'Just open your eyes a bit more': The methodological challenges of researching black and minority ethnic students' experiences of physical education teacher education

In this paper we discuss some of the challenges of centralising 'race' and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research process. As McCorkel and Myers notes, the 'researchers' backstage'-the assumptions, motivations, narratives and relations-that underpin any research are not always made visible and yet are highly significant in judging the quality and substance of the resulting project. As feminists, we argue that the invisibility of 'race' and ethnicity within Physical Education Teacher Education (PETE), and PE research more widely, is untenable; however, we also show how centralising 'race' and ethnicity raised significant methodological and epistemological questions, particularly given our position as White researchers and lecturers. In this paper, we reflect on a number of aspects of our research 'journey': the theoretical and methodological challenges of operationalising concepts of 'race' and ethnicity, the practical issues and dilemmas involved in recruiting participants for the study, the difficulties of 'talking race' personally and professionally and challenges of representing the experiences of 'others'. © 2012 Copyright Taylor and Francis Group, LLC

Tales from the playing field: black and minority ethnic students' experiences of physical education teacher education

This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth interviews and questionnaires with 25 BME students in PETE, the study sought to contribute to our limited knowledge and understanding of racial and ethnic difference in PE, and to show how ‘race,’ ethnicity and gender are interwoven in individuals’ embodied, everyday experiences of learning how to teach. In the article, two narratives in the form of fictional stories are used to present the findings. I suggest that narratives can be useful for engaging with the experiences of those previously silenced or ignored within Physical Education (PE); they are also designed to provoke an emotional as well as an intellectual response in the reader. Given that teacher education is a place where we should be engaging students, emotionally and politically, to think deeply about teaching, education and social justice and their place within these, I suggest that such stories of difference might have a useful place within a critical PETE pedagogy

Process description and plant design for preparing ceramic high-level waste forms

The ceramics process flow diagram has been simplified and upgraded to utilize only two major processing steps - fluid-bed calcination and hot isostatic press consolidating. Full-scale fluid-bed calcination has been used at INEL to calcine high-level waste for 18 y; and a second-generation calciner, a fully remotely operated and maintained calciner that meets ALARA guidelines, started calcining high-level waste in 1982. Full-scale hot isostatic consolidation has been used by DOE and commercial enterprises to consolidate radioactive components and to encapsulate spent fuel elements for several years. With further development aimed at process integration and parametric optimization, the operating knowledge of full-scale demonstration of the key process steps should be rapidly adaptable to scale-up of the ceramic process to full plant size. Process flowsheets used to prepare ceramic and glass waste forms from defense and commercial high-level liquid waste are described. Preliminary layouts of process flow diagrams in a high-level processing canyon were prepared and used to estimate the preliminary cost of the plant to fabricate both waste forms. The estimated costs for using both options were compared for total waste management costs of SRP high-level liquid waste. Using our design, for both the ceramic and glass plant, capital and operating costs are essentially the same for both defense and commercial wastes, but total waste management costs are calculated to be significantly less for defense wastes using the ceramic option. It is concluded from this and other studies that the ceramic form may offer important advantages over glass in leach resistance, waste loading, density, and process flexibility. Preliminary economic calculations indicate that ceramics must be considered a leading candidate for the form to immobilize high-level wastes

Ceramic process and plant design for high-level nuclear waste immobilization

In the last 3 years, significant advances in ceramic technology for high-level nuclear waste solidification have been made. Product quality in terms of leach-resistance, compositional uniformity, structural integrity, and thermal stability promises to be superior to borosilicate glass. This paper addresses the process effectiveness and preliminary designs for glass and ceramic immobilization plants. The reference two-step ceramic process utilizes fluid-bed calcination (FBC) and hot isostatic press (HIP) consolidation. Full-scale demonstration of these well-developed processing steps has been established at DOE and/or commercial facilities for processing radioactive materials. Based on Savannah River-type waste, our model predicts that the capital and operating cost for the solidification of high-level nuclear waste is about the same for the ceramic and glass options. However, when repository costs are included, the ceramic option potentially offers significantly better economics due to its high waste loading and volume reduction. Volume reduction impacts several figures of merit in addition to cost such as system logistics, storage, transportation, and risk. The study concludes that the ceramic product/process has many potential advantages, and rapid deployment of the technology could be realized due to full-scale demonstrations of FBC and HIP technology in radioactive environments. Based on our finding and those of others, the ceramic innovation not only offers a viable backup to the glass reference process but promises to be a viable future option for new high-level nuclear waste management opportunities

Risk assessment practice within primary mental health care: A logics perspective

From the 1980s onwards, discourses of risk have continued to grow, almost in ubiquity. Ideas and practices of risk and risk aversion have extended to UK mental health care where services are expected to assess and manage risks, and high-quality clinical assessment has been revised to incorporate risk assessment. This article problematises practices of risk assessment in mental health provision, focussing on the base-rate problem. It presents an analysis of audio recordings of risk assessments completed within a primary care mental health service. The analysis is informed by a critical logics approach which, using ideas from discourse theory as well as Lacanian psychoanalysis, involves developing a set of logics to describe, analyse and explain social phenomena. We characterise the assessments as functioning according to social logics of well-oiled administration and preservation, whereby bureaucratic processes are prioritised, contingency ironed out or ignored, and a need to manage potential risks to the service are the dominant operational frames. These logics are considered in terms of their beatific and horrific fantasmatic dimensions, whereby risk assessment is enacted as infallible (beatific) until clients become threats (horrific), creating a range of potential false negatives, false positives and so forth. These processes function to obscure or background problems with risk assessment, by generating practices that favour and offer protection to assessors, at the expense of those being assessed, thus presenting a challenge to the stated aim of risk assessment practice

Burying the 'refuse revolution': the rise of controlled tipping in Britain 1920-1960

The definitive, peer-reviewed and edited version of this article is published in Environment and Planning A, 42, 5, 1033-1048, 2010, 10.1068/a42120.This paper investigates the emergence of ‘controlled tipping’ as the dominant method of municipal waste disposal in Britain between 1920 and 1960. The triumph of controlled tipping, despite the availability of alternative disposal technologies, needs to be understood in the context of the contested meanings of ‘waste’ and ‘wasteland’, which helped to determine attitudes and approaches to disposal. Following the conclusion of the First World War there was an urgent requirement for a cheap means of disposing of increasing amounts of urban municipal waste. The obvious choice was tipping. Before the war, however, refuse tipping had been rejected as insanitary by the emerging waste disposal profession. Public cleansing professionals therefore had to recuperate tipping as a medically and environmentally benign mode of disposal that was reconcilable with the needs of sanitary science and landscape preservation. Controlled tipping, with its combined claims to scientific progress and the revalorization of refuse, enabled dumping to be successfully re-produced as the dominant mode of municipal refuse disposal in Britain. However, tipping faced further challenges after 1945 from changing popular understandings of the value of ‘derelict’ landscapes and from the politics of amenity. The ‘refuse revolution’ was a work in progress

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

'Women’s experiences of sport volunteering: "…. this is what I’ve been missing for years"'

Internationally, there is a general concern with lower levels of engagement in sport by women and girls in comparison to men and boys. This concern has largely focused on active sports participation. The research discussed in this presentation takes a different perspective, foregrounding women as sports volunteers. Within England, sport is the third most common sector in which people volunteer and the Active People Survey (2014/15) reveals that two-fifths of sports volunteers are female. Quantitative research in sports volunteering has focused on satisfaction, decision-making, time and future intentions. Traditionally volunteering has been associated with altruism where volunteers have a lifelong commitment to support the group they are serving. More recently, this simplistic notion of volunteering has been extended through the development of a number of frameworks that offer a more complex understanding of volunteer motives, aspirations and commitment. This research draws upon these frameworks and aims to explore why and how women volunteer in sport. By taking a gendered analysis we explore the key factors and circumstances that facilitate and challenge participation in sports volunteering. Over 50 women and men were interviewed from three regions in England, across three contexts: core sports (boxing, rugby league, netball, cycling, tennis and disability sports); mass market sports (Park Run); and the non-sport/ leisure sector. This presentation focuses upon data generated from the core sports context and considers: (a) how life choices or circumstances influenced the frequency, consistency and amount of time that women could dedicate to volunteering, (b) the kinds of challenges women experienced in their quest to volunteer, (c) how they navigated these challenges, and (d) what governing bodies of sport can learn from these women’s experiences to better serve the needs of their women volunteers. These findings demonstrate that a number of gendered differences influence women’s sport volunteering experiences, and that the intersections of gender with disability and/or ethnicity lead to more or less favourable experiences for some volunteers. Many of the women experienced discriminatory stereotyping that influenced their volunteering and sense of wellbeing. Importantly, some women were able to draw on the support of others to navigate challenges and to enable positive personal outcomes. The findings offer a valuable resource for governing bodies of sport to enable them in their future planning, marketing, and training of their volunteer workforce. In so doing, they will be better placed to attract and retain more women in volunteering roles within their sport

Phenotypic analysis of hemochromatosis subtypes reveals variations in severity of iron overload and clinical disease

The clinical progression of HFE-related hereditary hemochromatosis (HH) and its phenotypic variability has been well studied. Less is known about the natural history of non-HFE HH caused by mutations in the , or genes. The purpose of this study was to compare the phenotypic and clinical presentations of hepcidin-deficient forms of HH. A literature review of all published cases of genetically confirmed HJV, HAMP and TFR2 HH was performed. Phenotypic and clinical data from a total of 156 subjects with non-HFE HH was extracted from 53 publications and compared with data from 984 subjects with -p.C282Y homozygous HH from the QIMR Berghofer Hemochromatosis Database. Analyses confirmed that non-HFE forms of HH have an earlier age of onset and a more severe clinical course than HFE HH. HJV and HAMP HH are phenotypically and clinically very similar and have the most severe presentation, with cardiomyopathy and hypogonadism being particularly prevalent findings. TFR2 HH is more intermediate in its age of onset and severity. All clinical outcomes analyzed were more prevalent in the juvenile forms of HH, with the exception of arthritis and arthropathy which were more commonly seen in HFE HH. This is the first comprehensive analysis comparing the different phenotypic and clinical aspects of the genetic forms of HH and the results will be valuable for the differential diagnosis and management of these conditions. Importantly, our analyses indicate that factors other than iron overload may be contributing to joint pathology in subjects with HFE HH