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Care for both victim-survivors and police investigators of rape and serious sexual offences in England and Wales
Get PDF‘Care’ in a policing context naturally focuses on supporting victim-survivors. The aim of this article is to consider care for police officers who have regular exposure to rape and serious sexual offences cases and officer gender roles. We consider the care provided to (predominantly) female victim-survivors of rape and serious sexual offences by both male and female police officers and differences by gender in how officers support their own wellbeing. The overall findings, based on a cross-sectional survey, interviews and focus groups in five police forces in England and Wales, suggest that officers’ perceptions of their ability to cope and wellbeing are affected differently by gender. The quantitative findings suggest that rape and serious sexual offences officers have high levels of emotional exhaustion, depersonalisation and burnout, but female officers are better at prioritising wellbeing than their male counterparts. This research recommends equipping officers through specialist rape and serious sexual offences training that recognises ‘care’ as a necessary component of policing
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No full textThe Introduction of the "Spinario" in the Byzantine Scene of the Entry into Jerusalem. An Iconographic Detail Revisited
No full textCopies of and variations on the classical statue of the “Spinario” (thorn puller) appear in Byzantine art from as early as the seventh century onward. Doula Mouriki addressed this phenomenon in a seminal article she published in Δελτίον της Αρχαιολογικής Εταιρείας in 1972. Mouriki’s publication explained the presence of this figure in Byzantine art as a reference to classical antiquity. The present paper focuses on the role of the “Spinario” in the religious scene of the Entry into Jerusalem, and specifically on the earliest known instance of its occurrence in that scene, a tiny but wellknown ivory (18.4 × 14.7 cm) currently housed in the Bode Museum’s Museum für Byzantinische Kunst in Berlin. The argument presented is that the “Spinario” in this context is not simply a motif from classical antiquity inserted into a Christian context, but in fact a calculated iconographical reference made at a time when there was a heightened interest in thorns as a metaphor for sin as reflected in the Crown of Thorns, one of the most important Passion relics. As such, this paper highlights the process of appropriation and transformation of pagan art into a Christian religious context and, in this process, presents an example of a type of “associative narrative”, one of Byzantine art's most sophisticated aspects
Speculative designs: Making geographical concepts
No full textA sense of vibrancy infuses accounts of geographical concepts, yet the prosaic endeavour of making them remains unexamined. Engaging Deleuze and Guattari, who regard concepts as composed of mutable matter with the ability to bring unexpected variations, this paper discusses attempts to deploy concepts less as semantic units belonging to a rarefied realm of theory than multimodal processes that facilitate experimentation with differently embodied and emplaced issues. Offering three critical figures to complement these efforts—the unevental, the unruly, the uncommon—the paper revisits the precarious design of a speculative research artefact to diversify practices and pedagogies of conceptualisation within geography
Encouraging teacher wellbeing in the present, through imagining the future
No full textWhen thinking about wellbeing in education, we often focus on being ‘mindful’ and staying present one day at a time; but what if we took a moment to imagine how our lives and careers in education may pan out? This article shares the overview of a small-scale research project on ‘Imagined Futures’, conducted by three researchers which invited educators to imagine their futures, in the hope that other teachers and settings may consider this as a wellbeing exercise
The double-edged sword: Open educational resources in the era of Generative Artificial Intelligence
Get PDFThe integration of Generative Artificial Intelligence (GenAI) into the Open Educational Resources (OER) landscape represents a paradigmatic shift, transforming OER from static content into a dynamic, algorithmic infrastructure. While GenAI promises to democratize content creation and accelerate localization, it simultaneously introduces profound ethical and epistemic risks. This commentary, in this regard, adopts a speculative-critical methodological approach to interrogate the "double-edged" nature of this transition. We analyze several emerging tensions: the ontological crisis of human authorship, which challenges traditional copyright frameworks; the risk of "openwashing" where proprietary models appropriate the language of the open movement; the potential for automated translation to amplify Global North epistemic biases; and the paradox of hallucination where OER serves as both a corrective ground truth and a potential casualty of remix culture. By comparing and contrasting the optimistic imaginaries of AI-enhanced access against critical perspectives on data surveillance and commodification, this paper argues that the binary definition of "openness" is no longer sufficient. We conclude that ensuring equity in the AI era requires a transition from open content creation to the stewardship of "white box" technologies and transparent digital public goods
Setting parameters on the role of social identity in unpacking intergroup conflict—The case of Northern Ireland
Get PDFNorthern Ireland has a long history of ethnonational tensions, with the recent Brexit referendum heightening tensions of late. Research on identity in Northern Ireland has largely used an ethnonational lens and quantitative approaches, which obscures the complex nature of identity in the region. Using a thematic analysis study of in-depth interviews (n = 50) conducted in Derry-Londonderry in 2017, this study explores how individuals experience and conceptualize identity in the region. This study finds that identity is experienced as fluid, and there may be a shift in the subjective meaning or internal experience of an identity, even when the identity label remains unchanged. Identity is experienced as multifaceted and complex, where it is difficult to distinguish between what were components or facets of an identity and identities themselves, and also around whether an identity was political, social, or neither. Finally, there was an understanding relating to the differing compatibility, interdependence, and intersectionality of identity and that while identities are dependent on identity meaning, this meaning can be molded to fit a belief. By centering participants’ own accounts, this study challenges the conventional application of identity models and expands how identity is understood and experienced in intergroup conflict settings
Contemporary Classrooms: The Role of Motivation and Teachers' Beliefs
No full textThis chapter examines why motivation and teachers' beliefs are an important part of contemporary and future educational practice. It starts with a focus on motivation, drawing from self-determination theory (SDT) and considers the positive influence this may have on students' learning, psychological functioning, and wellbeing. It also briefly considers the potential importance of teachers' motivation. It then considers the implications of teachers' epistemological beliefs for inclusive education as well as their responses to climate-change related disaster education. The authors argue that, in the context of contemporary classrooms, the motivational climate and teachers' epistemological beliefs shape and underpin the wellbeing of the whole class community. Conclusions are made regarding the need to support teachers' agency within the classroom and curriculum and to facilitate pedagogies that foreground social engagement in order to move towards healthier, more inclusive classrooms, that work well for teachers and pupils alike
Expressive arts and design
No full textThis chapter illustrates the increasing body of research that advocates for creativity to be a crucial aspect of young children’s holistic development, highlighting specifically the benefits for society and business. In response to this, it includes a variety of ideas from contributors, highlighting how all aspects of this aspect of the EYFS have been planned, taught and evaluated. The chapter finishes with a summary of the key points to provide a takeaway for readers
Modeling dynamic ice–structure interaction with failure zones: Predicting resonance and chaotic responses
Get PDFThis paper develops a new analytical and numerical framework to study the nonlinear dynamics of elastic structures under intermittent, shock-like loading from drifting ice floes. Unlike conventional models, we take into account a mixture of water and ice in a failure zone at the ice–structure interface that allows us to describe complex behavior including periodic, resonant, and chaotic regimes. Using a Poincaré map approach, we derive asymptotic expressions for oscillation amplitudes and identify resonance conditions. Near resonance, oscillations amplify significantly, with sensitivity to damping and failure-zone properties. Random pulse loading is modeled via iterated function systems (IFS), predicting fractal attractors under weak damping. Simulations confirm these patterns and match experimental trends linking amplitude to ice velocity. The model captures three key regimes — periodic motion, resonance amplification, and chaotic response — and offers insight into how failure zones affect structural dynamics in ice-covered polar marine environments, supporting better prediction and mitigation of ice-induced vibrations