Planetary science and exploration in the deep subsurface: results from the MINAR Program, Boulby Mine, UK

The subsurface exploration of other planetary bodies can be used to unravel their geological history and assess their habitability. On Mars in particular, present-day habitable conditions may be restricted to the subsurface. Using a deep subsurface mine, we carried out a program of extraterrestrial analog research – MINe Analog Research (MINAR). MINAR aims to carry out the scientific study of the deep subsurface and test instrumentation designed for planetary surface exploration by investigating deep subsurface geology, whilst establishing the potential this technology has to be transferred into the mining industry. An integrated multi-instrument suite was used to investigate samples of representative evaporite minerals from a subsurface Permian evaporite sequence, in particular to assess mineral and elemental variations which provide small-scale regions of enhanced habitability. The instruments used were the Panoramic Camera emulator, Close-Up Imager, Raman spectrometer, Small Planetary Linear Impulse Tool, Ultrasonic drill and handheld X-ray diffraction (XRD). We present science results from the analog research and show that these instruments can be used to investigate in situ the geological context and mineralogical variations of a deep subsurface environment, and thus habitability, from millimetre to metre scales. We also show that these instruments are complementary. For example, the identification of primary evaporite minerals such as NaCl and KCl, which are difficult to detect by portable Raman spectrometers, can be accomplished with XRD. By contrast, Raman is highly effective at locating and detecting mineral inclusions in primary evaporite minerals. MINAR demonstrates the effective use of a deep subsurface environment for planetary instrument development, understanding the habitability of extreme deep subsurface environments on Earth and other planetary bodies, and advancing the use of space technology in economic mining

Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity

Background Research to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices. Further, research has been limited to singular qualitative methods that overlook children’s varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children’s current views, experiences and perceptions of out-of-school physical activity as well as offering formative opinion about future intervention design. Methods Write, draw, show and tell (WDST) groups were conducted with 35 children aged 10–11 years from 7 primary schools. Data were analysed through a deductive and inductive process, firstly using the Youth Physical Activity Promotion Model as a thematic framework, and then inductively to enable emergent themes to be further explored. Pen profiles were constructed representing key emergent themes. Results The WDST combination of qualitative techniques generated complimentary interconnected data which both confirmed and uncovered new insights into factors relevant to children’s out-of-school physical activity. Physical activity was most frequently associated with organised sports. Fun, enjoyment, competence, and physical activity provision were all important predictors of children’s out-of-school physical activity. Paradoxically, parents served as both significant enablers (i.e. encouragement) and barriers (i.e. restricting participation) to physical activity participation. Some of these key findings would have otherwise remained hidden when compared to more traditional singular methods based approaches. Conclusions Parents are in a unique position to promote health promoting behaviours serving as role models, physical activity gatekeepers and choice architects. Given the strong socialising effect parents have on children’s physical activity, family-based physical activity intervention may offer a promising alternative compared to traditional school-based approaches. Parents' qualitative input is important to supplement children’s voices and inform future family-based intervention design. The WDST method developed here is an inclusive, interactive and child-centred methodology which facilitates the exploration of a wide range of topics and enhances data credibility

The currency of power in late Anglo‐Saxon England

England between the early 970s and 1066 had a remarkable monetary system, consisting of silver pennies of standardised type which were reminted frequently. Each penny carried the name of the individual responsible for its manufacture and identified where he was based. This formidable currency came about thanks to unique conditions in the late 10th and early 11th centuries. An initial reform by Edgar was followed by a rapid sequence of recoinages under his son Æthelred II, which constituted one means of asserting morally responsible governance in the face of perceived divine displeasure. It follows that the chronology and motivation behind the coinage need to be seen as products of central, courtly developments. Actual minting, however, was a matter of individual moneyers dealing with individual customers. Here, it is argued that moneyers and mint‐places need to be seen as part of the wider landscape of formal and informal social power, and that production of coin generally came about through networks of lordship and authority. Integration of the moneyers (typically drawn from the lower elite) across England into centrally controlled mechanisms such as the coinage was one of the underpinning strengths of the late Anglo‐Saxon kingdom, linking different forms of power and giving a large swathe of the political community a stake in the realm's institutions

Ability to be active: exploring children's active play in primary schools

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Play on 05 Oct 2015, available online: http://dx.doi.org/10.1080/21594937.2015.1060569This paper presents findings from an innovative multi-method study which sought to examine the impact of toys and toy substitutes on children’s physical activity levels in two UK primary schools. Accelerometers were used to record the physical activity levels of 52 Year 3 pupils (aged 7-8 years) during four separate 30-minute play sessions and, for comparison, during other periods of the school day (breaks, lunch-times and PE lessons). Qualitative data were generated through observations, field notes and semi-structured focus groups with pupils. The findings suggest that a relatively short session of unstructured active play with toys or toy substitutes can make an important contribution to a child’s daily level of physical activity. Moreover, they reveal that children’s enjoyment of play sessions and their creative, physical and social competence are also important influences on their engagement in, and with active, play. Some implications for policy, practice and future research are discussed