around the city. Most of these were originally assessed by Sir Arthur Keith and Professor Frederick Gymer Parsons of the Royal College of Surgeons against a backdrop of the pervasive racialistic, Eurocentric views of human origins of the time. In the absence of any relative dating evidence from the burials, this anthropological framework largely determined the dating assigned to them, creating records which persisted until the reassessment nearly a century later. This comprised osteological analysis and radiocarbon dating and has enabled an in-depth comparison to be conducted with the original osteological results. This has produced similar estimations of biological sex but differences in both age estimations and pathologies observed. Furthermore, the radiocarbon dating has shown that these burials range from the earlier Bronze Age (c. 1900 BC) to the later Iron Age (c. 75 BC), rather than from the Neolithic to the earlier Iron Age, as had previously been believed and thus recorded. No obvious chronological or geographical spread is observed for the locations of this group of burials or their orientations. This proactive reassessment by the Royal Pavilion and Museums, Brighton and Hove, has highlighted the issue of enduring outdated records and has resulted in this case in considerably more detailed and accurate data about these burials now being available. This, in turn, will aid future research and interpretation, and provides an exemplar of revisiting museum collections
Towards a taxonomy of video for HCI education
No full textThis paper examines six case studies where video has been used for educational purposes, specifically on topics of Human-Computer Interaction. Through this examination, we identify the recurrent themes and propose the main dimensions upon which a taxonomy of video for HCI education can be drawn: considering who the actors in the producer-consumer dichotomy are, whether students, tutors, or external third parties. Recurrent observations made in a wide variety of contexts across our educational practice are also outlined. We propose further development of this taxonomy
Examining how elite S&C coaches develop coaching practice using reflection stimulated by video vignettes
Get PDFThe purpose of this study was to identify narrative types that illuminate how strength and conditioning (S&C) coaches used video vignettes in a guided reflection process to support the development of effective coaching practices. At the beginning of each week over a four-week period, eleven elite S&C coaches were sent a short video vignette clip of an S&C coach’s practice. They subsequently engaged in daily reflections in which they were guided to explore how the topic of the vignette aligned (or not) with their coaching practice. After the intervention, each S&C coach was interviewed regarding their process of learning from the vignette and from their reflections. Using a holistic narrative analysis of form and structure, results exemplified three narrative types: performance, achievement, and helper. S&C coaches whose reflections fitted the performance narrative type focused on their own practice with limited consideration of the athletes’ perspective or the vignette. The S&C coaches whose reflections fitted the achievement narrative type strove to accomplish goals with their athletes and were selective in considering the vignette. S&C coaches whose reflections fit the helper narrative type found that the vignette helped them to consider an athlete-centered coaching approach focusing on the athletes’ well-being as well as athletic abilities. Thus, S&C coach developers should utilise a guided reflection process that focuses on encouraging a coaching approach based on the helper narrative type
