Student perspectives on Teaching and the Prevent policy

In this chapter we shift our focus away from adults enacting policy to consider how young people think schools can help them to develop their knowledge and understanding of terrorism and extremism. The evidence suggests that young people generally support the values of democracy and reject the use of political violence, but they want their teachers to develop critical media and political literacy and trust them to explore multiple perspectives. Our review of government-endorsed educational resources concludes that they fall short of what young people want and often represent simplistic and uncritical counter-narratives. We argue that a genuinely educational approach will take more heed of young people’s opinions and engage in a more critical exploration of the issues

Countering violent extremism in education: a human rights analysis

Governments around the world have developed a range of policy approaches for countering violent extremism (CVE) in education. In this article we review a United Kingdom (UK) government website offering a library of resources (Educate Against Hate), evaluating the extent to which it is consistent with human rights principles. Whilst the advice, guidance and resources are varied and inconsistent, our analysis shows that children are frequently perceived as potential victims in need of protection, rather than individuals with agency, and they are rarely considered explicitly as rights holders. Whilst an equalities framework is used throughout the website, this is rarely linked to human rights, and does not prevent some stereotypical views of religious minorities being promoted. The article ends with an outline of how a more explicit engagement with children’s rights might help teachers to better align CVE policy with human rights education (HRE) principles

Hierarchical decline of the initiative and performance of complex activities of daily living in dementia

Objectives: While basic activities of daily living hierarchically decline in dementia, little is known about the decline of individual instrumental activities of daily living (IADLs). The objective of this study was to assess initiative and performance deficits in IADLs in dementia. Methods: A total of 581 carers completed the revised Interview for Deterioration in Daily Living Activities in Dementia 2 to rate their relative’s everyday functioning. Results: Initiating and performing IADLs deteriorated hierarchically, while people with dementia were consistently most impaired in initiating using the computer and managing finances. Initiating preparing a cold or hot meal and managing finances were more impaired than their performance, whereas performing maintaining an active social life for example were more impaired than their initiative. Conclusion: Findings can help identify the severity of dementia by understanding deficits in initiative and performance. This study has implications for the development of targeted interventions depending on the stage of dementia

The impact of the prevent duty on schools: a review of the evidence

The UK has emerged as an influential global player in developing policy to counter violent extremism, and therefore it is important to consider the emerging evidence about the impact of this policy in education. The Prevent Duty came into force in the UK in 2015, placing a legal responsibility on schools and teachers to implement anti-terrorist legislation and prevent young people from being drawn into extremism or radicalisation. This article reviews all of the material based on empirical studies in England involving school teachers and students published between 2015 (when the Duty was introduced) and the beginning of 2019 (27 articles and reports in total) to consider the impact of the policy on schools. The key themes emerging from our analysis of this evidence base are related (1) to the ways the policy is interpreted within Islamophobic discourses, (2) the emergence of Britishness as a key feature of fundamental British values, and (3) the implications of framing Prevent as a safeguarding issue. We argue that the evidence gives support to those who have been critical of the Prevent Duty in schools, and that it seems to be generating a number of unintended and negative side effects. However, the evidence also illustrates how teachers have agency in relation to the policy, and may thus be able to enact the policy in ways which reduce some of the most harmful effects

The Princess Royal Trust for Carers/Comic Relief Young Carers grants programme 2008-2011 : Final evaluation report

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Development of an innovative single scull for the recreational rower

Rowing is a sport which requires a proper technique, strong core balance, physical strength and endurance. Rowing boats designed for competition are built of epoxy laminate with glass or carbon reinforcement; they are lightweight, stiff, long, and narrow to achieve minimal water resistance. However, this makes them extremely unstable and difficult to handle for less experienced rowers. Current boats designed for recreational users are generally made of polyethylene; they are more stable, heavier, but are difficult to handle individually and generally do not provide the same ‘rowing experience’ that users desire. To bridge this gap an innovative recreational single scull rowing boat has been designed and built as prototype. Focus for the design was the hydrodynamics of the hull, use of light weight materials and incorporation of subsystems for better performance. A design for a better stability mainly depends on a combination of the width of the hull, the shape of the cut section of the hull and the displacement of the mass. An important aspect of the change in stability is the resistance of the boat; all changes to the existing shape of the fast competition hull are likely to result an increase in resistance. Therefore a number of existing and new hull shapes were modelled and hydrodynamic properties were analysed in order to achieve a design with optimal balance in speed and stability. With the programme DELFTship TM the frictional resistances of the hull models were calculated at different speeds. To increase the stiffness and to save weight attention was paid to the choice of materials and construction method, taking into account the requirement of affordability for private ownership. With the implementation of sliding riggers an increase in speed can be attained due to the increased power. Also stability is increased due to elimination of pitching from weight transfer in the boat. The new boat design incorporates the sliding rigger system; this had a huge effect on the other subsystems of the boat and on the design (mainly the length) of the hull. This paper reports the development from a perspective of ‘embodiment design’ to achieve the required performance. Analyses of hydrodynamics, materials and production technique and section of subsystems finally resulted in the design of rowing boat with a completely new hull shape, matching the requirements of stability and speed. A first prototype of the innovative single scull rowing boat for the recreational user was built. User tests have shown that this boat provides the stability of current recreational boats, with the addition of a good ‘rowing experience,’ and faster feeling of competition boats.Industrial Design Engineerin