Haunted childhood in Charlotte Bronte's Villette

In Villette, the obvious fakeness of the phantom robs it of uncanny status, reducing it to a form of narrative decoy which deflects attention away from what are consistently described as unheimlich in the novel: children and childhood. Though Lucy Snowe's own childhood past is shrouded in mist, an Object Relations reading reveals the souvenir value she attributes, instead, to domestic furniture and fittings, themselves operating as phantoms giving shape to an otherwise formless sense of loss. Ultimately, as the novel's ending shows, this superficially consolatory mechanism simply ensnares the adult Lucy in an ongoing false self-image: the abandoned child

Garden paths and blind spots

A critical review of Sarah Waters's The Little Stranger: 'she is a commensurate storyteller whose...novels are akin to a gorgeous meal'

Assessment and learning outcomes: the evaluation of deep learning in an on-line course

Using an online learning environment, students from European countries collaborated and communicated to carry out problem based learning in occupational therapy. The effectiveness of this approach was evaluated by means of the final assessments and published learning outcomes. In particular, transcripts from peer-to-peer sessions of synchronous communication were analysed. The SOLO taxonomy was used and the development of deep learning was studied week by week. This allowed the quality of the course to be appraised and showed, to a certain extent, the impact of this online international course on the learning strategies of the students. Results indicate that deep learning can be supported by synchronous communication and online meetings between course participants.</p

Collaboration and teamwork: immersion and presence in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem-based learning by interacting with each other in a virtual semi-immersive environment. This paper describes, often in their own words, the experience of European occupational therapy students working together across national and cultural boundaries. Collaboration and teamwork were facilitated exclusively through an online environment, since the students never met each other physically during the OTIS pilot course. The aim of the paper is to explore the observations that here was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross-cultural tutorial groups. Synchronous data from the students was captured during tutorial sessions and peer-booked meetings and analysed using the qualitative constructs of ‘immersion’, ‘presence’ and ‘reflection in learning’. The findings indicate that ‘immersion’ was experienced only to a certain extent. However, both ‘presence’ and shared presence were found by the students, within their tutorial groups, to help collaboration and teamwork. Other evidence suggests that communities of interest were established. Further study is proposed to support group work in an online learning environment. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment.</p

A (socially isolated) room of one's own: women writing lockdown.

Our eighteen-month project, "A [Socially Isolated] Room of One's Own: Women Writing Lockdown", is funded by the Arts and Humanities Research Council. It involves collecting, capturing, archiving and evaluating a variety of written responses by women about the first lockdown phase (March - June 2020), irrespective of whether or not those women self-define as writers. The final main output will be a virtual exhibition, "The Lockdown House", to be launched in June 2023, which will showcase many of these original responses. All forms of writing are eligible for inclusion: published fiction and poetry, song lyrics, newspaper articles, social media posts, scrapbook and diary entries. In effect, we are mitigating against the ephemerality of women's early responses to lockdown, such ephemerality being one of the problems that both Virginia Woolf and historians have associated especially with women's writing. As Deborah Withers observes in her article on how the digital age can mitigate against the historic ephemerality of women's work, "history does not and has not always happened in the same way for everyone" (Withers 2017, 681), including, of course, all women

The provision of education and training for healthcare professionals through the medium of the internet

This paper describes a new initiative to provide Internet based courses to student and professional occupational therapists in four centres in the UK, Belgium the Netherlands and Sweden. The basis of this collaborative Occupational Therapy Internet School (OTIS) is the concept of the “Virtual College”. This comprises the design and implementation of a sophisticated Internet-based system through which courses can be managed, prepared and delivered online in an effective fashion, and where students can communicate both with the staff and their peers. The aim is to support and facilitate the whole range of educational activities within a remote electronic environment. A major feature of the course organisation is the adoption of a problem-based approach in which students will collaborate internationally to propose effective intervention in given case study scenarios. The paper outlines the rationale for OTIS, the content and structure of the courseware, the technical specification of the system and evaluation criteria. In addition to the more conventional web-based learning facilities generally offered, a number of agent-based approaches are being adopted to assist in the management of the course by ensuring the proper delivery of course materials and to assist the functioning of project groups. </p

The Humber and North Yorkshire Green Social Prescribing Programme Cohort Evaluation

There is a strong body of evidence that points to the mental health and wellbeing benefits of nature alongside a growing evidence base on the health and wellbeing benefits of green social prescribing (GSP). Central to the UK government’s commitment to transform mental health services, increase social prescribing (SP), and deliver personalised care, seven successful ‘test and learn’ GSP sites were identified across England, including the Humber and North Yorkshire (HNY) GSP programme. The aim of the ‘test and learn’ sites was to embed GSP into communities to improve mental health outcomes, reduce health inequalities, reduce demand on the health and social care system, and develop best practice in making green social activities more resilient and accessible. This report summarises the findings of the cohort evaluation, a key component of the HNY GSP programme, and reports on the mental health and wellbeing outcomes of participants who took part in nature-based activities linked to the GSP initiative. It discusses the findings in relation to the wider literature, key challenges identified by referring services involved in the cohort evaluation, alongside clinical implications, and future research opportunities in the area of GSP