Exploring the contribution of voice quality to the perception of gender in Scottish English

This study investigates how voice quality, here phonation, affects listener perception of speaker gender, and how voice quality interacts with pitch, a major cue to speaker gender, when cueing gender perceptions. Gender differences in voice quality have been identified in both Scottish (Beck and Schaeffler 2015; Stuart-Smith 1999) and American English (Abdelli-Beruh et al. 2014; D. Klatt and L. Klatt 1990; Podesva 2013; Syrdal 1996; Wolk et al. 2012; Yuasa 2010). There is evidence from previous research that suggest gender differences in voice quality may also influence listener perception of speaker gender, with breathy voice being perceived as feminine or female characteristic by listeners (Addington 1968; Andrews and Schmidt 1997; Bishop and Keating 2012; Holmberg et al. 2010; Porter 2012; Skuk and Schweinberger 2014; Van Borsel et al. 2009) and creaky voice being perceived as masculine characteristic (Greer 2015; Lee 2016). However, some studies have found that voice quality has little effect (Booz and Ferguson 2016; King et al. 2012; Owen and Hancock 2010). The present study seeks to investigate the contribution of voice quality, taking into account the various methods of producing voice quality differences in stimuli, cultural differences in gendered meanings of voice quality, and different methods of quantifying ‘perceived gender’, which may contribute to the conflicting results of previous studies. To investigate the contribution of voice quality to perceptions of speaker gender, a perception experiment was be carried out where 32 Scottish listeners and 40 North American listeners heard stimuli with different voice qualities (modal, breathy, creaky) and at different pitch levels (120Hz, 165Hz, 210Hz), and were asked to make judgements about the gender of the speaker. Differences in voice quality were produced by a speaker with the ability to create voice quality distinctions, as well as created through copy synthesis from the speaker’s voice. Listeners were asked to indicate whether they thought the voice belonged to a man or a woman and rate how masculine and feminine the voice sounded. Relative to modal voice, I predicted that listeners would be more likely to categorise breathy voices as women, and would rate them as more feminine and less masculine, and that listeners would be less likely to categorise creaky voices as women, and would rate them as more masculine and less feminine. I also predicted that there might be differences in how Scottish listeners and North American listeners perceived voice quality, given that the gender differences in voice quality in these two varieties of English have been found to differ in previous research. Consistent with my predictions, I found that relative to modal voice, listeners were more likely to categorise breathy voice stimuli as women, and rated breathy voice stimuli as more feminine and less masculine. However, in contrast with my predictions, I found that relative to modal voice, listeners were more likely to categorise creaky voice stimuli as women, and rated them as less masculine, but not more feminine. Furthermore, contrary to predictions, I did not identify differences between Scottish and North American listeners in terms of voice quality perception. Differences were also found in how breathy and creaky voice influence gender perception at different pitch levels. Overall, these results show that voice quality has an important influence on listener perception of speaker gender, and that the gendered meanings of creaky voice are changing and have disassociated from its low pitch. Future research should consider whether this evaluation among Scottish listeners this may reflect a wider change in the gender differences in production

100% local and organic: closing the protein gap for poultry in the ICOPP Project

A key challenge in improving the sustainability of organic poultry production is meeting the required levels of nutrients from locally sourced organic feeds. 100% organic diets for monogastrics will become compulsory in the EU from 1st January 2015. The ICOPP project brings together knowledge, from 10 EU countries, of local feeds for monogastrics and their wider impact on growth, health and welfare and the environment to identify feeding strategies which comply with organic principles. This poster will report on feeding trials carried out with broilers in the UK by FAI and ORC to investigate the impact of algae, peas and lupins on broiler performance and welfare

Developing modern multifunctional agroforestry systems for sustainable intensification

Agroforestry is a land-use system that integrates trees and shrubs with crops and/or livestock production. It has been identified by the International Assessment of Agricultural Knowledge, Science and Technology for Development (IAASTD, 2008) as a ‘win-win’ approach that balances the production of commodities (food, feed, fuel, fibre, etc.) with non-commodity outputs such as environmental protection and cultural and landscape amenities. This paper will review the potential of agroforestry as part of a multifunctional working landscape in temperate regions, and will consider management and policy implications of widespread adoption of this form of land-use

Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?

This article draws on an empirical research project in which we explore the roles and understandings of knowledge in Religious Education (RE). Plural understandings of knowledge in schools (and society) lead us to concerns about the relationships between knowledge and social justice. We define epistemic literacy as the capability to recognise, and critically use, different types of knowledge. We also clarify that one’s own relationship with knowledge(s) is significant and is, therefore, important for students and teachers to develop to respond to the epistemically plural RE curriculum and classroom. Drawing on literacy frameworks to identify the need for non-hierarchical conceptualisations of knowledge that include the expert and everyday (Hannam et al., 2020; Shaw, 2019, Vernon 2020), we acknowledge the need for a particular disposition when approaching knowledge about religion and worldviews. Building on the analysis of our empirical study and subsequent developments of epistemic literacy, we revisit the notion of epistemic justice (Fricker, 2007) and present a theoretical justification for the experiential preparation of teachers that draws on Biesta’s (2002) reformed Bildung of encounter and Rawls’ “veil of ignorance” (Rawls, 2005). What emerges from these reflections on the future of Bildung is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility. (Biesta, 2002, p. 350

Teachable moments in the promotion of healthy eating habits, during pregnancy and early childhood

Nutritional exposures during pregnancy, infancy and early childhood can impact on both the short-term and long-term health outcomes of children. Pregnancy has often been described as a ‘teachable moment’, where women may have increased motivation to change their dietary and other health behaviours. Other teachable moments exist whenever families make choices around nutrition, such as breast or formula feeding, the introduction of solid foods and what to eat at home or at school. This thesis considers whether the promotion of healthy eating habits and adherence to dietary guidelines during these teachable moments, have the potential to improve the health outcomes of women and children. The eight papers included in the thesis represent an original contribution to knowledge. The two papers which explored women’s feelings about their weight, diet, nutrition, and physical activity (PA) during pregnancy, found that weight and lifestyle factors were often problematised without offering constructive solutions. Offering personalised advice, re-framed positively to focus on nutrients for maternal and foetal health, may help to address this. A service evaluation of a pregnancy weight management intervention found that where interventions are tailored and delivered by trusted health professionals, success can be achieved. Two systematic reviews found some limited evidence that very early introduction of solid foods (≤ 4 months) and high intakes of protein in infancy may contribute to overweight and obesity risk later in childhood. This suggests there is a need for continued promotion and support for families to meet recommendations to breastfeed and introduce solids from 6 months of age. Two further papers explored baby-led weaning (BLW) and found understanding of and adherence to the characteristics of BLW varied considerably amongst parents reporting using the method. Younger (6-8 months) infants following BLW had lower intakes of key nutrients, but differences disappeared by 9-12 months. Milk feeding may play a role in observed differences. A final paper explored why some families choose not to take universal infant free school meals. This appeared to be because the child rejected the food or due to concerns over what/how much the child ate and the quality of the meals provided. Health promotion activity should focus on the long-term healthy eating habits of women as the gatekeepers of the family diet, whilst recognising the challenges that women face during and following pregnancy

Bad Religion as False Religion : An Empirical Study of UK Religious Education Teachers’ Essentialist Religious Discourse

Peer reviewedPublisher PD

Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland

Peer reviewedPublisher PD

Teachable moments in the promotion of healthy eating habits, during pregnancy and early childhood

Nutritional exposures during pregnancy, infancy and early childhood can impact on both the short-term and long-term health outcomes of children. Pregnancy has often been described as a ‘teachable moment’, where women may have increased motivation to change their dietary and other health behaviours. Other teachable moments exist whenever families make choices around nutrition, such as breast or formula feeding, the introduction of solid foods and what to eat at home or at school. This thesis considers whether the promotion of healthy eating habits and adherence to dietary guidelines during these teachable moments, have the potential to improve the health outcomes of women and children. The eight papers included in the thesis represent an original contribution to knowledge. The two papers which explored women’s feelings about their weight, diet, nutrition, and physical activity (PA) during pregnancy, found that weight and lifestyle factors were often problematised without offering constructive solutions. Offering personalised advice, re-framed positively to focus on nutrients for maternal and foetal health, may help to address this. A service evaluation of a pregnancy weight management intervention found that where interventions are tailored and delivered by trusted health professionals, success can be achieved. Two systematic reviews found some limited evidence that very early introduction of solid foods (≤ 4 months) and high intakes of protein in infancy may contribute to overweight and obesity risk later in childhood. This suggests there is a need for continued promotion and support for families to meet recommendations to breastfeed and introduce solids from 6 months of age. Two further papers explored baby-led weaning (BLW) and found understanding of and adherence to the characteristics of BLW varied considerably amongst parents reporting using the method. Younger (6-8 months) infants following BLW had lower intakes of key nutrients, but differences disappeared by 9-12 months. Milk feeding may play a role in observed differences. A final paper explored why some families choose not to take universal infant free school meals. This appeared to be because the child rejected the food or due to concerns over what/how much the child ate and the quality of the meals provided. Health promotion activity should focus on the long-term healthy eating habits of women as the gatekeepers of the family diet, whilst recognising the challenges that women face during and following pregnancy

Electromyographic Comparison Between the Rear-Foot-Elevated vs. B-Stance Unilateral Back Squat Techniques

The Rear-Foot-Elevated back squat (RFE) and B-Stance (BS) are two unilateral back squat techniques with the latter commonly proposed as the more stable of the two. There is currently a lack of research comparing these two techniques with respect to neuromuscular demand and movement characteristics. PURPOSE: The purpose of this study was to examine the muscle activation differences via surface electromyography (EMG) between the RFE vs. BS unilateral back squat techniques with equated load. METHODS: Thirteen healthy college-aged, resistance-trained male (n=10) and female (n=3) subjects were recruited for this study. Subjects visited the laboratory on two occasions separated by 5-7 days. Visit 1 included descriptive measurements and one-repetition max (1RM) testing for the RFE back squat. For visit 2, subjects performed the RFE and BS unilateral squat techniques under a load of 85% of RFE 1RM. Electromyographic assessment of the external oblique (OBL), rectus femoris (RF), gluteus maximums (GM) and biceps femoris (BF) was administered during each technique and subsequently compared. RESULTS: A paired sample t-test was used to compare mean and peak normalized root mean square (RMS) EMG between the RFE and BS techniques. There was no significant difference in mean and peak eccentric, concentric, and total activation between the RFE vs. BS for the OBL and RF. For GM, mean and peak eccentric, concentric, and total activation was greater during the RFE vs. BS (pCONCLUSION: The RFE unilateral back squat technique elicited overall greater activation of the hip extensors, GM and BF vs. BS. Based on these findings, the two unilateral squat techniques are not interchangeable from a muscle activation perspective which should be considered when employing unilateral back squat variations in training or rehabilitation programs

Baby-led weaning: a thematic analysis of comments made by parents using online parenting forums.

BACKGROUND: Baby-led weaning (BLW) centres on making the baby an active partner, rather than a passive recipient of complementary feeding. Key features of BLW include self-feeding foods in their natural form, eating with the rest of the family and consuming family foods. This differs from traditional weaning (TW) where parents initially spoon feed purees, alongside finger foods, before graduating to more textured food. Previous research, however, has suggested parents may not fully adhere to one weaning style. This study aimed to explore how the meaning and interpretation of BLW may contribute to the weaning style used. METHODS: Messages and responses posted on three UK parenting forums, and relating to complementary feeding, were analysed using an interpretive thematic approach. RESULTS: The characterisation of BLW by parents was varied but they described BLW having an ethos which included trusting the baby, role modelling, developing confidence with food and sharing the social aspects of mealtimes. BLW also offered an alternative to those actively seeking something different or a default for those whose baby refused purees or spoon feeding. BLW felt like a natural progression, with low parental effort for some, and a source of anxiety, stress, choking risk and mess for others. Many parents struggled to find a process (what to eat and when) within BLW, that they could follow. Finger foods were used synonymously with BLW but many mixed/blurred aspects of both TW and BLW. CONCLUSIONS: The interpretation of BLW varies considerably between parents and a broader definition of BLW may be required, along with guidance on the process and purpose of BLW