Response to commentaries on “‘That's very rude, I shouldn't be telling you that’: older women talking about sex”

Counter-narratives only make sense in relation to something else, that which they are countering. The very name identifies it as a positional category, in tension with another category. But what is dominant and what is resistant are not, of course, static questions, but rather are forever shifting placements. The discussion of counter-narratives is ultimately a consideration of multiple layers of positioning. The fluidity of these relational categories is what lies at the center of the chapters and commentaries collected in this book. The book comprises six target chapters by leading scholars in the field. Twenty-two commentators discuss these chapters from a number of diverse vantage points, followed by responses from the six original authors. A final chapter by the editor of the book series concludes the book

Reflecting on the transition from practice to education : the journey to becoming an effective teacher in higher education

This paper discusses the journey of transition from practice to education by reflecting on the opportunities and challenges of this process. It utilises reflective principles to identify strategies for universities and the higher education sector to consider when supporting new teachers. Higher education presents a significant challenge for new academic staff in becoming competent and overcoming the barriers that may impact on students' learning. Nurse education requires a teacher to be dynamic, supportive, caring, empathetic, challenging and knowledgeable. Maintaining the balance of the role in supporting students and sustaining identity for new teachers is the beginning of the journey to becoming an effective teacher in higher education

Nuclear engineering program marks 10th anniversary

Ten years ago, Virginians who wanted to study nuclear engineering at the graduate level had to leave the state to do so. But then VCU, with support from Dominion Resources, started a program whose hallmark has been its ability to balance theory and application in its approach to nuclear engineering education

Imagining old age

People often seem to be reluctant to imagine that they will ever grow old themselves. Of course, at one level, we all know that, unless we die ‘young’, we will all grow ‘old’ eventually. A life course runs from birth to death and, for most people, this will include a stage of being ‘old’. But, somehow, it seems to be hard for many people to believe that they will ever really be old themselves. This chapter first examines some of the explanations that gerontologists and other scholars have given for why people often find it hard to imagine themselves being old. It then asks why it matters that people should be able to imagine their own old age. Finally, it considers some techniques which could be used by researchers and other people if they want to encourage people to think about their own old age

Older Bisexual People: Implications For Social Work From The ‘Looking Both Ways’ Study

There is a growing social work literature about lesbian, gay, bisexual and transgender (LGBT) older people. However, research and guidance are predominantly based on the experiences of older gay men and, to a lesser extent, older lesbians. There is little to help practitioners work with older bisexual people. The Looking Both Ways study aimed to contribute to this gap in knowledge. We undertook in-depth purposely-sampled qualitative interviews with 12 people aged over 50, all of whom have bisexual relationship histories and half of whom also currently identify as bisexual. There were three main findings. Firstly, biphobia (prejudice against bisexual people) impacts on older people with bisexual histories in ways that may affect their wellbeing in later life. Secondly, concerns around receiving care are similar in some ways and different in others from the concerns of lesbians and gay men. Thirdly, people with bisexual relationship histories may have developed strong support networks and resilience, factors that may be very beneficial in later life. Three recommendations for social work professionals were identified: 1) understand biphobia, 2) recognise the legitimacy of concerns about receiving care, and 3) ask about support networks rather than assuming family support

Exploring employer behaviour in relation to Investors in People

"This report explores employer behaviour in relation to choices they make about Investors in People (IIP) accreditation in order for the future IIP strategy to ensure IIP is relevant, adds value to employers and tackles any barriers to successful delivery. The research focuses on the decision-making processes and experiences of three key groups of employers: employers that have held IIP accreditation for a number of years; employers who previously held IIP accreditation but have let this lapse; and employers who committed to gaining IIP accreditation but subsequently did not to go through the assessment process" - page 1

What Are the Barriers Which Discourage 15-16 Year-Old Girls from Participating in Team Sports and How Can We Overcome Them?

Given the clear benefits of regular physical activity (such as reduced risks of cardiovascular disease and obesity, as well as other benefits including those related to mental health), exploration of the reasons that adolescent girls give for not taking part in team sports may be particularly valuable for enhancing later rates of participation. We combined questionnaires and semistructured interviews to assess the barriers that prevent 15-16-year-old girls from participating in extracurricular team games and what can be done to overcome these barriers and improve physical activity levels. Four barriers became prominent as to why girls in this sample do not participate: Internal Factors, Existing Stereotypes, Other Hobbies and Teachers. Methods to overcome these barriers were identified; changing teachers’ attitudes and shifting the media’s focus away from male sport. Following the successful summer Olympics and Paralympics in the UK, and the resulting positive focus on some of the nation’s female athletes, a shift in focus may be possible. However, this needs to be maintained to allow girls more opportunities, role models and motivation to participate in sport