Changing the way we think about change: shifting boundaries changing lives

The 2012 Australian and New Zealand Critical Criminology Conference was held in Hobart over two days from 12 - 13 July.   This conference was organised around the theme of ‘Changing the Way We Think about Change – Shifting Boundaries, Changing Lives’. There were five general plenaries, including speakers from Australia, Canada, the United Kingdom, France and the United States, and the conference featured early career as well as experienced researchers. The plenaries included sessions on gender and imprisonment; the pursuit of truth and justice; Indigenous legal needs and justice reinvestment; policing and vulnerability; and migration and global security issues. This publication provides a sample of some of the presentations delivered at the 2012 Critical Criminology Conference

Using European Parliament data in translation and interpreting research: An introduction

For the most part, research on spoken and intermodal mediated discourse at the European Parliament plenaries has been scattered and no single volume has attempted to capture the complexity of language mediation in the two modes in this very specific context. In this volume we focus on quantitative and qualitative spoken and intermodal mediated discourse looking either solely at interpreting at the EP plenaries, or at both interpreting and translation, but never at written translation alone. This ties in with the specific spoken/intermodal nature of the plenaries at the EP, where speeches are first delivered and interpreted, and are only later transcribed and (until a few years ago) translated

Afterword

In this afterword to a special issue (On Time) of the journal Performance Research, co-editor Lindsey Mantoan posits what happens to a conference once it has ended

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Variations in Teacher and Pupil Behaviours in Year 5 Classes

The EPPE 3-11 Project builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project, which was the first major longitudinal study in Europe to investigate the impact of pre-school provision on a national sample of young children, tracing their development between the ages of 3 and 7 years. EPPE 3-11 follows the same sample of 2500 plus children to age 11 years, the end of Key Stage 2 (KS2). This research brief reports the results of detailed observations of practice conducted in 125 Year 5 classes attended by EPPE children, and measures the variation in teachers\u27 organisation and pedagogy and in pupils\u27 responses. The brief describes patterns of association between indicators of primary school effectiveness (measured using value added approaches and national assessment results) and quality (measured by Ofsted inspection grades) and differences between Year 5 classes in observed practice and behaviour. The observations were conducted in a range of lessons with a particular emphasis on the core subjects