Rozanov and the Word

The thesis is an attempt to relate aspects of Rozanov's writing to the Russian tradition of the word, as exemplified in the work of writers and thinkers, contemporary and near-contemporary to Rozanov. The first part establishes key features of this tradition through the work of writers such as Ern, Losev, Mandel'shtam and Averintsev. The relevance of Bakhtin for a reading of Rozanov, and of Rozanov for reading Bakhtin, is argued through an extended comparison of the two writers in the context of the Russian tradition of the word. Aspects of Rozanov's thought and formal expression, such as silence, intonation and the resisting of definition are discussed in relation to this tradition. The role of intimate genres and the reader is discussed with reference to Dostoevskii, Rozanov and Bakhtin. Rozanov's use of letters, footnotes and the idea of manuscripts is examined as a part of his battle with received literary forms. The second part looks at these various aspects of Rozanov's work in relation to his contemporary context; to the writing of the obscure 'literary exiles' and that of Solov'ev and Merezhkovskii. Rozanov's particular sense of the word is argued to be crucial in his attitude towards these writers. Rozanov's involvement with the decadents is discussed, and his exemplification of themes of sectarianism and apocalypse in his writing. The thesis ends with a look at the paradoxes of Rozanov's own role as a writer supposedly in battle with literature, and the relation between his need for words and his need for belief

The Politics of the Debate over the Court of Final Appeal in Hong Kong

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A qualitative study of a food intervention in a primary school: Pupils as agents of change.

This study explored the impact of a school-based kitchen project at a large inner London school. Timetabled kitchen classroom sessions (90 min every fortnight) were held with all 7-9 year old pupils. Semi-structured focus group discussions (with 76 pupils, 16 parents) and interviews (with headteachers, catering managers and specialist staff) were conducted at the intervention school and a matched control school. Categories and concepts were derived using a grounded theory approach. Data analysis provided three main categories each with their related concepts: Pupil factors (enthusiasm and enjoyment of cooking, trying new foods, food knowledge and awareness, producing something tangible); School factors (learning and curriculum links, resource implications and external pressures) and Home factors (take home effects, confidence in cooking and self-esteem, parents' difficulties cooking at home with children). Children's engagement and the opportunity to cook supported increased food awareness, skills and food confidence. In the grounded theory that emerged, take home effects beyond the school gate dominate, as children act as agents of change and influence cooking and food choice at home. These short term outcomes have the potential to lead to longer term outcomes including changing eating behaviour and diet

Moving forwards? Palynology and the human dimension

For the greater part of the last century, anthropogenic palynology has made a sustained contribution to archaeology and to Quaternary science in general, and pollen-analytical papers have appeared in Journal of Archaeological Science since its inception. The present paper focuses selectively upon three areas of anthropogenic palynology, enabling some assessment as to whether the field is advancing: land-use studies, archaeological site study, and modelling. The Discussion also highlights related areas including palynomorph identification and associated proxies. There is little doubt that anthropogenic palynology has contributed to the vitality of pollen analysis in general, and although published research can be replicative or incremental, site- and landscape-based studies offer fresh data for further analysis and modelling. The latter allows the testing of both palynological concepts and inferences and can inform archaeological discovery and imagination. Archaeological site studies are often difficult, but palynology can still offer much to the understanding of occupation sites and the discernment of human behaviour patterns within sites

Reading, Trauma and Literary Caregiving 1914-1918: Helen Mary Gaskell and the War Library

This article is about the relationship between reading, trauma and responsive literary caregiving in Britain during the First World War. Its analysis of two little-known documents describing the history of the War Library, begun by Helen Mary Gaskell in 1914, exposes a gap in the scholarship of war-time reading; generates a new narrative of "how," "when," and "why" books went to war; and foregrounds gender in its analysis of the historiography. The Library of Congress's T. W. Koch discovered Gaskell's ground-breaking work in 1917 and reported its successes to the American Library Association. The British Times also covered Gaskell's library, yet researchers working on reading during the war have routinely neglected her distinct model and method, skewing the research base on war-time reading and its association with trauma and caregiving. In the article's second half, a literary case study of a popular war novel demonstrates the extent of the "bitter cry for books." The success of Gaskell's intervention is examined alongside H. G. Wells's representation of textual healing. Reading is shown to offer sick, traumatized and recovering combatants emotional and psychological caregiving in ways that she could not always have predicted and that are not visible in the literary/historical record

Improving communication between postgraduate researchers and the university library: a case study at De Montfort University Library and Learning Services

A well-established postgraduate researcher development program has existed at De Montfort University for many years. Library and Learning Services include modules on literature searching skills and critical appraisal. However, we recognized that researchers seemed to be disengaged with the services on offer. This concern informed a research project that considered the ways we could communicate better with researchers based on their needs. This paper explores the essential components of successful communication, such as context, timeliness and communication channels. An action-research approach was taken including focus groups and online surveys. The outcomes highlighted three significant crisis points, emphasizing the key times when researchers might need some intervention. The findings of this research identified the distinct needs of Postgraduate Researchers (PGRs) and how relevant and timely communication from the library can meet these needs. It also considers the impact of how communication has improved with researchers as a result of some of our interventions

A Palaeoenvironmental Investigation of Two Prehistoric Burnt Mound Sites in Northern Ireland

Funded by Road services Northern Ireland, Jacobs and Headland ArchaeologyPeer reviewedPostprin

The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK

The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed