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Feedback is a dialogic process in which diverse individuals are involved. In internationalised higher education, individuals with different feedback literacies are likely to participate in feedback dialogues and interactions across feedback cultures. Such intercultural interactions can be challenging; some degree of intercultural competence is needed for dialogues between cultures to be effective and appropriate for all involved. This paper brings together feedback and intercultural competence research, exploring whether developing intercultural competence specific to feedback contexts can support more effective dialogues. Narrative interviews and audio diary methods were employed over a 9-month period of time to explore the role of intercultural competence in feedback dialogues across feedback cultures. Changes over time were captured through the longitudinal design of the study. Findings show that knowledge and awareness of diverse feedback practices and cultures, intercultural critical reflection, intercultural emotional management, alongside a set of skills and attitudes towards diversity of feedback practices can impact on facilitating intercultural feedback dialogues. A framework of feedback intercultural competence is proposed, and further research is encouraged to expand upon this exploratory papers' initial contribution. [ABSTRACT FROM AUTHOR]

How does a monumental building – the former headquarters of the Halifax Building Society – in a northern English town embody a material expression of the mutualised mortgage industry dominant in the UK at the time of its conception and construction? How does this building correspond to a specific dispositif of mutuality? I consider questions such as these through documentary research, an interview, and correspondence with an architect who worked on the project (1968–1974). The building's current use as a global banking group's 'head office' is significantly different from that which supported mutuality in the 1970s, and I consider the building's architectural and technological forms to understand how it organised a material cultural expression of the mutual building society's power, and of its members' money–power, through the mechanisation of an intensifying mortgage-handling business and the bunkering of a gradually increasing stock of mortgage paper. [ABSTRACT FROM AUTHOR]

This paper reports on tensions between decarbonisation and energy poverty priorities in Great Britain's liberalised electricity markets. Switching electricity suppliers in this market can result in significant benefits for those on bad deals. Further benefits are determined by the regulator. However, many of the energy poor lack the capabilities to switch and access these benefits. Community organisations play an important role in providing such access through remedial action. Using the capabilities approach, this paper combines quantitative and qualitative organisational data analysis at a community level to reveal an increasing share of the population who could benefit from switching and who agree to switching. At the same time, eligibility for one-off discounts on electricity bills to support the energy poor has increased sharply in recent years. This data points towards climate mitigation policies and market structures which benefit wealthier groups at the expense of more deprived groups who lack capabilities. At the micro scale, data access and intermediation at various levels and scales can help support more targeted interventions that facilitate well-being and enhanced capabilities. At the macro level, liberalised retail electricity markets need to be accommodated by safety nets and supportive institutional arrangements to avoid competitive pressures translating into complexity and opacity for consumers. Failure to equitably address capability conflicts, also framed as energy justice tensions and trade-offs, risks reinforcing and creating new injustices. [ABSTRACT FROM AUTHOR]

Utilising Critical Race Theory (CRT) as the analytical lens and CRT composite counter-storytelling as the method, this paper seeks to illuminate the experiences of minoritised children and young people racialised as Black in relation to encounters with the exclusionary practice called 'off-rolling'. We conceptualise off-rolling as a hidden process of exclusion in education, and the stories shared in this paper bring into sharp focus the educational, relational and emotional impacts of camouflaged exclusionary practices. We offer four composite stories of exclusion to demonstrate how some of the most vulnerable, excluded, and marginalised young Black people from English urban cities experience further marginalisation because off-rolling, we argue, places learners in a space (both physically and educationally) located beyond care and inclusion. Storytelling is mobilised as a central method in CRT for challenging and exposing exclusionary practices, as it foregrounds the knowledge and lived experience of people of colour and we explore the processes of constructing such counter-stories. As an encouragement to reflection and critical conversation about unlawful exclusion and racial disparities, this paper was written with three goals in mind. The first is that it may inspire educators of colour to tell counter-stories that name their own reality and experiences of exclusion. Second, that in reading and responding to counter-stories, white educators will be encouraged to develop their own racial literacy. Finally, the third goal is that the call to action is answered from within and beyond the confines of academia, where inclusion and racial justice in education can no longer be left to wait. [ABSTRACT FROM AUTHOR]

Discusses the rise and decline of the newspaper 'Cotton Factory Times' in Great Britain. Role of the newspaper in helping understand the history of labor relations in the cotton industry; Black holes of newspaper history; Unwillingness of cotton unions to develop strategies that might have contained if not reversed the paper's declining circulation.

Professional artists seem to develop a preference for certain types of pencils and paper (Akyuz 1995). While theaesthetic outcome may be the obvious reason for this preference, haptic feedback may also play a role in selecting media (Prytherch and Jerrard 2001, 2003). This suggestion implies that artists may be sensitive to vibrotactile signals resulting from the interaction between pencil and paper during drawing. Tribological tests showed that H-range leads generate more resistance than B-range pencils when writing on a standard 80 g/m 2 paper. Moreover, a constant stimulus 2IFC procedure showed that Fine Arts students found it easier to discriminate between H-range and HB than B-range and an HB. This suggests that the human haptic system may be sensitive to the vibrotactile signals generated by the differences in resistance resulting from the interaction of leads with the paper's textured surface. Implications for pencil manufacturing and simulations of virtual writing are discussed. Statement of Relevance: The study assesses the tactile sensitivity of Fine Artists to the physical properties of the interaction between different types of lead and a standard printing paper. The results may help in designing more responsive drawing instruments as well as more realistic virtual drawing interfaces. [ABSTRACT FROM AUTHOR]

The article presents a list of accessions to repositories related to legal history in Great Britain including client deeds, court registers, and family and estate papers.

Presents a list of several trade union organizations in Great Britain.

Editorial. Comments on the Green Paper on mental health, a consultative paper by the outgoing Conservative government of Great Britain. Response to three public perceptions of mental health; Flaws of the paper; Insufficient emphasis to the role of primary health services; Suggestions for mental health policy.

The article presents information about the University of Brighton's third annual conference on Human Resource Management (HRM) in the Hospitality Industry, held in London, England on February 10, 1994. The focus of the conference was "Changing Structures and Changing Responsibilities." Gill Maxwell of Glasgow Caledonian University talked of "Competitiveness and Human Resource Management in the UK Hotel Industry." Her paper examined the case for a central role for HRM in the industry against the background of the general organisational status and structure of HRM. It discussed the structures and responsibilities of the HRM function in two units of international hotel chains where HRM is, untypically for the industry as a whole, viewed as centrally important. Sandra Watson and Norma D'Annunzio-Green of Napier University, Edinburgh, in their paper, "The Influence of Organisational Structure on Personnel Management: A Move to Human Resource Management," investigated the implications of organisational restructuring on labour management within the industry.

Presents a rewrite of the chapter on the Home Office in the 1987 Public Expenditure White Paper issued by the British government. Background on the government's White Paper on public spending; Aims and objectives of the agency; Spending on magistrates' courts; Spending on immigration control and citizenship.

Analyzes responses of Great Britain to the European Union (EU) White Paper. View of Great Britain on governance; Support of Great Britain for a code of conduct on consultation; Responses from EU governance actors.

When discussing connections between the theoretical and the practical in social work, the conventional phrase underpinning theory is routinely deployed. This phrase suggests that theory provides a solid substrate or a set of well-laid foundations upon which the edifice of hands-on intervention can be constructed. This paper argues that the relationship between practice debate and theoretical conceptualizations in the sphere of social work is rather more complicated than this. In particular, it considers how solid the foundation provided by theory really is and whether it may be more appropriate in some cases to talk about theory and its underpinning practice. Drawing on work in the field of youth justice and child welfare, the notion of paradigm shift and the complex inter-relation between paradigm formation and changing practice are explored. In particular, consideration is given to radical shifts in the models which social workers in Great Britain have been enjoined to apply to young offenders and to young people abused through prostitution. Attention is paid to the origins of these models and to their implications in practice. Conceptual models, which are applied to social work, define the subject matter of this paper, legitimating knowledge, theory and modes of intervention.

The rapid increase of negotiated out of court settlements in corporate crime cases has attracted significant academic attention. How the terms of settlements are constructed, however, remains under-studied. To address this gap, the paper observes that the terms of settlements often include a basket of allegations widely spread across time and geography. The paper conceptualises this as a form of 'bundling'. The paper empirically explores the unique dynamics of corporate bribery cases that enable prosecutors to engage in bundling, and deconstructs bundling into two typologies (allegation bundling and enforcement bundling). From this perspective, this paper analyses official enforcement documentation relating to international bribery cases, supplemented with data from interviews with key informants who have experience of settlement negotiations in the US, the UK, and other countries. The analysis reveals that bundling provides efficiencies when resolving corporate crime cases, offers discounts to corporate defenders, and incentivizes coordinated multilateral enforcement. The practice of bundling allegations and enforcers confirms the character of negotiated settlements as a symbolic criminal law tool designed to reform the accused corporation through negotiation, persuasion and compliance. [ABSTRACT FROM AUTHOR]

A growing body of literature has focused on issues of migration in career development and guidance, however typically this research has focused on international migration rather than migration within a country's borders. This paper presents a specific case study of internal migration in the UK context, focusing on young people from two island communities as they move through higher education and into the working world. The paper is specifically focused on the importance of cultural differences, including workplace cultures, with regard to students' career development. The findings demonstrate the relevance of internal migration pathways to career development and indicate that a culturally informed approach to career guidance practice is important when working with internal as well as international migrants. [ABSTRACT FROM AUTHOR]

Internationally, research comparing education systems across countries and jurisdictions is valuable and can elicit nuanced insights into how particular systems operate. This paper's interest lies in considering the scope and content of research comparing education systems across the four UK nations (England, Northern Ireland, Scotland and Wales). This study sought to determine the coverage of UK cross-national comparative education research ('home international' research) between 2000 and 2022. We chose this time period as 1999 marks the devolution of education policy to each UK nation. We aimed to investigate what educational issues had been discussed in the literature and identify any gaps in the content covered by the research. An exploratory, high-level review of 'home international' education research was conducted, based on the review of abstracts. We searched several research databases using a variety of keyword combinations to identify relevant literature published since 2000. Our search identified 53 studies that met our selection criteria. Using a meta-synthesis approach, we coded the content of each abstract to build a picture of the range and thematic coverage of research involving comparisons between at least two of the four UK nations. The analysis of abstracts identified that, over the last two decades, UK 'home international' research has tended to include comparisons of all four nations, coverage of multiple educational phases and a focus on national education policy reviews. Furthermore, we pinpointed a number of gaps in coverage that might not have been anticipated (e.g. relatively little cross-national research focusing on assessment). This high-level review uncovers the landscape of recent 'home international' research, allowing us to view issues that are driving the cross-national research agenda in the UK and recognise implications relevant to education systems that may resonate with jurisdictions beyond these four UK nations. [ABSTRACT FROM AUTHOR]

This paper explores the forms of sociality that are implicit in discussions about a range of smart projects in one actually-existing smart city. Current scholarship on smart cities focuses almost entirely on their digital infrastructure and on the figure of the 'smart citizen'. This paper argues that smart city projects also emerge and develop through specific understandings of the social. The paper explores understandings of smart sociality by analysing nearly sixty interviews with a wide range of actors involved in smart city projects in the UK city of Milton Keynes. Implicit in those interviews are three overlapping but distinct forms of smart sociality, which the paper terms sociological, neoliberal and cybernetic. The paper argues that it is important to engage both empirically and theoretically with these three understandings of the social in relation to smart, because they suggest that the reconfiguration of human activity assumed in smart city discourses is more diverse than most current scholarship acknowledges. The paper concludes by arguing that if this diversity is to become a critical resource, urban scholarship must give more empirical and conceptual attention to cybernetic forms of sociality in particular. [ABSTRACT FROM AUTHOR]

Background: General practice is increasingly used as a learning environment in undergraduate medical education in the UK. Aim: The aim of this project was to identify, summarise and synthesise research about undergraduate medical education in general practice in the UK. Methods: We systematically identified studies of undergraduate medical education within a general practice setting in the UK from 1990 onwards. All papers were summarised in a descriptive report and categorised into two in-depth syntheses: a quantitative and a qualitative in-depth review. Results: 169 papers were identified, representing research from 26 UK medical schools. The in-depth review of quantitative papers (n = 7) showed that medical students learned clinical skills as well or better in general practice settings. Students receive more teaching, and clerk and examine more patients in the general practice setting than in hospital. Patient satisfaction and enablement are similar whether a student is present or not in a consultation, however, patients experience lower relational empathy. Two main thematic groups emerged from the qualitative in-depth review (n = 10): the interpersonal interactions within the teaching consultation and the socio-cultural spaces of learning which shape these interactions. The GP has a role as a broker of the interactions between patients and students. General practice is a socio-cultural and developmental learning space for students, who need to negotiate the competing cultures between hospital and general practice. Lastly, patients are transient members of the learning community, and their role requires careful facilitation. Conclusions: General practice is as good, if not better, than hospital delivery of teaching of clinical skills. Our meta-ethnography has produced rich understandings of the complex relationships shaping possibilities for student and patient active participation in learning. [ABSTRACT FROM PUBLISHER]

Between 1809 and 1820, Thomas Knight (1775–1853) published quite a few papers on mathematics and its applications. These show him to have been surprisingly well-versed in French analytical mathematics at a time when French works were little read by his British contemporaries. InBSHM Bulletin2, Gloria Edwards and I published a paper (Craik and Edwards 2004) entitled ‘In search of Thomas Knight’, designated below as ‘[1]’, that examined Knight’s life and work. This follow-up paper gives further biographical information that links him with Edinburgh; it describes some more of his publications that were previously overlooked (for notice of the latter, I am grateful to a correspondent who wishes to remain anonymous); and it records some remarks about his work by his contemporaries. [ABSTRACT FROM PUBLISHER]

The article focuses on developments relevant to education in Great Britain as of October 1973. Nigel Grant, reader in education at the University of Edinburgh, joined the Editorial Board of "Comparative Education" magazine. The eight session of the Standing Conference of European Ministers of Education was held in June 1973, which focused on "The Educational Needs of the 16-19 Age Group." UNESCO released its latest publication "Present Problems in the Democratization of Secondary and Higher Education." The Schools Council and the Standing Conference on University Entrance published the Working Paper 46, entitled "16-19: Growth and Response, 2. Examination Structure" and Working Paper 47, "Preparation for Degree Courses."

This letter summarises the perspectives of medical students in the United Kingdom (UK) on the research paper conducted by Wang and colleagues (2023) titled 'Achievement Emotions of Medical Students: Do They Predict Self-Regulated Learning and Burnout in an Online Learning Environment?'. Overall, we find this paper a positive contribution to the literature surrounding medical education. However, we have highlighted some weaknesses in the study design and proposed additional points for exploration in further iterations of this study. We hope the readership takes the time to read our letter and consider the points we have raised. [ABSTRACT FROM AUTHOR]

An introduction to papers published within the issue is presented, including one by Wouter Troost which examines the part played by Sir William Temple as Prince Williams III's point of contact and influence in England's factional politics before and during the Exclusion Crisis (1674-81), and another by Inge Broekman and Helmer Helmets which analyses the States General's three gifts to the Stuart royal family, focusing especially on the one made to King Charles II on his accession in 1660.

For mothers, time is experienced in unique patterns reflecting mother-child relationships shaped by caring responsibilities and producing notions of belonging. The temporal and spatial rhythms of mothers' lives are determined by interembodiment and co-presence; particularly apparent when offspring are infants and incapable of independent mobility and self-care. For most mothers these rhythms evolve as children grow and develop, with a particular increase in independence experienced by many mothers when their children reach school age. However, for home educating mothers, the constant interembodiment and co-presence of the mother-child relationship extends into late childhood resulting in alternative habitus to mothers who attend to school and to work. This paper draws on blogs authored by unschooling mothers in the UK, Australia and the USA – mothers whose children engage in a child-led form of home education - to explore a geography of motherhood that contrasts with the mainstream experiences that determine socio-cultural and policy-generating expectations. In so doing, this paper contributes to geographical discourse concerning the way in which motherhood impacts on experiences of time and space whilst also challenging mainstream representations of motherhood and particularly the widespread problematisation of caring. This paper demonstrates the way that caring relationships embed an individual in complex reciprocal networks leading to a particular identity-in-space which in turn influences, and is influenced by, temporal rhythms. [ABSTRACT FROM AUTHOR]

How liberal governments manage knowledge, ignorance, prediction and uncertainty has attracted increased attention across the social sciences. In this paper, we analyse the strategy and rhetoric of the UK government during the COVID-19 pandemic, with particular attention to the first half of 2020. We see the initial UK policy response – as well as its later legitimation – as a form of 'politics of impossibility', effecting political change through claims of incapacity or impotence. We argue this approach departs from the uses of knowledge and ignorance in both classical liberalism and neoliberalism, and suggests the emergence of a new, hybrid form of governance which can be dubbed liberal fatalism. We discuss the relevance of this new form of governance for political futures of an increasingly volatile world. [ABSTRACT FROM AUTHOR]

This paper explores initial results from phase one of a research project examining early childhood practitioners' (ECP) perceptions of empathy within their practice. Empathy is widely understood as the ability to understand others' feelings, to see things through other people's eyes, imagining what it would be like to be that person in that situation. It is widely accepted that anyone working with young children should have excellent empathy skills. However, although there is an abundance of published research on the role of empathy within nursing and social work, and limited research in the education profession, there is scarcely any research of empathy within ECP practice. This paper presents initial findings from Interpretive Phenomenological Analysis (IPA) research with a sample of nine ECPs working in the UK, research which is derived from ongoing PhD study. Participants were asked to keep reflective diaries of their empathic interactions, and these were followed up with semi-structured interviews to further investigate responses. The study has revealed a range of definitions of empathy and found evidence of high levels of empathy and emotion within the practice. A second phase of research aims to examine types of empathy and the effect of emotional labour on practitioners. [ABSTRACT FROM AUTHOR]

This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein's work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a 'generic mode' in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller's distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers' work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF. [ABSTRACT FROM AUTHOR]

Factual welfare television has been described as stigmatising and individualising – representing its participants as failures in a meritocratic society. This paper, however, revisits the 2014 British documentary Benefits Street and argues that it tends to humanise its cast, showing them as trapped in two social structures of benefits (i.e. the social security system) and street (i.e. the deprived local community). Using a multimodal critical discourse studies approach, the paper analyses the verbal, visual and sound tracks of the most popular episode to explore how these modes combine to portray the structure of benefits as stultifying, and the street as a restrictive community. These structures are selectively foregrounded at the expense of the wider, arguably more impactful structures of neoliberal austerity and welfare reform that characterised the political economy of Britain in 2014. The residents' troubles, therefore, appear to be grounded in the two restrictive structures of benefits and street, and individualistic post-welfarism – surely implicated in their problems – becomes the solution. [ABSTRACT FROM AUTHOR]

In Spring 2020, the UK Government announced the cessation of in-person teaching for the vast majority of school-aged children in response to the Covid-19 pandemic. Prompting an accelerated shift towards digital learning across the curriculum, this announcement was accompanied by a rise in market-based solutions to address the problem of keeping young people active, 'healthy' and 'positive' whilst at home. The most prominent of these was offered by Joe Wicks, who broadcasted PE with Joe live globally via YouTube for five days per week for eighteen weeks. The aim of this paper is to critically explore some of the contextual factors that enabled Joe Wicks to create and legitimise a public health intervention under the title of physical education, and henceforth position himself (whether intentionally or not) as an authoritative agent for change within the discipline. After outlining who Joe Wicks is, we unpack the discursive framing of PE with Joe in order to locate Wicks' intervention amid the perennial politics of physical education. We then consider the meaning of PE with Joe and why Joe Wicks' involvement in physical education matters, reflecting upon the effects of Joe Wicks on the future of physical education practice and research. Among our conclusions is that the Covid-19 pandemic provided an opportunity for Joe Wicks – here positioned and understood as a branded, celebrity lifestyle enterprise – to manoeuvre himself (and his products) from the periphery to the centre of physical education's public imagery and discourse. Furthermore, we argue that exploring the ways in which Wicks' presence in the physical education space has been received, embraced, modified, challenged and resisted is vital in discerning PE with Joe's actual or perceived effects on the social construction of physical education, and the educational engagements of young people in physical activity in the post-Covid-19 landscape. [ABSTRACT FROM AUTHOR]

The easements of the Care Act 2014, permitted by the Coronavirus Act 2020, were in place in very few English local authorities and then only for a short time, but they still rippled across the wider social care workforce. This paper reports findings from interviews with social workers in ten non-easement authorities and with other professionals in easement and non-easement authorities to explore their understandings of easements and their reflections on their use and impact on practice. The interview data are set in the context of a wider study that explored decision-making about the adoption of easements in local authorities. Frontline practitioners (N = 30) confirmed confusion about easements and suspicion that they were a retrograde step in people's entitlements to care and support. These views were also set in a context of lack of pandemic preparedness in social care and reflections that the care system was already fragile after a sustained period of reductions to local authority budgets and rising need. Both a robust care infrastructure was needed, as well as better crisis or disaster preparedness and planning. [ABSTRACT FROM AUTHOR]

Public Inquiry is an established process for effective testing and scrutiny of plans in terrestrial planning and is regarded as a means of providing credibility and accountability. Independent Investigation is its marine equivalent and was included as a provision in the UK marine planning regime and subsequent legislation since its inception. However, it has been noticeably absent in practice. This paper investigates the reasons behind this situation within the context of the proposed and actual role of II in the marine planning process in the UK. It additionally considers the future use of II in enhancing the quality and effectiveness of the marine planning system. This paper concludes that as the use of the marine resource of the UK becomes increasingly contested and controversial, II could be utilized to enhance marine plans and marine planning decisions and thus warrants further investigation. [ABSTRACT FROM AUTHOR]

Universities face an uncertain funding environment and turbulent marketplace. Financial scenario modelling offers a potential mechanism to assist in navigating a way forward. Our previous paper on UK universities' practice found some variation in the sophistication of the approaches taken, but the overall impression was of a relatively simple approach, with spreadsheets generally viewed as having sufficient functionality to meet current strategic needs. This subsequent paper offers guidance on the construction of financial scenario models. It addresses the key variables that universities may wish to include, and it offers advice on how models might be formulated and evolve. The characteristics of differing approaches taken by universities in meeting their own scenario modelling requirements are explored by identifying three forms of model: basic, intermediate and advanced. The contribution of this paper is to enable universities, in the UK and beyond, to evaluate and improve their own financial scenario modelling practices. [ABSTRACT FROM AUTHOR]

The first National Health Service (NHS) was introduced in the United Kingdom providing free universal health care (UHC) at the point of use. Within decades, increasing European countries adopted the same intervention to improve the health of citizens on the entire life span. Today, several reasons put at risk (1) empirically, the sustainability and fairness of these systems, (2) theoretically, the same consistency of solidarity, as vulnerable patients struggle most to receive essential care. Preserving solidarity from the pressure of modern medicine and society needs to identify a fair and sustainable type of coverage at the same time. This paper aims (1) to describe the short circuit of solidarity in European NHSs; (2) to discuss alternative versions of UHC and support redistributive neo-universalism; (3) to promote the role of medical humanities in implementing this solution. [ABSTRACT FROM AUTHOR]

Pennsylvania's (PA) processes and policies for landscape-scale cultural and visual resource conservation are lacking. In PA, like much of the United States (US), landscape change policies are prescriptive and concerned mainly with ecology, health, safety, and welfare issues. These factors combined relegate cultural and scenic aspects to ancillary matters, often leading to their degradation. Culturally focused fields, such as landscape architecture, archaeology, and planning call for rescaling cultural conservation planning to regional scale. Rescaling would treat cultural resources like other environmental and ecological resources, giving cultural resources equal weight in conservation evaluations. The United Kingdom (UK) has policies specifically for visual impact assessment required for development projects. This paper discusses scale issues and political processes within regional visual and cultural resource conservation in PA, US, compares nascent regional-scale planning efforts in PA and the UK, and proposes improvements to PA and, by extension, US cultural landscape conservation policy implementation. [ABSTRACT FROM AUTHOR]

This paper considers critical reflection as a pedagogical strategy in UK higher education at a moment of an amplification of populist, reactionary discourses. It draws on written reflections of foundation-level students in a case study cohort and offers insights into their lived learning experiences and perceptions of the value of reflection. This is situated within the UK 'Brexit' context, alongside a proliferation of far-right populist voices, emboldened supremacies and rising fascism. Accompanying this has been a normalisation of reactionary 'anti-social justice' discourses. It is vital that HE practitioners recognise, pre-empt and interrupt such discourses, developing pedagogies and curricula in response. Yet there are inherent challenges in a climate of 'post-truth' anti-intellectualism. This paper argues that critical reflection contributes a useful approach to learning, fostering development of students' personal, intellectual and political capacities to navigate this complex socio-political terrain and engage with social justice. [ABSTRACT FROM AUTHOR]

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This research explores the experiences of Beth, a university student in the UK, as she comes to be labelled as 'dyslexic', and as she has her diagnosis taken away. Through use of Interpretative Phenomenological Analysis (IPA) and discourse analysis, the research seeks to understand how Beth made sense of these experiences, and to explore the discursive 'life' of dyslexia within this sense-making. The discussion in this paper proceeds chronologically through Beth's story, from 'struggle', to 'legitimation' to 'derogation', and concludes with a call to recognise the role of diagnosis in the field of special educational needs (SEN) from a social constructionist and relational perspective. [ABSTRACT FROM AUTHOR]

This article addresses the question of Iraq's emergence as a state in the context of the First World War with a special focus on the interplay between British imperialism and Shiʿi activism. By the twentieth century, the majority of people who lived in the territory that would become the Iraqi state were Shiʿi Muslims. Largely ignoring the activism of Iraqis, there is a line of thinking in English-language scholarship which suggests that the process of state formation in Iraq was completely driven by British imperialists. Indeed, Britain established a military presence in the Ottoman vilayets of Basra, Baghdad, and Mosul during and after the First World War, and the empire was awarded an internationally sanctioned mandate for this territory in 1920. In an effort to decolonize the history of Iraq, this paper argues that the inhabitants of Iraq, especially Shiʿi activists, played a significant role in the formation of the new state. Research for this paper is based on the writings of Shiʿi activists with a special focus on clerical leaders, as well as British government officials. Challenging historical accounts that reflect British imperialist narratives, this paper argues that Shiʿi activists (and British responses to them) significantly influenced the course of state formation in Iraq. This is not to say that Britain was not influential in the creation of Iraq; in fact, British imperialists clearly had the upper hand. However, they did not operate in a vacuum, unaffected by the inhabitants of the Iraqi state that they wished to create. Instead of assuming that British imperialists single-handedly created Iraq or that ethno-sectarian divisions are the natural order in Iraq, this paper suggests that the relationship between Britain and Shiʿism played a critical role in the formation of the Iraqi state. Although many scholars consider Islamic sectarianism and Britain's colonial legacy in Iraq to be at the heart of the country's socio-political system, the relationship between Britain and Shiʿism in Iraq has not received ample scholarly attention. The intersection of British imperialism and Shiʿi activism resulted in several foundational threads that were woven into the fabric of the Iraqi state. The 1920 Shiʿi revolt against the British mandate for Iraq and the British counter-revolt became the outward manifestation of the British-Shiʿi divide. British officials installed a Sunni-run government in Iraq for fear of Shiʿi dominance, which could have resulted from democratic institutions. Anti-British resistance led by Shiʿi clerics completely changed the calculus of Iraq's emergence as an independent state and alienated much of the Shiʿi community from Iraq's political establishment. This process radically altered the roles that Shiʿi and British leaders hoped to play in post-Ottoman Iraq. This state of affairs was not inevitable given that the continuation of British-Shiʿi alliances that began to emerge during the First World War would have produced a profoundly different state. [ABSTRACT FROM AUTHOR]

Discourse in the early stages of the COVID-19 pandemic explored its likely effects on the tourism sector including the nature of recovery. Viewed through the lens of Evolutionary Economic Geography, this paper examines the preferences of four stakeholder groups for future tourism development in Northern Devon. Specifically, it reports on their views from 2021 and 2022 of three potential scenarios which were elaborated before the pandemic, and it explores whether COVID-19 was a trigger event for a change in trajectory. There was consistent support for the most sustainable trajectory, which represented the continuation of the existing arc of development, not a fundamental change in direction triggered by COVID-19. Not only does this finding contribute a retrospective critique of early opinions on possible COVID-induced change, it suggests an alternative view of the role of trigger events in destination evolution. The pandemic offered space for reflection on tourism development, as a form of 'mindful continuation' of transformation, not a 'mindful deviation' identified in some previous studies. [ABSTRACT FROM AUTHOR]

Within the financialisation literature, scholars have turned their attention to the state, exploring the adoption of financial activities by state actors, paying less attention to the limits of state financialisation. This paper explores these limits using the case of social impact bonds (SIBs). Pioneered in the UK in 2010 and subsequently trialed in some 35 countries, SIBs use private capital to fund social programs, with governments providing a return based on the degree of success. Despite expectations of dramatic growth, the SIB model has never truly taken hold. Based on the rollout of SIBs in the UK, Israel, and Canada, the paper considers the challenges encountered by the SIB enterprise as a form of financialised statecraft and identifies three barriers: (1) resistance to political agendas of state financialisation; (2) clashes between finance and public sector cultures; (3) financial innovation seen as 'risk' and 'disruption' to entrenched socio-technical routines. These barriers reveal tensions both within the state itself and between finance and the public sector, and indicate the importance of thinking about the limits and failures of state financialisation. [ABSTRACT FROM AUTHOR]

Purpose: This paper presents qualitative research findings from the evaluation of a Parkinson's Dance well-being venture in the UK. Methods: Qualitative data was gathered to see how bespoke dancing sessions helped people with Parkinson's (PwP) to manage their conditions and improve their lives and prospects. Principles of a participatory approach were incorporated and methods included semi-structured interviewing, researchers participant observation and an elicitation-based activity. Nineteen PwP, six carers, four dance artists and seven helpers participated in the study. Results: Participating in Parkinson's Dance sessions meant that PwP could experience the possibilities to dance, develop a "can do" attitude, experience fun, enjoyment, social connection, exercise, movement to music, improvement and/or maintenance of their balance, suppleness, coordination and confidence with movement, symptoms being pushed back and ability to learn new things. Conclusions: Our findings add to the evidence-base about the benefits of dance for people experiencing Parkinson's and through novel application of the Life-world based well-being framework of K. T. Galvin and Todres (2011) we propose a theoretical basis for Parkinson's Dance as a resource for well-being. There is scope to consider application of the well-being framework to other arts activities and as the basis of an arts and well-being evaluation tool. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the influence of migration policy risk on market segmentation of housing and rental markets in the Euro Area. Policy risk is represented by the Migration Policy Uncertainty Index (MPUI) and Migration Fear Index (MFI) of Germany and the United Kingdom; in this study, whether these indexes influence the interaction between the housing and rental markets of the two countries and euro-area countries was examined. The empirical results showed that the influence of the United Kingdom's migration policy risk on the euro-area countries is higher than that of Germany. The United Kingdom's MPUI and MFI significantly contribute to the influence of the United Kingdom's housing market on other markets except for Belgium and Spain. Compared with housing market connectedness, the rental market connectedness is less influenced by migration policy risk and migration fear. This may be because variables related to short-term residence policies influence the rental market. The high policy risk is more likely to influence decisions related to long-term house purchase, but not those related to short-term residence. Finally, this study found that the higher the uncertainty of the migration policies of the United Kingdom and Germany is, the higher the house market segmentation is. [ABSTRACT FROM AUTHOR]

The idea of entrepreneurial university seeks to boost the transfer of academic knowledge to firms and foster socio-economic development. The main objective of this paper is to examine the various determinants that influence universities knowledge transfer activities. To fulfil this objective, we draw our dataset from the higher education and business survey (HESA-BCI) conducted across the United Kingdom in the 2017/18 academic year and the partial least square structural equation was used. The Results demonstrated that funding, patents, and rewards all have significant influence on universities spin off creation. The results also showed that patents played a significant mediating role towards universities spin off creation. Findings of this study contribute to validating the important factors that promotes entrepreneurial activities at universities as well as contributing to knowledge transfer activities. The findings have positive implications for researchers, academic entrepreneurs, and university management aiming to exploit and commercialise university knowledge. [ABSTRACT FROM AUTHOR]

In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017–18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as 'Active Methods' and consider their popularity in secondary classrooms, and why teachers say they do or do not use them. The most popular activities for teaching Shakespeare plays in the UK across the key stages are as follows: reading with parts around the groups; creating scene summaries; watching a film; and historical context activities. [ABSTRACT FROM AUTHOR]

Inspired by feminist literature on the notion of 'dwelling', this paper asks: how does the personal dimension of dwelling relate to the political discourses of housing activism. The aim of this paper is to (re-)consider the political dimensions of housing activism and research through focussing on the intimate and private experiences of 'being at home', thereby extending and pluralising housing activism as 'dwelling activism'. Methodologically, this paper 'throws together' two data sets. The first is an arts-based study on the intimate experiences of feeling at home that was conducted with 18 mental health service users in the UK. The second study interviewed 14 urban community land trust activists in England about community engagement and housing activism. A plural, disintegrative analysis offers a symbiotic reading of the close entanglement between the inward-facing personal practices of dwelling like building shelter and security, and the outward-facing more public practices of dwelling, like building relations and togetherness. [ABSTRACT FROM AUTHOR]

In the weeks before it declared independence, the Continental Congress was already at work building the institutions it would need to maintain the new republic. In June 1776, a committee was appointed to explore linking the 13 provincial legislatures in a Confederation. Another was tasked to consider how the United Colonies, soon to become the United States of America, could protect itself against Great Britain by striking treaties with European powers. But before these committees were formed, the Congress first appointed a "Committee on Spies" to deal with a chronic problem: how the law should treat "persons giving intelligence to the enemy, or supplying them with provisions." The resolutions that were the Committee's answer re-defined the law of treason, substituting a new notion of American sovereignty in place of the allegiance that had been owed the British monarchy. They drew a bright line between those lukewarm or hostile to the Revolution, and the new American identity embraced by its supporters. And they placed limits on the military's ability to try civilians charged with spying by court-martial, setting a precedent for American military justice. This paper argues that the impact of the Committee's work has been under-examined, as has been its influence on George Washington and the evolving American policy of military deference to civil authority in matters of justice. It explores how the Committee's "Resolves" prompted the creation of new treason statutes in nearly all the United "States," which in turn prompted hundreds of prosecutions. The paper revises scholars' views on how and why the Spies Committee was formed. It traces the Committee's contribution to language incorporated by the Declaration of Independence and in the Constitution's article on treason, drafted 13 years later by a scholar who had been a Spies Committee member. [ABSTRACT FROM AUTHOR]

The paper brings together a range of debates on the left that address TVET's future in current context. At the heart of these debates rest two issues. The first addresses competing views of capital and the second focuses on the contradiction between the interests of capital and workers. The paper argues that capital is not all of a piece and that decent work that validates human flourishing is not completely unknown. However, as with other forms of waged labour, such work is predicated on capitalist relations and interests and it is important not to overlook waged labour as a site of struggle and contestation. Consequently, when circumstances alter as a result of the development of new technology, itself is a social process, or when the balance of power shifts in favour of capital, such labour may be dispensed with or become so deskilled that it is hardly recognisable. The paper is structured in the following way. The initial sections address the paper's genesis, a discussion of corporate social responsibility and anti-work that enables an engagement with differing conceptualisations of capital. The subsequent sections, Restrictive and Expansive Learning and Thinking about TVET focus on the contradictory interests of workers and capital. The paper closes with a discussion of TVET and considers responses to current conditions that necessitate an engagement with an earlier tradition of adult and community education. [ABSTRACT FROM AUTHOR]

As a standard operating backdrop in the United Kingdom, for more than a decade austerity has become an increasingly dominant logic as to how policing can be delivered and (re)configured to do 'more with less'. Yet beyond simple rationalisation of public policing in line with market principles, a more complex and long-standing trajectory underpins relations between the police and commercial 'others' set within this climate. With austerity as a guiding 'code', it has accelerated rather than punctuated the evolution of public policing dispersal. Using path dependency theory, the paper argues that change across both law and policy via different forms of critical juncture has embedded commercial principles, while simultaneously reconfiguring the symbolic (and operational) status of the police and their relationship with the public. In turn, the paper highlights that such pluralisation, in a genealogical sense, has tilted police authority away from central state control to a more dispersed and commercial model – but on a long-term trajectory which long precedes austerity as part of path-dependent change. [ABSTRACT FROM AUTHOR]

This paper examines the heterogeneous effect of student spending in UK NUTS-2 regions. Impact analyses of the more than £45 billion students spend each year have so far been agnostic of the regional absorptive capacity to benefit from this expenditure. Building a multi-regional input–output model for the UK and combining it with data on student expenditure, domicile and level of study, the paper finds significant regional heterogeneity in gross value added and employment multipliers as well as in interregional spillovers. The analysis shows how important student expenditure is for regional economies and the symbiotic relationship between student spending and regional industrial structures that produce varying impact outcomes. [ABSTRACT FROM AUTHOR]

The paper reports on an empirical study of Chinese international students' experiences of personal safety and security at universities in a UK city. After locating these concerns in relation to current political, social and epidemiological contexts, it reviews the developments that have taken place in our understanding and theorisation of 'safety' and, in particular, 'security' of international students, noting the powerful implications of Marginson's most recent conceptualisation of the issues. The paper proposes the addition of Giddens's notion of ontological security to this developed conceptual framework. Findings from the empirical study make it clear that many students in the study remain concerned over their safety and security, and feel that their concerns are not fully appreciated by the 'authorities' to whom they might be expected to turn for support. For information and support on matters of personal safety, therefore, these Chinese students' first recourse is to compatriot fellow students, reinforcing a sense of inter-dependence based on shared subjective identities. Rather than treating this 'in-community' solidarity as potentially undermining wider cross-cultural contact and communication, this paper proposes that a strengthened sense of 'ontological security' provides a foundation for cross-cultural functioning that does not entail cultural assimilation and a 'subaltern' status. [ABSTRACT FROM AUTHOR]