An Online, Open-Access Journal

The editor explains the journal’s migration to an online, open-access platform and provides an introduction to the contents of this issue

Bream, Birtwistle, and Beyond: The Genesis of a New Work

In this personal memoir, the author describes his five-year association with Julian Bream during the founding of the Julian Bream Trust. He charts the genesis of Harrison Birtwistle's work Beyond the White Hand and describes meetings with Bream and Birtwistle to discuss potential revisions to the guitar writing. Additional sections describe Bream's approach to working with composers, building concert programs, and his approach to interpretation in general

Editor\u27s Letter

An introduction to the contents of Soundboard Scholar, no. 8

\u3ci\u3eSoundboard Scholar\u3c/i\u3e no. 6: Editor\u27s Letter

An introduction to the contents of this issue

Tomorrow’s a mystery: constructions of the future and ‘un/becoming’ amongst ‘early’ and ‘late’ career academics

Constructing a secure sense of a professional future has become increasingly difficult for early career researchers, whilst concerns about present and future job in/security have also been expressed in relation to already-established academics. In this paper, we draw on qualitative data from a U.K. study to explore everyday conceptualisations of the future for both ‘early career’ and ‘late career’ academics, in the context of increased fears and actualities of occupational precarity. We utilise theories of the social construction of time, as well as a conception of precarity and ‘precarization’ utilised by Butler (2009a, 2009b) and Lorey (2015), relating to ‘politically induced’ forms of insecurity that are a direct product of neoliberalism. The research reveals a variety of forms and levels of concern and anxiety by both groups for their own futures, and for the future of the academy as a whole

Effect of different regimens of early malnutrition on behavioural development and adult avoidance learning in Swiss white mice

1. The effects of perinatal malnutrition on behavioural development and adult shuttle-box avoidance performance were studied in Swiss white mice. 2. Mice were malnourished (a) from the 7th day of gestation until birth, (b) from birth until weaning, or (c) during both gestation and the sucking period. 3. Pups born of protein-restricted mothers had reduced birth weights, retarded development and poor adult avoidance performance, even if reared from birth by well-nourished mothers. 4. Postnatal malnutrition, induced either by restricting maternal diet or by rearing in large litters, retarded development during the second half of lactation and lowered subsequent adult avoidance performanc

Gender and the marketisation of further education : a study of two colleges /

Abstract\ud This thesis investigates the marketisation of further education (FE) in England in\ud the 1990s with specific reference to gender. A major restructuring of the public\ud sector has taken place in recent years, and colleges have undergone significant\ud changes, with reductions in funding, an increased emphasis on efficiency and\ud accountability, and a new business ethos all evident.\ud This research was conducted in two inner-city colleges m 1997-98, usmg a\ud combination of in-depth interviews, observation, and the examination of\ud documents. The main aim was to identify dominant discourses and practices in the\ud newly corporatised colleges, and to investigate the impact of these on gendered\ud (raced, and classed) power relations. The thesis explores issues of funding and\ud quality, new managerialism, and the restructuring of staffing, spaces and spatial\ud relations. The importance given to new technological developments and their\ud perceived role in the reconstruction of learning, learner and professional identities\ud are also discussed. A further chapter explores the attention paid to equality\ud concerns.\ud A Foucauldian concept of discourse is used to examine the knowledges and\ud perspectives that are legitimised or suppressed within the new FE, and the\ud research draws upon feminist and other critical analyses of marketisation,\ud organisation and management. It is argued that the Cartesian mind-body\ud dichotomy, with its reification of 'rationality' and gendered implications, can be\ud 3\ud seen to underpin the dominant discourses of the market, managerialism and new\ud learning technologies in further education, and the thesis explores the processes\ud by which gendered identities and power relations are maintained and reconstructed\ud in this context.\ud Differences within and between the colleges are discussed, and oppositional\ud discourses which assert professional educational values, an ethic of care and a\ud commitment to challenging inequalities are all identified. The thesis concludes\ud with an analysis of resistance, and an account of more recent policy developments\ud in the sector

An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi’s [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger’s work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop