Woody Guthrie, American Radical

Pamphlet produced by the British Association for American Studies, including a case study on Will Kaufman's "Woody Guthrie, American Radical@ (p. 6)

Lighting for cycling in the UK : a review

While UK governments have recently sought to increase cycling activity, it remains a minority interest. One reason for this is the perceived danger of cycling on roads filled with traffic. There is statistical evidence to support this perception; for equal exposure, cyclists are more likely to be seriously injured than either drivers or pedestrians. Lighting has a role to play in reducing the hazards of cycling by enhancing the visibility and conspicuity of cyclists. Unfortunately, it is not at all clear that the current lighting regulations and recommendations for cycling and cyclists are the best that can be achieved or are even adequate for these purposes. A number of actions are suggested that should enable lighting’s contribution to the safety of cyclists to be realized

Biodegradability standards for carrier bags and plastic films in aquatic environments: a critical review

Plastic litter is encountered in aquatic ecosystems across the globe, including polar environments and the deep sea. To mitigate the adverse societal and ecological impacts of this waste, there has been debate on whether ‘biodegradable’ materials should be granted exemptions from plastic bag bans and levies. However, great care must be exercised when attempting to define this term, due to the broad and complex range of physical and chemical conditions encountered within natural ecosystems. Here, we review existing international industry standards and regional test methods for evaluating the biodegradability of plastics within aquatic environments (wastewater, unmanaged freshwater and marine habitats). We argue that current standards and test methods are insufficient in their ability to realistically predict the biodegradability of carrier bags in these environments, due to several shortcomings in experimental procedures and a paucity of information in the scientific literature. Moreover, existing biodegradability standards and test methods for aquatic environments do not involve toxicity testing or account for the potentially adverse ecological impacts of carrier bags, plastic additives, polymer degradation products or small (microscopic) plastic particles that can arise via fragmentation. Successfully addressing these knowledge gaps is a key requirement for developing new biodegradability standard(s) for lightweight carrier bags

Balancing Autonomy Rights and Protection:Children’s Involvement in a Child Safety Online Project

Researchers who involve children in their research are faced with the challenge of choosing between differing theoretical approaches which can prioritise children’s autonomy rights or their ‘vulnerability’ and their need to be protected. Somewhat confusingly, ethical guidelines seem to reflect a combination of these approaches. Even when researchers have settled on their preferred approach, they may find that this then has to be modified in accordance with gatekeeper requirements. In the context of children’s involvement in a child safety online project, this paper highlights the difficulties encountered because of a tension between children’s autonomy rights, educational norms in a school setting and child protection concerns, and considers whether an appropriate balance was achieved

Challenges in the Analysis of Historic Concrete:Understanding the Limitations of Techniques, the Variability of the Material and the Importance of Representative Samples

The number of historically-significant concrete structures which require conservation and repair is ever-increasing. The use of unsuitable proprietary materials has led to poor quality repairs of historically-significant structures in the United Kingdom, some of which have resulted in damage to the historic character of the structure and accelerated deterioration of the substrate. As a result, the approach to the repair of historic concrete structures has shifted from the use of mass-produced proprietary repair materials to purpose-made ‘like-for-like’ replacements which, theoretically, have similar mechanical and aesthetic properties. In order to create like-for-like repair materials, the original mix proportions and water/cement (w/c) ratio of the substrate have to be established. However, there are concerns regarding the accuracy of existing techniques and standards used for the analyses of hardened concrete. Furthermore, due to a lack of available material, analyses are often carried out on samples that are much smaller than the minimum requirement for a representative sample, or from areas which are not representative. This paper discusses these issues and hopes to provide information to conservators and analysts on the limitations of techniques, the variability of the material and the importance of representative samples

That’s more like they know me as a person": one primary pre-service teacher’s stories of her personal and ‘professional’ digital practices

In contributing to debates about how student-teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student-teacher told of her digital practices during a larger study of the role of digital literacy in student-teachers' lives. The paper investigates the 'recognition work' this student-teacher did as she aligned herself with different discourses and notes how themes of 'control' and 'professionalism' seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student-teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre-service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them

Transnationalism and Social Work Education

Transnational movements, networks, and relationships are everywhere in this “world on the move” (Williams & Graham, 2014, p. i1). Transnational peoples maintain relationships of interdependence and support with families and communities in their places of origin, often returning regularly, while starting new lives and making new connections. Transnationalism is characterized by mobilities and networks, by social integration, and by extended and extensive relationship ties of family, neighborhood, religious faith, or combinations thereof (Valtonen, 2008). While disciplines across the world including sociology, human geography, and cultural anthropology engage with the implications of transnationalism (Bauböck & Faist, 2010), social work in England and mainland Europe has not achieved similar levels of engagement. As Cox and Geisen state: “the social world is being transformed by migration and social work is playing catch-up” (2014, p. i162)

The Self stepping into the shoes of the Other: Understanding and developing self-perceptions of empathy among prospective physical education teachers through a special school placement

Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers’ self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: Stepping into the shoes of the Other; Frustrated ‘for’ not ‘with’ pupils with disabilities; Empathy for planning inclusive lessons and ‘reading’ pupil body language; and Knowing when not to show empathy. All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations