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Background: Several cross-sectional studies have investigated the incidence of urinary Congo-red dye positivity in women with preeclampsia (PE), compared to unaffected pregnancies, and reported very high sensitivity and low false positive rate in the diagnosis of PE. Objective: To determine the performance of the urinary Congo-red dot paper test at 35–37 weeks’ gestation in the prediction of delivery with PE at ≤2 and >2 weeks after assessment. Methods: This was a prospective observational study in women attending for a routine hospital visit at 35+0 to 36+6 weeks’ gestation in a maternity hospital in England. Urine samples were collected and the Congo-red dot paper test was used to assess the degree of Congo-red dye positivity. The test uses a scoring system from 1 to 8 and the higher the score the greater the degree of Congo-red dye positivity. We examined and compared the degree of Congo-red dye positivity in the groups that delivered with PE at ≤2 and >2 weeks with those that remained normotensive. Reproducibility was assessed by examining the inter- and intra-observer reliability of scoring on stored images with the researchers blinded to previous results. Results: The study population of 2140 women included 46 (2.1%) that subsequently developed PE (2.1%). The urinary Congo-red dot test was positive in 8.3% (1/12) and 2.9% (1/34) that delivered with PE at ≤2 and >2 weeks from assessment and in 0.2% (4/2094) of the unaffected pregnancies when the cutoff for Congo-red dye positivity was ≥5. The respective values when the cutoff used was ≥3 were 66.7%, 23.5%, and 16.5%, respectively. The intraclass correlation coefficient for the inter-observer reliability was 0.926 (95% CI 0.890–0.953, p<.0001) and Cohen's kappa coefficient for the intra-observer reliability was 0.904, p<.0001. Conclusions: The performance of the urinary Congo-red dot paper test at 35–37 weeks’ gestation in the prediction of PE is very poor. [ABSTRACT FROM AUTHOR]

This paper critically examines the White Paper, Opportunity for all, published by the UK Government's Department for Education (DfE) in March 2022. This has a number of recommendations for schools in an attempt to 'level up'. In particular, there is a promise to deliver 'a fully trust-led system with a single regulatory approach [and] a clear role for every part of the school system'. Such a system provides a serious challenge to the way that Religious Education (RE) structures in England are currently built: in short, when Local Authorities no longer have schools under their control – what is the point of a SACRE? Arguing that the 'local settlement' for RE serves two purposes – a curricular purpose and support and monitoring purpose – this paper will suggest that future RE curricula will be planned at the Trust level, with the monitoring and support functions being moved from the local to the regional. [ABSTRACT FROM AUTHOR]

This contribution examines Sismondi's money, banking and credit theories and explores his public debt analysis (1803–1838) to connect the instability of market economy with his vision of the social contract. A detailed analysis is offered of the evolution in Sismondi's opinion on the nature of money and the banking system, and the part it plays in his trade cycle theory. Sismondi's monetary thought is then contextualised with a discussion of his policy-mix in relation to the Napoleonic war financing in Continental Europe. Connections with the upcoming flood of literature in England on the bullion controversy are also offered. Remarks are then suggested on the progressive emergence of an "art of public borrowing" according to which the people who provide the money also control the government. Finally, some reflections are proposed on the explicit connection established by Sismondi between budget deficits, the (ab-)use of inconvertible paper money and the partial collapse of the social contract initiated by banks and the governments using it. The entrenched instability of a market economy (discussed in an earlier article) is reinforced by the banking/credit system that works along similar line than any wealth-producing firm. Hence, thanks to the financial system, wealth does grow faster but at the expense of social justice. [ABSTRACT FROM AUTHOR]

In principle, it is possible for a couple to get married in a register office in England or Wales for £127 (including the cost of giving notice and a certificate). In this article, we draw on empirical research to show how limited this option is in practice. Its availability is constrained by the scarcity of register offices limited slots for weddings, and the addition of other fees not provided for in the regulations. Its accessibility is often not obvious from local authorities' websites, and the administration of such a wedding varies hugely, with some local authorities treating it as a no-frills legal procedure, and others regarding it as a significant ceremony that is incomplete without music or a reflective introductory speech by the superintendent registrar – even if the couple wanted neither. With significant numbers of couples having a register office wedding because the marriage ceremony they choose to have to reflect their beliefs is not legally binding, there is a need to address these issues of availability, accessibility and administration so that couples are not put off or discriminated against. Further research is also needed to explore how these issues impact those with limited means. [ABSTRACT FROM AUTHOR]

The nineteenth century witnessed the creation of a 'paper Panopticon' designed to capture information about offenders in England, especially those who were transported to Australia. This article considers the effectiveness of this new record-keeping system and asks whether convicts had some agency within it. These questions are explored through a macroscopic analysis of the recording of convict ages in nineteenth-century England and Australia, made possible by the Digital Panopticon project. By using the methodological opportunities opened up by digital technologies, we can test the accuracy of historical records in new ways, and in the process develop a better understanding of the encounter between state authority and convict agency. [ABSTRACT FROM AUTHOR]

Many of the "signs and tokens" described in alchemical texts relate to colour, from the Crow's Bill signifying putrefaction to the philosophical solvents disguised as Green Lions, Red Dragons, and Grey Wolves. While the process of yellowing, or citrination, often appears in medieval recipes, it seems to have interested commentators less than the more familiar processes of blackening, whitening, or reddening. Yet beyond these canonical colours, yellowness turns out to be ubiquitous in alchemy and its associated craft practices, both in Latin texts and vernacular translations. This paper uses source criticism and experimental reconstruction to interrogate the role of yellowness at the beginning, middle, and end of practice, focusing on fifteenth- and sixteenth-century England. As starting ingredients, yellow vitriol and litharge offered the potential for transmutation but also posed problems for identification and preparation. As an intermediate stage, yellowness offered promising signs of future success, in the form of dramatic colour changes and unexpected products. But yellowness also offered an end in itself, as appears from the many citrination processes attested in recipe collections which aimed to imitate the properties of gold – suggesting that yellowing was prized as a significant indicator of chemical change across diverse areas of craft practice. [ABSTRACT FROM AUTHOR]

This paper explores Digital Poverty (DP) in England by adopting the DP Alliance's theoretical framework that includes both Individual Determinants (individual capability and motivation) and Circumstantial Determinants (conditions of action). Such a framework is interpreted as an expression of Strong Structuration Theory (SST), by situating the connection between social structure and human agency in an intertwined relationship. We focus on new potential vulnerabilities that are connected to DP in England by drawing on a survey conducted on a randomised stratified sample (n = 1988) of parents aged between 20–55 with children at school. Exploring parents' experience in the COVID-19 era, we identified economic factors and having children with disabilities as important predictors connected to Digital Poverty. Additional socio-demographic traits (such as age and education), parental status, lifestyles and digital behaviours also play a role in predicting some of the determinants linked to Digital Poverty. This paper adds to SST by empirically exploring how individuals use the Internet according to their metabolised embodiment of external determinants. [ABSTRACT FROM AUTHOR]

A previous paper on RIS3 assessed its potential to influence growth strategies and their delivery. It held that significant further investment work was needed in tools and techniques, data and intelligence, and innovation in leadership capacity and capabilities. It further asserted that such investment was needed to be part of a commitment to a long-run learning and evaluation process. This paper considers synergies and dissonances between these national approaches to development in England. In particular, it explores how far RIS represents a step change from previous approaches to innovation-led growth. Alternatively, is it more accurately an incremental facelift and rebranding of previous orthodoxies? Does it add value to or detract from national policy for England? What roles might the approach play in the so-called ‘devolution revolution’? Can the (small scale, ‘light touch’) Advisory Hub approach support and promote those roles? What, if anything, might the England experience have for other nations and regions of Europe? [ABSTRACT FROM AUTHOR]

As part of GCSE (General Certificate of Secondary Education) reforms in England, requirements for assessing application in science increased. Setting examination questions in context facilitates testing application as students need to apply what they know and understand to a particular situation. This research explored the nature of the contexts used in reformed GCSE combined science examinations and compared contexts used in a specification which specifically emphasises contextualised learning to those in other specifications. Eight combined science specimen examination papers were selected, including four from GCSE Twenty First Century Science (21C). A qualitative coding frame was used to code each contextualised item. Various strategies for testing in context were present. Contextual features that might risk introducing construct-irrelevant variance were infrequent but may suggest areas for attention in setter training. 21C papers included a higher proportion of items with detailed contexts and a higher proportion of items set in science-related adult/professional settings. [ABSTRACT FROM AUTHOR]

A watermill is known to have existed on the river Gade since the 11th century on the site of Nash Mills, Hertfordshire, where a purpose-built paper mill was constructed in the late 18th century. In 1810 the mill was purchased by John Dickinson, one of the great innovators of the paper industry. The mill evolved significantly during the 19th and early 20th centuries as part of Dickinson's expanding business, which at one stage comprised five mills in the locality. Nash Mills remained in the ownership of John Dickinson and his successors until 1990, ceasing production in 2006, the last of Dickinson's mills to do so. Using documentary and building evidence, this article examines the development of the mill, emphasising the relationships between personalities, events, structures, processes, and changing business and technological influences. [ABSTRACT FROM AUTHOR]

This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools – using England as a representative example – in an age characterised by epistemological, historical and cultural securitisation. This paper recruits ideas and concepts taken from Lefebvre and Bourdieu in a discussion focussed on the IBO's potential role in resistance to the dominant neoliberal imaginary and cultural securitisation. However, in order to be a force for democratisation, the IBO must itself democratise through a reconceptualisation of the school spaces it operates in/produces. It will also involve a process of reassessing its notion/positioning of what constitutes symbolic (and therefore valuable) cultural capital. This will mean untethering global education from the International Baccalaureate Diploma Programme. This paper highlights the possibility of a new space for global education, operationalised by moving beyond the 'IB school' to the potential of the more informal IB supported school. It is argued here that the IBO has the potential to galvanise a new wave of inclusive global education. [ABSTRACT FROM AUTHOR]

This paper discusses the findings of two studies that critically analysed teachers' perspectives on the operation of the standards and inclusion agenda in primary schools in England. The studies were carried out in 2010–2011 and 2019, respectively. Through the application of Q methodology, the paper examines whether teachers' perspectives of standards and inclusion have changed over time. Analysis of the data strongly suggests that teachers have experienced significant difficulties including children with SEND while at the same time trying to operationalise the objectives of the standards agenda. The research concludes that there needs to be a focus on developing effective strategies to include children with SEND within the hostile environment of the standards agenda. Within such an environment it is suggested that focus needs to move away from concentrating on 'children with SEND having difficulties' to the creation of inclusive educational settings which welcome all learners. In addition, it is argued that Statutory Assessment Tests (SATs) should also be revised to consider the needs of all learners. [ABSTRACT FROM AUTHOR]

Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a façade to legitimate preferred policy options. [ABSTRACT FROM PUBLISHER]

Herbert Courthope Bowen was a progressive spirit in English teaching during the last quarter of the nineteenth century. Ideas about the role of activity in the development of the child - ideas usually associated with progressive teaching in the 1960s and 1970s - may be found in Bowen's published papers. In connection with the time that Bowen was Head Master of a London secondary school, I explain what turned on the amount of Latin in the school curriculum, why Latin mattered so much at the time and why English teaching at Grocers' (Hackney Downs) where Bowen taught, was so controversial. Bowen published a series of remarkable papers on key themes. At the core of all these writings lies his passionate interest in the psychological development of the individual child. From Froebel Bowen gained a rich conception of the productivity of mind as well as a sense of children's individual worth and dignity. I argue the case that his writings deserve revisiting as pivotal contributions to a theory of English that has a strong psychological component. Bowen acted as a conduit for a rich legacy of largely German ideas about self-cultivation (Bildung). His emphasis on 'self-activity', 'creativity' and the 'constructive imagination' prefigures the working out of principles usually associated with progressive English Teaching in the post-war period, such as 'personal growth'. Indeed, many of the presuppositions, norms and assumptions of progressive educators were shaped by the ideas I discuss. By historicising them, and stripping them of their aura, I envisage opening up fresh possibilities for interrogation and critique. [ABSTRACT FROM AUTHOR]

This paper is a reflection upon the research findings of Rebecca Allen and Anne West in relation to religious schools in London. While welcoming this contribution to the systematic study of faith schools (a neglected area of empirical inquiry), the paper argues that the use of 'religious schools' as a unitary category is problematic for the analysis. It also suggests that certain historical and cultural contextual knowledge is required when analysing the characteristics of different categories of religious schools. This response is intended to be helpful for future researchers into the different types of faith school. [ABSTRACT FROM AUTHOR]

St George's University of London (SGUL) has a Problem-Based Learning (PBL) curriculum for its undergraduate medicine course, using traditional paper-based patient cases. To counter the limitation that paper cases are linear and do not allow students to explore the consequences of decisions, interactive online virtual patients (VPs) were developed which allowed students to consider options as the cases unfold, and allow students to explore the consequences of their actions. A PBL module was converted to VPs, and delivered to 72 students in 10 tutorial groups, with 5 groups each week receiving VPs with options and consequences, and 5 groups receiving online VPs but without options. A comprehensive evaluation was carried out, using questionnaires, and interviews.Both tutors and students believed that the ability to explore options and consequences created a more engaging experience and encouraged students to explore their learning. They regretted the loss of paper and neither group could see any value in putting cases online without the options. SGUL is now adapting its transitional year between the early campus years and the clinical attachment years. This will include the integration of all technology-based resources with face-to-face learning and create a more adaptive, personalised, competency-based style of learning. [ABSTRACT FROM AUTHOR]

Climatic deterioration in the later middle ages was associated with an increasing frequency of marine storm surges affecting the coasts of the southern North Sea. This paper investigates the impact of storm surges upon the lands bordering the Thames estuary and tidal river between the mid-thirteenth and mid-fifteenth centuries. Land use in the coastal and riverine marshes is reviewed, and the means and costs of defence against marine flooding explored. The impact of flooding upon human use of the marshlands, upon the suburbs of medieval London and upon the Thames fisheries are all investigated. Stress is placed upon the complex interaction of economic and environmental factors in determining the response to the threat of marine flooding. 1 This paper is a product of ongoing research, funded from January to June 2006 by the Crown Estate–Caird Fellowship scheme at the National Maritime Museum, Greenwich, and from March 2008–February 2010 by the Economic and Social Research Council in the project 'London and the Tidal Thames 1250–1550: Marine Flooding, Embankment and Economic Change' (Grant Ref: RES-000-22-2693), based at the Centre for Metropolitan History, Institute of Historical Research, University of London. I am grateful to the Centre's Director, Matthew Davies, for his support and advice and to Patricia Croot, Graham Dawson, Mark Gardiner, Derek Keene, Maryanne Kowaleski and Jonathan Potts for help and encouragement. Paul J. Clark kindly gave me access to his unpublished M.A. thesis '"London's lifeblood": control of the Thames, 1086–1485' (Fordham University, 2003). [ABSTRACT FROM AUTHOR]

The article examines the early encounters of photographer Roger Fenton with paper-based processes in photography in England. In a study of Fenton, Valerie Lloyd claims that Fenton took up waxed paper photography as his first encounter with the medium. The author suggests that Fenton acquired some experience of the Waxed Paper Process during a visit to France in October 1851. He also guesses the Fenton started his career in photography in 1849 or 1850. In his essay entitled "A Guide to Photography," he explains that he uses the dry version of the Waxed Paper Process.

Focuses on a method in the teaching of epidemiology called paper critique at the London School of Hygiene and Tropical Medicine in London, England. Objectives of the method; Inclusion of the concepts of rhetoric, myth and semiology in the development of paper critique as an educational method.

While researching in the archives of Lambeth Palace library to find out just what Charlotte Brontë meant when she told Ellen Nussey that her conscience would not let her be 'either a Puseyite or a Hookist' (7 April 1840), I read the Library Committee's Annual Report for 2004. Quietly the report announced that among the recently acquired papers of Dr Charles Thomas Longley, former Archbishop of Canterbury and one time Bishop of Ripon, there was a firsthand description of Charlotte Brontë (1853) and a 'poignant letter from Patrick Brontë written after the death of Charlotte two years later'. This modest announcement led me to a remarkable clutch of letters written by the Bishop that add uniquely to our knowledge not only of Patrick Brontë's diocesan bishop, but also of the remarkable parsonage family. [ABSTRACT FROM AUTHOR]

Background: The guidelines about research ethics and research governance, implemented by the Department of Health, present new challenges to undertaking mental health service research within the National Health Service (NHS). Aims: This paper describes how these new ethical and research governance procedures have adversely affected three multi-centre mental health service research studies, funded by the Department of Health. Methods: The workload, time, and cost of meeting these requirements for each study is described. Conclusion: The implementation of Government guidance has resulted in a level of bureaucracy that threatens the future of the type of research that underpins policy development and service planning. For the researcher, the work involved in meeting these new requirements can be greater than the work of data collection, and for the trust, greater than the cost of participation in the research itself. The Department of Health has made recommendations to streamline the research ethics process. However this will not address the tension between research ethics systems and localized research governance procedures. Declaration of interest: None. [ABSTRACT FROM AUTHOR]

The paper referred to is ‘The Future of Data Analysis,’ published in 1962. Many authors have discussed it, notably Peter Huber, who in 1995 reviewed the period starting with Hotelling's 1940 article ‘The Teaching of Statistics.’ I extend the scope of Huber's remarks by considering also the period before 1940 and developments since 1995. I ask whether statistics is a science and suggest that to attract bright students to our subject, we need to show them the excitement and rewards of applied work. [ABSTRACT FROM AUTHOR]

Presents comparison and critique on Rural White Papers for England, Scotland and Wales, published by British government between October 1995 and March 1996. The ethos and aims of Rural White Papers; Specific proposals and measures in the Rural White Papers; Policy objectives of the English RWP, Welsh RWP, and Scottish RWP; Reasons behind the persuasive case for incorporating the Ministry's regional management into the Government Offices; Conclusions.

Over the past decade, debt-based solutions have been implemented as part of austerity policies to distribute public goods by the use of market forces, resulting in an increase in public and private indebtedness. This paper considers the terms of such solutions by developing the conceptual lens of market studies to rethink 'debt' and 'the market' as analytical categories that often reproduce the conditions of their conceptual boundaries. In so doing, it demonstrates how paying attention to particularities reveals the normative, economic and political circumstances that determine debt-based solutions. These do not simply sit peripheral to the market, but come to define debt obligations as part of market relations. In this respect, the paper takes an approach that accounts for obligation as an entanglement of debtors in market relations. The study builds on Michel Callon's rendition of 'problematization' to explore the implementation of the 2010 higher education fee loan regime in England, a result of austerity governance. A novel application of 'markets for collective concern' and 'accountability devices' is thus used to argue that understanding the ways debt-based solutions entangle market participants in the obligation to repay that reproduces the conditions of the intervention's conceptual boundaries, requires a market studies approach. [ABSTRACT FROM AUTHOR]

Focuses on the features of an automated system using the STATUS software for cataloging the papers of the first Duke of Wellington in Southampton University Library in Southampton, England. Analysis of the data structure; Arrangement of the database; Routines of the data preparation; Management of data; Demonstrations on the use of database for searching; Accessibility of the database.

Within the substantial body of work examining young people's information-seeking behavior, little research has specifically investigated youngsters' rise of serials. However, a recent project undertaken in England into the information universes of four- to eighteenyear-olds has revealed many patterns in relation to this issue. Most notably, the study found little consultation of serials by young people for academic work and although their use to meet recreational needs was greater, even in this context the Internet was exploited more. Serials in libraries were seldom examined. The study findings have implications for information skills teaching and the treatment of serials in libraries. [ABSTRACT FROM AUTHOR]

Reports on the 1st European Workshop on Multi-Agent Systems, held at St. Catherine's College in Oxford University in Oxford, England. Increase in the number of European researchers in the area of multi-agent systems; Aim of the workshop; Sessions in the workshop; Details of the second Workshop on Multi-Agent Systems.

Discusses the need to reform the law relating to shared housing in England and Wales. History of the Law Commission project; Law affecting home-sharers; Consequence of cohabiting relationship.

Assesses the validated outcome instrument quality of life in hip revision with impacted morselized allograft bone and cemented Exeter prosthesis compared to primary hip replacement in England. Outcomes of hip revision; Indication of the Nottingham Health Profile scores after revision; Duration of the primary cemented hip replacement.

The traditional description of "the scientific method" as a stepwise, linear process of hypothesis testing through experimentation is a myth. Although the teaching and learning of the scientific method have been a curriculum and assessment goal, the notion of the 'scientific method' itself has been identified as being problematic. Many researchers have recognised there is no single scientific method. However, there does not seem to be any useful guidelines for how best to deal with the nature of scientific methods in school science, including in high-stakes summative assessment. The article presents the use of a framework to illustrate the diversity of scientific methods that goes beyond the traditional limitations of a scientific method, to provide a more comprehensive and inclusive account, including non-manipulative parameter measurements. The framework not only clarifies the definition of scientific methods but also is adapted as an analytical framework to trace how scientific methods are framed in high-stakes chemistry examination papers from three examination boards in England. Such analyses can potentially point to what is emphasised in chemistry lessons, given how instrumental high-stakes testing is for driving teaching and learning. Results from an empirical investigation of examination questions are presented, highlighting an imbalance in the representation of methods in chemistry tests. [ABSTRACT FROM AUTHOR]

This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction. [ABSTRACT FROM AUTHOR]

Philosophy for Children is a pedagogical approach practised worldwide. Although well known for its contribution to democratic teaching and learning its contribution to critical research is relatively unknown. In this paper we present the use of a Community of Enquiry (CoE), as conceptualised in Philosophy for Children, as a qualitative research method that foregrounds participant voice. Framed through Freirean critical pedagogy and social transformation, we present research undertaken with primary pre-service teachers in England, exploring their emerging teacher identity, and detail the method of how a CoE was enabled. We conclude and advocate that a CoE aligns with a research axiology concomitant with ethical critical practices and argue for an environment that enables the researcher, and participants, to generate data collaboratively and collectively through democratic dialogue. Finally, our findings show that a CoE can have much to offer qualitative critical scholars beyond its originally intended pedagogical contribution. [ABSTRACT FROM AUTHOR]

This paper provides an account of the everyday workplace learning of cycle technicians. Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical reading of Communities of Practice theory in order to explore the complex and heterogeneous learning of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal learning that characterise the trajectories of new cycle technicians as they enter the industry. In addition to providing an account of a qualified and specialist workforce that is under-represented in extant research literature, the paper also provides an exemplar for ethnographic research as a vehicle for exploring working practices through a Communities of Practice lens, using the paradigmatic theoretical elements of the theory. The paper concludes by arguing that for cycle technicians, and perhaps other occupations as well, Communities of Practice theory can generate rich and complex accounts that do justice to the richness and complexity of the craft and practice being observed. [ABSTRACT FROM AUTHOR]

School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample of 23 secondary schools. Our findings reveal a fragmented state-funded secondary school system as regards overall governance, school admissions, the curriculum, and the use of funding. Significantly schools in MATs, which are governed by the trust board, lack the autonomy of either SATs or maintained schools and are instead under the ultimate control of the trust board. The paper argues that there is a need for greater consistency regarding the governance of state-funded schools. [ABSTRACT FROM AUTHOR]

This paper explores the lived experience of citizenship of working-class girls from a marginalised ex-mining town in northern England engaged as community researchers in participatory action research. The research aimed to better understand the relationships within their local community. Qualitative methods were used to examine the girls' experience of the research and its impact on their sense of community, which is discussed using the lens of 'lived citizenship' (Kallio et al. 2020). We conclude that children's experience of participatory research approaches can be understood as subjective or lived citizenship. This contributes to understanding how they perceived their acts of citizenship, particularly in relation to others in their community. Supporting the international literature on subjectivity in citizenship studies and the critical appreciation of intersectionality in in participatory research, this paper demonstrates how such involvement can lead to positive subjective outcomes in groups experiencing marginalisation, such as working-class girls. [ABSTRACT FROM AUTHOR]

Approximately 1.3% (42,555 pupils) of secondary school pupils in England are autistic and there are numerous reports of poor academic and social experiences among this group. The intense interests that form part of an autism diagnosis relate to an increased focus on specific topics or objects and are reported to positively impact learning when effectively embedded into teaching. However, there is very little research into how interests may be used to support learning in secondary schools and little analysis of whether the utilisation of intense interests is conceptualised and implemented as an inclusive practice. This scoping review explored how intense interests are used to support the learning of autistic adolescents and provides a conceptual analysis of the six papers identified, all from the United States. Three applications of intense interests were reported: power cards, lunch clubs and responding to joint attention. A within-child, deficit-focused perspective was consistent throughout all papers, with the aim being to improve the 'appropriate' target behaviour of autistic children. There is limited research overall, and so further research is needed to examine how intense interests can be implemented in practice in more inclusive ways. [ABSTRACT FROM AUTHOR]

The article offers information on the large-scale paper sculpture "The Undesirable" made up of hundreds of individual etchings. It relates that the sculpture depicts the MSC Napoli shipwreck on its journey to South Africa in 2007, which ran aground in Branscombe, South Devon. It adds that the sculpture will be part of the exhibit "Hydrarchy: Power and Resistance at Sea" at Gasworks in London, England in 2010.

Discusses the issues raised by the White Paper concerning English regions. Commitment to English regionalization; Expected strengthening and democratization of regional institutions; Direct election of regional assemblies; Modification of existing arrangements; Procedural difficulties.

Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal learning that underpin the literacy practices of the cycle workshop. In addition to providing an account of a qualified and specialist workforce that is under-represented in extant research literature, the paper also provides an exemplar for ethnographic research as a vehicle for exploring literacy practices. The paper also suggests that ongoing debates concerning transferable workplace skills can be enriched through considering situated, contextualised literacy events. The paper concludes by arguing that for cycle technicians, and perhaps other occupations as well, Literacy Studies can generate rich and complex accounts that unpack the textual practices found alongside the occupational expertise and competence being observed. [ABSTRACT FROM AUTHOR]

This paper firstly presents Statement Archaeology, an innovative and rigorous method devised to systematically operationalise the approach to historical exploration used by Michel Foucault in pursuit of the question "how do certain practices become possible at particular moments in history?" Drawing on an analysis of the theoretical basis of Foucault's broad – and arguably equivocal – approach, a series of methodological procedures by which it can be systematically operationalised are set out. These focus on the interrogation of "statements", through a series of questions, against three criteria: Formation, Transformation, and Correlation. Secondly, through the use of a specific policy development in English Religious Education as an exemplar, the paper establishes the potential of the approach. Deploying Statement Archaeology in relation to this example reveals that the change under investigation became possible at a nexus of changes in the rules of what is thinkable and unthinkable within different domains of discourse, and complex and messy processes of changing legitimacies and normalisations, with previously unacknowledged policy-influencers playing an important role. Many existing accounts of this change have overlooked these matters. The paper concludes by arguing that Statement Archaeology has potential significance in any domain of enquiry that seeks answers to the question "how did this particular practice become possible at that particular moment?" [ABSTRACT FROM AUTHOR]

Urges readers of the 'Journal of Marketing Communications' to submit marketing-related research papers for the Eighth International Conference on Corporate and Marketing Communications to be held on April 7 and 8, 2003 in London, England. Patterns of consumer behavior; Conference fee; Conference accommodation.

The article focuses on the genetically-modified bacteria BacillaFilla developed by students at Newcastle University in England to join together concrete cracks in structures.

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This paper analyses the fracturing of civic and moral virtue within curricular policies pertaining to Citizenship in England since the late 1990s. A longstanding aim of education and schooling, the teaching of citizenship gained a more secure base in the English curriculum with the introduction of Citizenship as a statutory subject for 11–16 years olds from 2002, which owed a great deal to the Report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools (Crick Report). The report drew intimate connections between civic virtue, moral virtue, and personal character. These connections have become seriously fractured over the years since the Crick Report. In charting this fracturing, the paper will examine how the character-influenced direction taken in the early/mid-2000s was replaced by, at first, a more general emphasis on British Values before morphing into a more specific, though no less problematic, concentration on Fundamental British Values. While character education has gained significant policy attention in England over the last six years, the civic dimensions have been at best underplayed, with little connection to education for citizenship. It is argued that without greater clarity and consistency about how the moral – including moral virtues – intersects with the civic in contemporary Britain, official curricular policy (whether for Citizenship education, character education or more generally) will restrict rather than encourage the education of young citizens who are informed, wise, responsible and active participants in their communities. [ABSTRACT FROM AUTHOR]

Early-career crafts graduates often face a perceived dilemma, that of balancing passionate work with their need to make a living. This paper explores the negotiation undertaken by early-career crafts graduates and the entrepreneurial strategies they adopted which variably combine the logics of passion and economics. The paper draws on qualitative interviews with 25 early career crafts graduates in England conducted in 2018. Five strategies -support, streams, synthesis, segment and synergy – are identified, including the different income generation and creative production models they represent. The challenges associated with particular strategies are also considered. The identification of these strategies provides a more nuanced understanding of the organisation and management of craft practices, particularly during the early career period, that goes beyond the acknowledgement of portfolio working as prominent feature of creative work. The paper contributes to the literatures on the organisation of craft work and creative entrepreneurship by identifying ways in which craft practitioners structure and manage their work to sustain and develop their practice. It argues that the positioning of craft micro enterprises as hybrid organisational forms provides an opportunity to redress the binary opposition between passion and work in the creative economy in favour of a more balanced approach. A call for further research on craft production at the micro-enterprise and sole trader level is made to develop new knowledge and recommendations to support the growth and sustainability of the craft sector. [ABSTRACT FROM AUTHOR]

In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals' experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent 'social practices'. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices. [ABSTRACT FROM AUTHOR]

The findings presented here derive from a wider study that sought to establish a baseline understanding of mental health and wellbeing among the agricultural community in England and Wales. This paper focuses on selected questions that investigated levels of anxiety and associated stress factors among farm women, a group which has been relatively neglected within previous research on farming mental health in the United Kingdom. A questionnaire survey was widely distributed to members of the agricultural community in England and Wales (n = 15,296) in both paper and online formats. The survey included a number of standardised instruments to assess mental health and wellbeing, including the Generalised Anxiety Disorder-7 scale (GAD-7). Focusing on a sub-sample of female respondents (n = 3487), this paper details the findings from the GAD-7, alongside those from a selection of other questions investigating sources of stress, loneliness and perceived business viability. A significant proportion of female respondents were experiencing anxiety at the time of survey completion, with 23.3% reaching the threshold for clinically relevant anxiety based on their GAD-7 scores (medium or severe anxiety, scores≥10). A further 34.6% were classified as experiencing mild anxiety (scores 5–9) whilst 42.1% were not suffering from anxiety (scores 0–4). Medium/severe anxiety was identified as being associated with a number of stress factors, feelings of loneliness and pessimistic perceptions of farm business viability. There were important age-based differences, with working-aged women identified as more likely to suffer from anxiety, loneliness and certain stressors than older women. The findings reported here indicate concerning levels of anxiety among farming women and this should be seen as a call to action. There are clear associations between anxiety and a range of stressors and, although we cannot ascertain causality, these point to issues that demand attention in efforts to improve mental health within this social group. The factors contributing to anxiety are, however, multiple and complex and farm women may be affected by particular gender-based challenges that have not yet been explicitly explored in relation to mental health. Further research is needed to investigate and understand these issues in greater depth. [ABSTRACT FROM AUTHOR]

One proposed strategy to overcome labour shortages in male-dominated jobs is to attract female workers. This has been the case for lorry driving in the UK. These efforts, however, often work to reproduce binary gendered stereotypes, or seek to include women without questioning how working conditions and everyday embodied work itself constructs gender roles and difference and is differentially experienced. In this paper, we highlight differentiated lorry driving bodies at work, centring lorries as an essential part of global logistical systems. Empirically drawing from interviews and mobile ethnographies with freight drivers in England, we tell a series of composite stories which uncover gendered ideals of worker-bodies, and embodied experiences of mobilities. With the gendered, embodied life's work of lorry driving remaining largely invisible and poorly understood, we illustrate the complex intersections between places, people, materialities and forms of work. Through this paper, we show how (gendered) narratives and bodily difference are both reproduced and disrupted through lorry driving work. We argue that only through recognising – and destabilising - the gendered re/production of mobile work will other logistical futures be made possible. [ABSTRACT FROM AUTHOR]

This paper examines the link between the clustering of long-term disadvantaged students within schools, and the attainment gap at age 11 between these disadvantaged students and the rest. The data comes from the National Pupil Database for England from 2006 to 2019. The analysis focuses on students who would go on to be officially recognised as living in relative poverty for all 11 years from when they arrived at primary school up until age 16. This subset of disadvantaged students is a stable proportion of around 4.4% of each age cohort. They would have attracted Pupil Premium funding for their schools in any year, if it had been available, and despite any legal or economic changes over time. Comparing the educational outcomes for this group in comparison to their peers therefore provides a fair test of the impact of the Pupil Premium funding policy on the clustering of the poorest children, and their attainment relative to their peers. The segregation of long-term disadvantaged students between primary schools declined nationally after the policy was introduced. This happened in all economic regions, especially in areas with higher proportions of such pupils, for all ethnic groups, and for students with a special educational need or disability. This drop is strongly correlated over time and place with a corresponding decline in the attainment gap at age 11. It provides potentially strong evidence of the benefit of a targeted additional funding scheme like the Pupil Premium, with implications for how such funds are best used worldwide. [ABSTRACT FROM AUTHOR]