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    862 research outputs found

    An Optimistic Anarchist’s Guide to Education and the State

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    Ways of reflecting on trauma and adversity:Reading Psalm 90 through the lenses of feeling and thinking

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    In the wake of biblical trauma scholarship that identifies how traumatic experience has shaped biblical literatures and the Psalms in particular, interest has emerged in the potential therapeutic role of Psalm 90 in Christian-framed trauma therapies. Drawing on the SIFT approach to biblical hermeneutics, the present study tests the extent to which feeling types and thinking types read Psalm 90 differently. These two readings present different challenges working with this Psalm in trauma therapy

    We need to talk about AL: has academic literacies designed the pedagogy out of Learning Development?

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    Academic literacies (AL) research has made significant contributions in both scope and depth to understandings of student writing and the meaning of literacy across higher education. It has been particularly impactful on thinking in Learning Development. However, researchers and practitioners both within and external to the AL movement have struggled to clarify the relationship between AL and pedagogy. English for Academic Purposes (EAP) researchers have highlighted the lack of a workable AL pedagogy, whilst AL researchers maintain that the model represents a design space or heuristic for thinking about practice in context, rather than a source of pedagogic prescriptions. In this theoretical discussion, we elaborate concerns with the structural coherence of the AL model, its social constructivist underpinnings and evidence base, and the impact of its ideological orientation on the pedagogy we derive from it. Underpinning these critiques is a suspicion that the social constructivist epistemology which AL uses to pinpoint weaknesses in the models of literacy/writing which it subsumes cannot generate a practical pedagogy. We argue that these structural and ideological tensions in the AL model help to explain confusion over its interpretation and implementation. We speculate that a singular focus on social constructivist derived theory, though well-intentioned, does more to reinforce a particular ideological commitment than to enhance student learning

    The British Sleep Society position statement on Daylight Saving Time in the UK

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    There is an ongoing debate in the UK and in other countries about whether twice-yearly changes into and out of Daylight Saving Time (DST) should be abolished. Opinions are divided about whether any abolition of DST should result in permanent Standard Time, or year-long DST. The British Sleep Society (BSS) concludes from the available scientific evidence, that circadian and sleep health are affected negatively by enforced changes of clock time (especially in a forward direction) and positively by the availability of natural daylight during the morning. Thus, our recommendation is that the UK should abolish the twice-yearly clock change and reinstate Standard Time throughout the year

    How does the social unrest of 2020/21 affect the teaching of Religious Education? Findings of a European study on the effects of the Covid-19 period

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    The Covid-19 pandemic brought various issues such as social cohesion, social inequalities, climate change and racism to the forefront. Religious Education (RE) teachers were confronted with questions as to how and if they respond to such issues in their teaching. This study investigates the research question How do RE specialists see the effects of social issues on RE in a challenging time? using the data analysis of a 2022 European qualitative study, which explored what Covid-19 revealed to RE specialists about their subject. Regarding the effects of social unrest, a frequency analysis of social issues identified in the survey responses is provided, followed by analysis and discussion of perceived effects of social issues on RE. Conclusions relate to commonalities and differences across responses and their potential contributions to discourse concerning understandings of RE

    Questioning the use in a Muslim society of an IPIP measure of the Big Five Factors: A problem with reverse-coded items?

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    This paper examines within a Muslim society the inte¬rnal consistency reliability of an established IPIP measure of the Five Factor Model of personality drawing on the International Personality Item Pool. The specific hypothesis under investigation concerned the performance of the negatively-voiced items included within the measure, testing whether these items (that may imply disrespect for self) detract from the unidimensionality of the five factors. Data provided by 370 young adults between the ages of 18 and 26 years who were born in Punjab and who had lived there since their birth supported this hypothesis. The recommendation is that further work is now required to revisit the IPIP to source items to construct and test a new IPIP measure of the Five Factor Model of personality specifically designed for use in Muslim societies

    Defending the Value of Education as a Public Good: Philosophical Dialogues on Education and the State

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    The quest for the psychological Jesus through a Jungian lens

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    This study employs psychological type theory to advance the quest for the psychological Jesus within the reader-response approach to biblical hermeneutics, drawing on data provided by 192 participants from a Pentecostal background who completed two versions of the Francis Psychological Type Scales: one explored the participants’ psychological type profile; the other explored the psychological type profile that they attributed to Jesus. In terms of the 16 complete types, 35% of the participants profiled Jesus as ESFJ, compared with 14% who profiled themselves as ESFJ. In terms of underlying scale scores, the data revealed a significant tendency for participants to construct their image of Jesus within the contours of their own psychological type profile. For example, thinking types were more likely to form an image of Jesus as a thinking type, while feeling types were more likely to form an image of Jesus as a feeling type

    Enhancing and advancing the understanding and study of dreaming and memory consolidation: Reflections, challenges, theoretical clarity, and methodological considerations

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    Empirical investigations that search for a link between dreaming and sleep-dependent memory consolidation have focused on testing for an association between dreaming of what was learned, and improved memory performance for learned material. Empirical support for this is mixed, perhaps owing to the inherent challenges presented by the nature of dreams, and methodological inconsistencies. The purpose of this paper is to address critically prevalent assumptions and practices, with the aim of clarifying and enhancing research on this topic, chiefly by providing a theoretical synthesis of existing models and evidence. Also, it recommends the method of Targeted Memory Reactivation (TMR) as a means for investigating if dream content can be linked to specific cued activations. Other recommendations to enhance research practice and enquiry on this subject are also provided, focusing on the HOW and WHY we search for memory sources in dreams, and what purpose (if any) they might serve

    Extraterrestrials or terrestrial heretics? Being green in the Middle Ages

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    In this paper we seek to propose a novel solution to the Green Children of Woolpit, a 12th century ‘alien’ mystery by approaching the ‘otherworldly’ through a terrestrial, theological lens. In focusing specifically on their otherworldliness, we suggest a congruence between the children’s characteristics and the theological threat of early Catharism. When viewed Christologically, the Green Children mystery offers ample opportunity for exotheological discourse, focusing as it does on key Christian theological issues such as: Christ’s humanity, the Incarnation, and what it means to be human in the Middle Ages

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