Alcohol dependence in public policy: towards its (re)inclusion

Public policy on alcohol in the UK relies on health promotion campaigns that encourage individuals who misuse alcohol to make healthier choices about their drinking. Individuals with alcohol-dependence syndrome have an impaired capacity to choose health. As a result, individuals with the worst alcohol misuse problems lie largely outside the reach of choice-based policy. However, such policy has been widely criticized and efforts to reform it are underway. This paper argues that the British Medical Association’s recent attempt to improve policy on alcohol in the UK by introducing strategies which have been shown to control drinking within populations still gives insufficient attention to alcohol dependence. This is because it fails accurately and consistently to characterize alcohol dependence and gives insufficient attention to the social challenges it presents

Creative Cardiff: utilising cultural mapping for community engagement

In 2014 Cardiff University set up a Creative Economy team tasked with exploring how the university could improve its relationship with creative practitioners around the city. To explore this relationship the team embarked upon a research project to map creative industries in the city using a mixed methodology of online data collection and semi-ethnographic interviews. As the project progressed the creative economy team designed and launched a city-wide creative network Creative Cardiff connecting the city's creative populous through events, resources and a website with membership subscription. This article explores how mapping can be used to develop the university/creative economy relationship within metropolitan spaces as a contributor to the development of the modern civic university. It also explores the opportunities and challenges posed by a mapping project of this scale, taking into account debates in cultural mapping literature as to what a map actually is

Translating change into improved practice : analysis of teachers’ attempts to generate a new emerging pedagogy in Scotland

Abstract In Scotland, substantial changes in the management of education at national, local authority and school/community levels are afoot. Central to future improvements are how teachers translate curriculum guidelines, with an increased focus on health and well-being and holistic learning experiences, into constructivist inclined pedagogical practices. Through reviewing semi-structured interviews and planning conversations, this article reports on five teachers’ attempts to introduce new teaching approaches in primary school physical education programmes. Each of the teachers had completed a new Postgraduate Certificate in Physical Education, which aimed to help teachers understand more about developmentally appropriate physical education. We investigate their responses in trying to cultivate an emergent pedagogy with a greater emphasis on creating pedagogical opportunities that are inclusive and clearly connected with national educational priorities. Findings illustrate the diverse ways in which teachers used their professional development experiences as the basis for engaging with curriculum policy and the means by which they implemented new practices and knowledges in their schools