Learning Enhancement for Active Student Community Engagement (LEAPSE).

This project explored the potential of public-student engagement to enhance the student experience through active community and public engagement activities. The project evaluates existing models of public engagement activities to build capacity in both the University and communities to gain greater benefit from the potential such co-generative relationships can provide. This project focused on one university with the intention of complementing this primary activity with collecting case study material from a range of contexts. The context for graduate employment is rapidly changing and there is evidence that students derive benefits when their programmes include opportunities for authentic engagement with real-world problems. There is evidence to suggest that communities can benefit from genuine engagement with universities and their staff and students. Over a two-year period at the University of Gloucestershire, the project team worked with academics, students and community groups with the aim that universities and communities can make the most of the relationships and in particular to enhance the students’ experience. This exciting and innovative project worked closely with the National Coordination Centre for Public Engagement to ensure transferability of the project outcomes and to promote outputs from the project. It finds that an estimated 63% students at the University of Gloucestershire are engaged in voluntary work of some kind (63% nationally), of whom, 22% have arranged this through the University or the Student Union (SU) (38 % nationally). Work carried out as part of a project to log voluntary and community engagement across the university involving staff and students has found that approximately 10,000 hours of voluntary work has been carried out in the 2012/13 academic year. The range of work makes understanding and planning this kind of engagement complex. This comprises • Individual self-organised voluntary work, such as brownie or cub scout leadership. • Individual volunteering through a university programme, such as a sports programme working with local teams, or a school mentoring programme (though some of these are paid and therefore not included here). • Individual or team volunteering through Student Union brokerage, such as the SU-run VolunteerShop, campus-based community gardens and an annual tea dance for elderly residents living near the university. • Individual voluntary work within the context of an internship or placement, which may or may not include work for academic credit, such as for a local community project or voluntary organisation, such as the for sports clubs. However, this does not include undergraduate community based research as part of a module that can also account for a considerable contribution of time, effort and expertise

'I'm not going to tell you cos you need to think about this': A conversation analysis study of managing advice resistance and supporting autonomy in undergraduate supervision

This is an accepted manuscript of an article published by Springer in Postdigital Science and Education, available online at: https://doi.org/10.1007/s42438-020-00194-5 The accepted version of the publication may differ from the final published version.This article firstly, critically analyses a face-to-face supervision meeting between an undergraduate and a supervisor, exploring how the supervisor handles the twin strategies of fostering autonomy while managing resistance to advice. Conversation Analysis is used as both a theory and a method, with a focus on the use of accounts to support or resist advice. The main contribution is the demonstration of how both the supervisor and student are jointly responsible for the negotiation of advice, which is recycled and calibrated in response to the student’s resistance. The supervisor defuses complaints by normalising them, and moving his student on to practical solutions, often with humour. He lists his student’s achievements as the foundation on which she can assert agency and build the actions he recommends. Supervisor-student relationships are investigated through the lens of the affective dimensions of learning, to explore how caring or empathy may serve to reduce resistance and make advice more palatable. By juxtaposing physically present supervision with digitally-mediated encounters, while acknowledging their mutual entanglement, the postdigital debate is furthered. In the context of Covid-19, and rapid decisions by universities to bring in digital platforms to capture student-teacher interactions, the analysis presented is in itself an act of resistance against the technical control systems of the academy and algorithmic capitalism

Blueprints for rural economy: Philip Lowe's work in rural and environmental social science

Philip Lowe died in February 2020, and so an academic career spanning five decades in environmental and rural social science and the sociology of knowledge came to an end. A pioneer of the social science of environmentalism since the early 1990s, Philip Lowe had been closely associated with the Centre for Rural Economy at Newcastle University in the UK and had been the intellectual force behind establishing rural economy as both a subject and mode of social science analysis. This article reflects on a career and the evolving concept of ‘rural economy’ as an economic form, a policy realm and a knowledge practice. Through this history, it presents an account of the contribution of Philip Lowe's research and writing that, as a result of his death, now stands as a bounded and complete body of work for the benefit of future generations of scholars

Ethnicity and sexuality

This paper explores the connections between ethnicity and sexuality. Racial, ethnic, and national boundaries are also sexual boundaries. The borderlands dividing racial, ethnic, and national identities and communities constitute ethnosexual frontiers, erotic intersections that are heavily patrolled, policed, and protected, yet regularly are penetrated by individuals forging sexual links with ethnic "others." Normative heterosexuality is a central component of racial, ethnic, and nationalist ideologies; both adherence to and deviation from approved sexual identities and behaviors define and reinforce racial, ethnic, and nationalist regimes. To illustrate the ethnicity/sexuality nexus and to show the utility of revealing this intimate bond for understanding ethnic relations, I review constructionist models of ethnicity and sexuality in the social sciences and humanities, and I discuss ethnosexual boundary processes in several historical and contemporary settings: the sexual policing of nationalism, sexual aspects of US-American Indian relations, and the sexualization of the black-white color line

Seeing the wood for the trees Tree felling, protection and planting grants in Devon

SIGLELD:83/33754(Seeing) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Planning A guide for Devon people

SIGLELD:82/21622(Planning) / BLDSC - British Library Document Supply CentreGBUnited Kingdo