The eschewed sinh-arcsinh <i>t</i> distribution

Rosco et al. (2011) introduced and studied the sinh-arcsinh t (SAS-t) distribution. In this article, we introduce a modified version of that distribution which we call the eschewed sinh-arcsinh t (ESAS-t) distribution. The new proposal proves to be somewhat simpler than the former and, on balance, given the pros and cons listed in the article, we now recommend the ESAS-t distribution over the SAS-t distribution as the preferable version of a sinh-arcsinh t distribution

Confidentiality and the ethics of coaching and mentoring students

This chapter explores the ethical choices that practitioners work with when coaching and mentoring students in higher education (HE). This chapter explores the philosophical and historical developments of ethical principles which have guided practitioners working in the helping professions. It considers the importance of ideological and cultural differences, as well as relations of power, across contexts, when practitioners work reflectively and reflexively to explore their ethical choices and inform their decision-making. This chapter argues that embracing this level of complexity requires practitioners to enhance their ethical maturity when coaching and mentoring students in HE. Ethical maturity is a way of being which, by cultivating a sensitivity and self-awareness of the motivations for behaviour and its consequences, seeks to facilitate positive outcomes and avoid harm. This chapter begins by defining ‘ethics’ and reviews professional ethical codes of practice and frameworks for decision-making which promote opportunity, equality and inclusion for students and practitioners. Using case study scenarios, this chapter explores a wide range of topics which bring to life ethical decision-making for practitioners supporting students in HE contexts

Unruly Modernity: Reconciling Modernity and Decolonisation in Migration Theory

This paper uses unruly modernity as a way of reconciling modernity and decolonisation in migration theory. Migration theory has adopted aspirations and capability as two underpinning concepts for explaining migration. Drawing on empirical research these aspirations and capabilities are usually set within modernity and describe modernity as a driver, condition and/or result of migration. At the same time, another group of migration researchers aims to divest migration thinking from the shackles of modernity, pointing to the different entanglements of coloniality and migration, in terms of migration processes, the topics studied and the peopling of migration research. I call this the coloniality of migration, coloniality in migration and coloniality and migration respectively. These researchers argue for stepping away from modernity/coloniality, to decolonise migration research. Given the centrality of modernity to migration processes and theorisation, how do we decolonise migration theory? This paper deploys unruly modernity as a way of bringing these two perspectives together. Unruly suggests that as modernity and migration are linked, we should explore the inherent plurality of modernity through counter‐hegemonic, alternative and hybrid modernities to decolonise migration theory. Unruly also points to the disruptive ways in which modernity may be lived. It thus offers us the opportunity to disorder the coloniality‐modernity argument to reorder migration theory. The paper outlines how unruly modernities can be operationalised through reflexivity, arguing that one implication of unruliness is that we must analyse reflexivity as a tool among those whom we research and not only that of researchers

How Ed Tech could help to make us (become) healthier

We live in unprecedented times where never before in history are we able to scientifically link health outcomes to health choices we all make as individuals, families and as societies. In any high street or supermarket there are endless choices of food and drink available to buy. With unprecedented levels of ready-prepared meals and ‘ fast’ foods sometimes one wonders why one would even consider to prepare and cook one’s own dinner. A nice anecdote when we first moved to the UK in our new home in 2010 was that the decorator who finished our kitchen in our rental house said: “You have an amazing kitchen with a fantastic stove, but you will probably never going to use that with so many take-away options in your neighbourhood!” One reason to be critical towards what one eats and drinks and how one remains physically active is the increased evidence that most modern “Western” diseases linked to obesity, diabetes, and cardiovascular issues are all linked to the (un)conscious life-style choices we all make. With two thirds of UK adults being overweight or even obese, and numbers across the world rising to similar levels in the UK, one wonders how and why we ended up in this situation, and how we could reverse this trend (with Ed Tech)

Social Work Reflections

Social Work Reflections is a compelling testament to the significance and impact of social work. Recognizing the challenges practitioners face in an increasingly complex and evolving field, this edited collection brings together diverse perspectives from educators, practitioners and managers to showcase the vital role social workers play in advancing social justice and safeguarding society’s most vulnerable members. Drawing on the expertise of academics, practitioners and individuals with the lived experience of social work services, this book aims to inspire progress and empower students, practitioners and managers at all levels of study and practice by emphasizing their value as drivers of individual and collective change

The emotional labour of online course discussion forums: some autoethnographic insights

Online discussion forums are now commonplace in Higher Education and Further Education courses, however, the extent to which learners engage in meaningful dialogue in these virtual spaces varies widely. Whilst a body of research has examined a range of issues surrounding discussion forums, less research attention has been paid to the emotional and affective aspects of participation. This paper reports an autoethnography of the first author’s experiences and affective responses to discussion forums whilst studying three online postgraduate microcredential courses. The study was underpinned by the cultural-historical concept of ‘subjective senses and configurations’ (Gonzales Rey, 2012; 2016; 2017) to theorise how a person’s lived experiences create a frame through which they perceive and interpret the social and cultural world. The findings highlight how one learner experienced a broad spectrum of affective responses which could vary rapidly as she progressed through the course. Decisions whether to participate in forums were influenced by an entanglement of personal factors, course-content related factors (or subject matter) and by task related factors. The study illustrates the unpredictability in learners’ responses to, and participation in, discussion forums; it urges educators to avoid typecasting individual learners, or learner groups, and instead, embrace the uncertainty of learners’ responses

What is in a “trophy” photograph? The evidentiary and symbolic function of perpetrator-generated images of Ustaša atrocities

This chapter examines the evidentiary, symbolic, and mnemonic functions of a specific sub‑genre of perpetrator‑generated atrocity imagery: the so‑called “trophy” photograph. Focusing on one of the most iconic and widely reproduced images of Ustaša violence—a staged scene in which soldiers simulate the sawing of a kneeling victim—the chapter explores how such photographs have shaped public understandings of the genocide perpetrated in the Independent State of Croatia during the Second World War. While the Ustaša cultivated a distinctive culture of performative brutality, the chapter argues that the enduring power of “trophy” photographs lies less in what they document than in how they have been repeatedly mobilised, interpreted, and mythologised. Through close visual analysis and reconstruction of the photograph’s post‑war circulation, the chapter shows how this image became a “vessel of memory”: a symbolic condensation of Ustaša sadism, a touchstone for narratives of Serbian victimhood, and a visual anchor for atrocity stories whose historical accuracy is often uncertain. The chapter also considers the methodological challenges posed by perpetrator photography—its ambiguous provenance, staged composition, and polysemic nature—and reflects on what such images can and cannot tell us about Ustaša violence. Ultimately, the chapter highlights the complex interplay between photographic evidence, cultural memory, and the politics of representing extreme violence

Beyond Woke and Anti-Woke: Explaining the Rise of Social Justice Ideology

Many rail against ‘woke’ ideology. Others dismiss the backlash as a rebranding of conservative concerns. Taking a third way, this book argues that social justice ideology centres identity and direct action and expands concepts of harm, distinguishing it from liberalism. Drawing on the latest datasets, the book offers a sober, evidence-based account of the ideology’s emergence. As women and minorities have gained visibility and new generations have come of age, progressive ideologies have shifted under pressure. Post-2008 economic crises weakened liberalism, giving social justice ideology mass appeal. Amid polarized debates over ‘woke’ culture, this is a vital resource for scholars and students seeking an objective study of social justice ideology beyond the usual culture-war framing

Developing coaching skills in student support practitioners

This chapter offers a case study from The Open University, UK exploring how coaching practices might be embedded in other established mechanisms of student support. Our aim is to show how the integration of coaching-informed conversations in student support services might enhance certain interactions with students to aid their progress and achievement. We begin by outlining the steps taken to review the existing skillset of (primarily) guidance practitioners working in the IAG (Information, Advice and Guidance) service. We then move on to share recommendations from a learning and development perspective about how coaching skills might be developed. This chapter will be of interest to leaders of support services in higher education looking to diversify and enhance existing support provision, as well as practitioners in guidance, careers, mental health casework and cognate areas considering continuing professional development in coaching. We seek to provide opportunities for reflection throughout this chapter to ensure readers tailor their approach according to both the needs of their students and their own institutions