If you work in the early years, you have probably heard of Montessori and Bronfenbrenner - but have you heard of Bavolek or Fisher? Contemporary theorists and theories of early childhood learning have much to teach us. It is often forgotten that this learning is still evolving and that new voices are joining the discussion every year. This book introduces early years practitioners to some contemporary theorists and explores their work alongside more well-known thinkers. It demonstrates how these theories relate (...) to everyday practice in the early years and that discussion of them can support ongoing professional learning. (shrink)

The author draws on the policy analysis literature to delineate the linkage between conceptualization of risk and the formulation and proposed solution of risk-related policy problems. Two concepts of risk are identified: a concept of risk as a physically given attribute of hazardous technologies and a concept of risk as a socially constructed attribute. The argument is advanced that the social construction of risk provides a firm, theoretical basis for the design of policy. The discussion links the perception, manage ment, (...) and communication of risk to the more fundamental issue of the nature and role of science and technology. (shrink)

This paper explores the barriers faced by primary schools in England looking to reform their curricula. Drawing on six varied case studies of schools involved in a programme of curriculum innovation support, we examine how Ofsted inspections, assessment pressure, school location, lack of time, and staffing concerns all limit schools’ ability to revise their curricula. We argue that, even with dedicated time and support, schools found it challenging to instigate and maintain curriculum reform due to the policy terrain they operate (...) within. Our analysis is informed by the different dimensions of context identified in policy enactment literature. We find that school leaders’ autonomy to revise and update their school curricula can be limited by various professional, material, situated and external dimensions of context, which they often are unable to change. In taking this approach, and viewing curriculum reform as a process of policy enactment, the paper further affirms the importance of context in understanding how curriculum policy operates in schools. It also demonstrates the significance of context in understanding how policy affects schools’ priorities and strategies for improvement. (shrink)

This chapter is a science fiction story about a hunter named Eckels, who pays money to join a hunting party that will travel back to the late Jurassic Era, on a guided safari to kill a Tyrannosaurus rex. Although Eckels is initially excited about the hunt, when the monstrous Tyrannosaur approaches, he loses his nerve. Travis tells him he cannot leave, but Eckels panics, steps off the path and runs into the forest. Realizing that Eckels has fallen off the path, (...) Travis threatens to leave him in the past unless he removes the bullets from the dinosaur's body, as they cannot be left behind. He frantically pleads with Travis to take him back into the past to undo the damage, but Travis explains that the time machine cannot return to any point in time that has already been visited. Travis raises his gun, and there is “a sound of thunder”. (shrink)

Aims: The aim of this narrative synthesis was to explore the necessary and sufficient conditions required to define moral distress. Background: Moral distress is said to occur when one has made a moral judgement but is unable to act upon it. However, problems with this narrow conception have led to multiple redefinitions in the empirical and conceptual literature. As a consequence, much of the research exploring moral distress has lacked conceptual clarity, complicating attempts to study the phenomenon. Design: Systematic literature (...) review and narrative synthesis (November 2015–March 2016). Data sources: Ovid MEDLINE® In-Process & Other Non-Indexed Citations 1946–Present, PsycINFO® 1967–Present, CINAHL® Plus 1937–Present, EMBASE 1974–24 February 2016, British Nursing Index 1994–Present, Social Care Online, Social Policy and Practice Database (1890–Present), ERIC (EBSCO) 1966–Present and Education Abstracts. Review methods: Literature relating to moral distress was systematically retrieved and subjected to relevance assessment. Narrative synthesis was the overarching framework that guided quality assessment, data analysis and synthesis. Results: In all, 152 papers underwent initial data extraction and 34 were chosen for inclusion in the narrative synthesis based on both quality and relevance. Analysis revealed different proposed conditions for the occurrence of moral distress: moral judgement, psychological and physical effects, moral dilemmas, moral uncertainty, external and internal constraints and threats to moral integrity. Conclusion: We suggest the combination of (1) the experience of a moral event, (2) the experience of ‘psychological distress’ and (3) a direct causal relation between (1) and (2) together are necessary and sufficient conditions for moral distress. (shrink)

The eighteenth century is typically identified as the period in which modern economic thought emerged. The influence of new scientific methodologies led to the conceptualization of the economy as a system of interrelated components and forces governed by natural laws. Epistemological authority also came from the incorporation of a specific narrative structure and kinds of evidence. This chapter shows how these developments were influenced not just by seventeenth-century debates about the nature of scientific knowledge, but by changes in how language, (...) discourse, and textual genre were understood. Discussions of linguistic and textual representation appear in early writings on economic topics. These writers participated in a struggle for discursive power encoded in debates about the nature of systematic analysis. Eventually, this lead to a particular narrative form being identified as “scientific” and, therefore, authoritative. This transformation came about only gradually, though. Even at the end of the eighteenth century, multiple forms of economic reasoning competed for legitimacy. (shrink)

During the eukaryotic cell cycle, chromosomes undergo large structural transitions and spatial rearrangements that are associated with the major cell functions of genome replication, transcription and chromosome condensation to metaphase chromosomes. Eukaryotic cells have evolved cell cycle dependent processes that modulate histone:DNA interactions in chromosomes. These are; (i) acetylations of lysines; (ii) phosphorylations of serines and threonines and (iii) ubiquitinations of lysines. All of these reversible modifications are contained in the well‐defined very basic N‐ and C‐ terminal domains of histones. (...) Acetylations and phosphorylations markedly affect the charge densities of these domains whereas ubiquitination adds a bulky globular protein, ubiquitin, to lysines in the C‐terminal tails of H2A and H2B. Histone acetylations are strictly associated with genome replication and transcription; histone H1 and H3 phosphorylations correlate with the process of chromosome condensation. The subunits of histone H1 kinase have now been shown to be cyclins and the p34CDC2 kinase product of the cell cycle control gene CDC2. It is probable that all of the processes that control chromosome structure:function relationships are also involved in the control of the cell cycle. (shrink)

Domestic abuse is a worldwide public health issue with long‐term health and social consequences. Nurses play a key role in recognizing and responding to domestic abuse. Yet there is considerable evidence that their responses are often inappropriate and unhelpful, such as trivializing or ignoring the abuse. Empirical studies have identified several reasons why nurses' responses are sometimes wanting. These include organizational constraints, e.g. lack of time and privacy; and interpersonal factors such as fear of offending women and lack of confidence. (...) We propose, however, that these factors present only a partial explanation. Drawing on the work of Julia Kristeva, we suggest that alternative understandings may be derived through applying the concept of abjection. Abjection is a psychological defence against any threat (the abject) to the clean and proper self that results in rejection of the abject. Using examples from our own domestic abuse research, we contend that exposure of nurses to the horror of domestic abuse evokes a state of abjection. Domestic abuse (the abject) transgresses established social boundaries of clean and proper. Thus when exposed to patients' and clients' experiences of it, some nurses subconsciously reject domestic abuse as a possibility (abjection). They do this to protect themselves from the horror of the act, but in so doing, render themselves unable to formulate appropriate responses. Rather than understanding the practice of some nurses as wilfully neglectful or ignorant, we argue that through a state of abjection, they are powerless to act. This does not refute existing evidence about nurses' responses to domestic abuse. Rather, as a relatively unknown concept in nursing, abjection provides an additional explanatory layer that accounts for why some nurses respond the way they do. Crucially, it elucidates the need for nurses to be supported emotionally when faced with the transgressive practice of abuse. (shrink)

This article analyses the ambiguous intimacies generated by the competition that permeates desire in Lisa Aschan’s She Monkeys (2011). The article argues that in a new corpus of films about adolescence, the queerness of lesbian desire is evoked as a series of affects outside of figurative norms. Desire meets and is confused with other affects such as envy and disgust, all of which attach, sometimes simultaneously, to objects that do not always seem to recognise or permit them. Slow and languid (...) scenes reveal desire’s potential but rarely its achievement. The article explores the erotic potential of those intimacies that reside in the spaces between bodies, asking what happens to that potential when it is generated but immediately contained by the negotiations of control. In dialogue with psychoanalytic work on the ambivalent relations between desire, envy, attachment and idealisation, the article advances a reading of an affective mode of filmmaking that is saturated with desire but not defined by desire’s labelling. (shrink)

William Barnes' reputation as one of the pre-eminent British "dialect" poets, the equal of Robert Burns and John Clare, is being increasingly recognized. The range of his writings is extraordinary as evidenced by the contents of this collection, which includes works on etymology, philology, topography, mathematics, ancient history and economics. This collection displays the full diversity of Barnes' considerable intellect. Included are major and lesser-known works, biographical pieces by Thomas Hardy, and the biography by his daughter, Lucy Baxter.

This article critically examines the design philosophies of contemporary creative AI, contrasting large-scale, prompt-driven generative platforms with open-ended, modular toolkits. We argue that the former, which we posit as a ‘black box’ system, while promoting convenience, configures artists as passive consumers of the outputs, limiting agency, transparency and deep engagement. As a counterpoint, we explore the Fluid Corpus Manipulation (FluCoMa) project, an open-source toolkit that empowers artists as active craftspeople. Our comparison draws on three vignettes from the project’s workshop curriculum (...) used in teaching and dissemination: building a sound classifier, an interactive visual sound-bank map, and training a neural network that translates low-dimensional controls to higher-dimensional controls. This analysis teases out a wider space of possibilities for creative AI, advocating for an ecosystem where integration between high-level and immediate generative tools and lower-level machine-learning frameworks is viable, fostering a continuum of practice. To propose a vision for the future, we point at success in this and other open-source projects that we see as championing a sustainable model of development and artistic inquiry. (shrink)

A child poverty rate of ten percent could mean that every tenth child is always poor, or that all children are in poverty for one month in every ten. Knowing where reality lies between these extremes is vital to understanding the problem facing many countries of poverty among the young. This unique study goes beyond the standard analysis of child poverty based on poverty rates at one point in time and documents how much movement into and out of poverty by (...) children there actually is, covering a range of industrialised countries - the USA, UK, Germany, Ireland, Spain, Hungary and Russia. Five main topics are addressed: conceptual and measurement issues associated with a dynamic view of child poverty; cross-national comparisons of child poverty rates and trends; cross-national comparisons of children's movements into and out of poverty; country-specific studies of child poverty dynamics; and the policy implications of taking a dynamic perspective. (shrink)

Background The phenomenon of ‘moral distress’ has continued to be a popular topic for nursing research. However, much of the scholarship has lacked conceptual clarity, and there is debate about what it means to experience moral distress. Moral distress remains an obscure concept to many clinical nurses, especially those outside of North America, and there is a lack of empirical research regarding its impact on nurses in the United Kingdom and its relevance to clinical practice. Research aim To explore the (...) concept of moral distress in nursing both empirically and conceptually. Methodology Feminist interpretive phenomenology was used to explore and analyse the experiences of critical care nurses at two acute care trauma hospitals in the United Kingdom. Empirical data were analysed using Van Manen’s six steps for data analysis. Ethical considerations The study was approved locally by the university ethics review committee and nationally by the Health Research Authority in the United Kingdom. Findings The empirical findings suggest that psychological distress can occur in response to a variety of moral events. The moral events identified as causing psychological distress in the participants’ narratives were moral tension, moral uncertainty, moral constraint, moral conflict and moral dilemmas. Discussion We suggest a new definition of moral distress which captures this broader range of moral events as legitimate causes of distress. We also suggest that moral distress can be sub-categroised according to the source of distress, for example, ‘moral-uncertainty distress’. We argue that this could aid in the development of interventions which attempt to address and mitigate moral distress. Conclusion The empirical findings support the notion that narrow conceptions of moral distress fail to capture the real-life experiences of this group of critical care nurses. If these experiences resonate with other nurses and healthcare professionals, then it is likely that the definition needs to be broadened to recognise these experiences as ‘moral distress’. (shrink)

There has been increasing debate in recent years about the conceptualization of moral distress. Broadly speaking, two groups of scholars have emerged: those who agree with Jameton’s ‘narrow definition’ that focuses on constraint and those who argue that Jameton’s definition is insufficient and needs to be broadened. Using feminist empirical bioethics, we interviewed critical care nurses in the United Kingdom about their experiences and conceptualizations of moral distress. We provide our broader definition of moral distress and examples of data that (...) both challenge and support our conceptualization. We pre‐empt and overcome three key challenges that could be levelled at our account and argue that there are good reasons to adopt our broader definition of moral distress when exploring prevalence of, and management strategies for, moral distress. (shrink)

Accountability policy and its negative effects on teachers’ working lives and retention is internationally recognised as a problem in education with school evaluation and inspection being a particular issue, particularly in England. Research suggests that the school inspection system Ofsted impacts negatively on the health and well-being of staff and negatively influences teachers’ working practices, which can affect teacher retention. This paper examines the findings of a recent English research project entitled ‘Beyond Ofsted’ (2023) which aimed to gather a wide (...) range of views on both the current inspection system and potential alternatives. The data discussed in this paper is from part of the data collection which was a large-scale survey of teachers and school leaders. One of the findings of the Beyond Ofsted report was that 76% of our survey respondents thought that Ofsted had a negative effect on retention, with 30% considering leaving as a result of their most recent inspection. We found many reasons for this: the overall experience of inspection, the work in preparing for inspection, and many describing the regime as ‘toxic and brutal’. We argue that this is a compelling argument for urgent reform. (shrink)

Austerity, by its very nature, imposes constraints by limiting the options for action available to us because certain courses of action are too costly or insufficiently cost effective. In the context of healthcare, the constraints imposed by austerity come in various forms; ranging from the availability of certain treatments being reduced or withdrawn completely, to reductions in staffing that mean healthcare professionals must ration the time they make available to each patient. As austerity has taken hold, across the United Kingdom (...) and Europe, it is important to consider the wider effects of the constraints that it imposes in healthcare. Within this paper, we focus specifically on one theorised effect—moral distress. We differentiate between avoidable and unavoidable ethical challenges within healthcare and argue that austerity creates additional avoidable ethical problems that exacerbate clinicians’ moral distress. We suggest that moral resilience is a suitable response to clinician moral distress caused by unavoidable ethical challenges but additional responses are required to address those that are created due to austerity. We encourage clinicians to engage in critical resilience and activism to address problems created by austerity and we highlight the responsibility of institutions to support healthcare professionals in such challenging times. (shrink)

This paper describes the experience of an academic institution, the Queensland University of Technology (QUT), developing training courses about research integrity practices in authorship, publication, and Journal Peer Review. The importance of providing research integrity training in these areas is now widely accepted; however, it remains an open question how best to conduct this training. For this reason, it is vital for institutions, journals, and peak bodies to share learnings.We describe how we have collaborated across our institution to develop training (...) that supports QUT’s principles and which is in line with insights from contemporary research on best practices in learning design, universal design, and faculty involvement. We also discuss how we have refined these courses iteratively over time, and consider potential mechanisms for evaluating the effectiveness of the courses more formally. (shrink)

Research suggests that the inspection service in England, Ofsted, has negative impacts on teachers and creates a culture of fear and performativity. Of particular concern is Ofsted’s potential to harm schools and educators as they are navigating the ongoing impacts of the pandemic, growing child poverty, and crises relating to teacher retention, SEND, and mental health. This paper draws on data collected as part of a national survey and focus groups to explore how Ofsted’s inspections and judgements cause stress in (...) schools with the highest student needs and how these schools are situated in the context of wider societal neglect. We focus on the perspectives of teachers that work in schools labelled ‘Special Measures’, ‘Inadequate’, or ‘Requires Improvement’, and teachers serving large numbers of disadvantaged students. This paper argues that Ofsted marginalises the most vulnerable schools, and that school improvement is incompatible with Ofsted’s culture of fear and deficit model of accountability. (shrink)

Multimodal prehabilitation is increasingly recognized as an important component of the pre-operative pathway in oncology. It aims to optimize physical and psychological health through delivery of a series of tailored interventions including exercise, nutrition, and psychological support. At the core of this prescription is a need for considerable health behavior change, to ensure that patients are engaged with and adhere to these interventions and experience the associated benefits. To date the prehabilitation literature has focused on testing the efficacy of devised (...) exercise and nutritional interventions with a primary focus on physiological and mechanistic outcomes with little consideration for the role of behavioral science, supporting individual behavior change or optimizing patient engagement. Changing health behavior is complex and to maximize success, prehabilitation programs should draw on latest insights from the field of behavioral science. Behavioral science offers extensive knowledge on theories and models of health behavior change to further advance intervention effectiveness. Similarly, interventions developed with a person-centered approach, taking into consideration individual needs and preferences will increase engagement. In this article, we will provide an overview of the extent to which the existing prehabilitation literature incorporates behavioral science, as well as studies that have explored patient's attitudes toward prehabilitation. We will go on to describe and critique ongoing trials in a variety of contexts within oncology prehabilitation and discuss how current scientific knowledge may be enhanced from a behavioral science perspective. We will also consider the role of “surgery schools” and detail practical recommendations that can be embedded in existing or emerging clinical settings. (shrink)

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need (...) to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. (shrink)