Jackie goes home, young working-class women: Higher Education, employment and social (re)alignment

This thesis builds on and contributes to work in the field of sociology of education and employment. It provides an extension to a research agenda which has sought to examine how young people’s transitions from ‘undergraduate’ to ‘graduate’ are ‘classed’ processes, an interest of some academics over the previous twenty-five years (Friedman and Laurison, 2019; Ingram and Allen, 2018; Bathmaker et al., 2016; Burke, 2016a; Purcell et al., 2012; Tomlinson, 2007; Brown and Hesketh, 2004; Brown and Scase, 1994). My extension and claim to originality are that until now little work has considered how young working-class women experience such a transition as a classed and gendered process.When analysing the narratives of fifteen young working-class women, I employed a Bourdieusian theoretical framework. Through this qualitative study, I found that most of the working-class women’s aspirations are borne out of their ‘experiential capital’ (Bradley and Ingram, 2012). Their graduate identity construction practices and the characteristics of their transitions out of higher education were directly linked to the different quantity and composition of capital within their remit and the (mis)recognition of this within various fields. Further, I found that the ways in which they experienced and negotiated their social mobility routes were again based on their capital and were differentiated by the ‘type’ of university through which they obtained their degrees. Moreover, most of those who experienced upward social mobility struggled to reconcile their cleft habituses (Bourdieu, 2007; 2000).Overall, this work found that experiencing and graduating from university is a gendered, as well as classed, process. I have drawn on Bourdieu’s conceptual work to make visible the invisible structures and routes through which social order and the reproduction of privilege are continually (re)established in different social fields. This work has implications for policy and practice at governmental level and in universities. It also makes recommendations for the academic community by setting a research agenda which advocates for further intra-class comparative research and work which promotes a social justice, not social mobility agenda

Investigating the Use of Creative Mask-Making as a Means to Explore Professional Identity of Doctoral Psychology Students

The goal of this qualitative study is two-fold: to explore doctoral psychology students\u27 current sense of self-identity as clinicians (nearing graduation) and their future sense of who they hope to become as practicing clinical psychologists using a creative arts methodology and to illustrate how the use of creative arts processes have clinical relevance for not only mental health clinicians and psychologists but also educators. Seven doctoral psychology students nearing graduation participated (individually) in a guided imagery and mask-making experience and in a phenomenological, semi-structured, in-depth interview following the art making. Through the use of Interpretative Phenomenological Analysis (IPA), an integrative, hermeneutically and phenomenologically-based interpretive research method used to analyze the narrative data, this study explored how the participants\u27 experiences as doctoral students and who they hope to become as future clinical psychologists (Domain 1—Doctoral student as future psychologist) and their experiences about art-making and what they learned about themselves during the process (Domain 2—Guided visualization and art-making as catalysts). Results from the domain “Doctoral Student as future psychologist” suggest that the doctoral psychology students nearing graduation often feel overwhelmed with the multitude of remaining tasks and obligations influencing their ability to make future career plans and that their primary focus for the future is hope that they will have a sense of greater self-agency and a more balanced life. Results from the second domain, “Guided visualization and art-making as catalysts” indicated that the vast majority of participants appreciated the creative arts/mask-making process and also were surprised about how much they learned about themselves, how the process helped them gain insight into their own identities as future psychologists and their understanding of their own struggles while in graduate school, and provided the participants with an increased understanding about how creative arts processes can be incorporated in the field of psychology for a means of exploration of ideas and problems, not only in a mental health setting with a client but also in an educational setting for use with future doctoral students. The electronic version of this dissertation is at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.ed

Investigating the Use of Creative Mask-Making as a Means to Explore Professional Identity of Doctoral Psychology Students

The goal of this qualitative study is two-fold: to explore doctoral psychology students\u27 current sense of self-identity as clinicians (nearing graduation) and their future sense of who they hope to become as practicing clinical psychologists using a creative arts methodology and to illustrate how the use of creative arts processes have clinical relevance for not only mental health clinicians and psychologists but also educators. Seven doctoral psychology students nearing graduation participated (individually) in a guided imagery and mask-making experience and in a phenomenological, semi-structured, in-depth interview following the art making. Through the use of Interpretative Phenomenological Analysis (IPA), an integrative, hermeneutically and phenomenologically-based interpretive research method used to analyze the narrative data, this study explored how the participants\u27 experiences as doctoral students and who they hope to become as future clinical psychologists (Domain 1—Doctoral student as future psychologist) and their experiences about art-making and what they learned about themselves during the process (Domain 2—Guided visualization and art-making as catalysts). Results from the domain “Doctoral Student as future psychologist” suggest that the doctoral psychology students nearing graduation often feel overwhelmed with the multitude of remaining tasks and obligations influencing their ability to make future career plans and that their primary focus for the future is hope that they will have a sense of greater self-agency and a more balanced life. Results from the second domain, “Guided visualization and art-making as catalysts” indicated that the vast majority of participants appreciated the creative arts/mask-making process and also were surprised about how much they learned about themselves, how the process helped them gain insight into their own identities as future psychologists and their understanding of their own struggles while in graduate school, and provided the participants with an increased understanding about how creative arts processes can be incorporated in the field of psychology for a means of exploration of ideas and problems, not only in a mental health setting with a client but also in an educational setting for use with future doctoral students. The electronic version of this dissertation is at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.ed

Gendered transitions, career identities and possible selves: the case of engineering graduates

© 2017 Informa UK Limited, trading as Taylor & Francis Group. This article, drawing upon the Paired Peers project, a longitudinal qualitative study (n=90), examines how seven UK engineering graduates, four women and three men, construct their career identities during the transitionary period from university to work. It explores how gender and the occupational cultures that reside within the sector, and the wider sociocultural context, affect women’s careers identities, choices and trajectories. The longitudinal design, characteristics of the cohort and the theoretical framework of possible selves contribute to the originality of this empirical research. In this paper, we show how female graduates gradually adapted their occupational aspirations and career identities to fit with socio-cultural expectations and how they struggled to construct viable ‘engineering’ selves in the vital career identity development phase of their first years of employment when most female STEM graduates change careers

Partial river flow recovery with forest age is rare in the decades following establishment.

Forest regeneration and expansion are occurring in many countries, with 80 million ha established from 2000 to 2012 under the Bonn accord and 17.5 million ha established from 1990 to 2005 according to the Food and Agriculture Organisation. Multiple reviews have linked increasing forest cover with reduced river flow and potentially detrimental effects downstream. Previous reviews have investigated trends in river flow response over time, but the influence of forest age remains uncertain. Partial river flow recovery (towards non-forested conditions) has been reported in decades following forest establishment, but the role of climate in driving these trends has not been explored. Here, we evaluate river flow trends in 43 studies following forest establishment, which provide sufficient information to distinguish the effects of ageing forests from variable climate. Our meta-analysis supports previous findings showing that forestation reduces annual river flow (by 23% after 5 years and 38% after 25 years) with greater reductions in catchments with higher mean annual precipitation, larger increases in forest cover, and which were idle, rather than agricultural land, prior to forestation. The impact of forests on river flow is sensitive to annual precipitation and potential evapotranspiration, but responses are highly variable. Forests affect river flow less when annual precipitation is low, and sensitivity to precipitation decreases as catchment aridity increases. The majority of catchments demonstrated persistent river flow declines after forest establishment. However, nine catchments showed partial flow recovery after an initial decrease, with peak flow reductions at an average age of 15 and across a range of tree species. The mean rate of recovery was 34 mm/year over 5 years. Partial flow recovery with forest age cannot be commonly expected, however, and forestation programmes should take into account that changes to annual river flow are likely to persist for up to five decades.This work was funded by a grant from IUCN (International Union for the Conservation of Nature) through the KNOWFOR project (grant number: GB-1-203034

An evaluation of the implementation of Georgia's Pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03)

After ten years, Georgia continues to lead the nation in providing full day, publicly subsidized Pre-K to four-year-olds whose parents choose to enroll them. In this report, we assess the extent to which differences in the way Pre-K is implemented affect children's development. Do teachers with higher levels of education have more positive impacts on children's development? Do teaching styles make a difference in terms of children's outcomes by the end of kindergarten? Do children taught using certain curricula fare better than those taught using others? Answers to questions such as these can assist Pre-K administrators in refining Georgia's program and inform those in other states who are developing or expanding their prekindergarten programs

An analysis of the immune compartment within bovine adipose tissue.

Adipose tissue (AT) has wide functions as an active endocrine organ acting as a site of nutrient storage and thermogenesis. Recently it has been identified as having a key role in murine and human immunity and inflammation. Type 1 or type 2 immune responses and their respective cytokines have been linked to white or brown AT, respectively. Most dramatic is the involvement of type-2 innate lymphoid cells (ILC2s) in stimulating eosinophil recruitment via interleukin (IL)-13 which in turn stimulates alternative macrophage activation via IL-4/IL-13. Recruited leukocytes are capable of influencing the cellular composition and function of adipose tissue and present a route to combat human obesity, however these processes are poorly understood in ruminants. Here we have characterised the resident leukocytes populations within bovine mesenteric AT (MAT) and subcutaneous AT (SAT), compared with the corresponding mesenteric lymph node (MLN). Concurring with related studies, we find bovine AT has its own resident leukocyte populations where eosinophils and neutrophils dominate. Importantly the proportion of eosinophils or neutrophils corresponded to the adipocyte size found in both depots. Further exploration of this area may have important implications on the food production industry or could be applied to improve the course of pathogenesis during disease

Double-Vision

Poe

Serotype 1 pneumococcus: epidemiology, genomics, and disease mechanisms

Streptococcus pneumoniae (the 'pneumococcus') is a significant cause of morbidity and mortality worldwide, causing life-threatening diseases such as pneumonia, bacteraemia, and meningitis, with an annual death burden of over one million. Discovered over a century ago, pneumococcal serotype 1 (S1) is a significant cause of these life-threatening diseases. Our understanding of the epidemiology and biology of pneumococcal S1 has significantly improved over the past two decades, informing the development of preventative and surveillance strategies. However, many questions remain unanswered. Here, we review the current state of knowledge of pneumococcal S1, with a special emphasis on clinical epidemiology, genomics, and disease mechanisms

Elements of construction: Minecraft and the periodic table

Minecraft is a popular computer game that allows the construction of almost limitless creations, and is used in learning contexts around the world. The widespread appeal and familiarity of the game makes it ideal for engaging children and young people with topics that might not otherwise interest them. With this in mind, the Science Hunters project, with support from a Royal Society of Chemistry (RSC) Outreach Fund grant, developed five Minecraft-based informal learning and engagement sessions about the periodic table, carbon, helium, uranium and gold, as part of the 2019 International Year of the Periodic Table (IYPT)