Promoting community renewable energy in a corporate energy world.

Small-scale, decentralized and community-owned renewable energy is widely acknowledged to be a desirable feature of low carbon futures, but faces a range of challenges in the context of conventional, centralized energy systems. This paper draws on transition frameworks to investigate why the UK has been an inhospitable context for community-owned renewables and assesses whether anything fundamental is changing in this regard. We give particular attention to whether political devolution, the creation of elected governments for Scotland, Wales and Northern Ireland, has affected the trajectory of community renewables. Our analysis notes that devolution has increased political attention to community renewables, including new policy targets and support schemes. However, these initiatives are arguably less important than the persistence of key features of socio-technical regimes: market support systems for renewable energy and land-use planning arrangements that systemically favour major projects and large corporations, and keep community renewables to the margins. There is scope for rolling out hybrid pathways to community renewables, via joint ownership or through community benefit funds, but this still positions community energy as an adjunct to energy pathways dominated by large, corporate generation facilities

How child‐centred education favours some learners more than others

Debates on how best to educate young children have been raging over the last 100 years—more often fuelled by ideological preferences rather than empirical evidence. To some extent this is hardly surprising given the difficulty of examining pupil progress in a systematic and comparative way. However, the introduction of a new child‐centred curriculum in Wales provides the opportunity to undertake just such an examination. The Foundation Phase curriculum, introduced in 2008, is designed to provide all 3‐ to 7‐year‐olds with a developmental, experiential, play‐based approach to learning. Evidence from a major 3‐year evaluation of this intervention finds that, overall, pupil progress and well‐being is fostered in those settings where the principles of the Foundation Phase have been most closely followed. However, the evidence also suggests that even within these contexts, progress is uneven and that some kinds of children seem to gain more from this approach than others. The ‘losers’ appear to be boys and those living in poverty. Drawing on the theories of Basil Bernstein, the paper explores why this may be the case and examines the relative significance of teacher dispositions, teacher–learner dynamics and the availability of resources. The paper concludes by arguing that these issues will need to be addressed if the benefits of child‐centred approaches are to benefit all

The incredible years therapeutic dinosaur programme to build social and emotional competence in welsh primary schools: study protocol for a randomised controlled trial

<p>Abstract</p> <p>Background</p> <p>School interventions such as the Incredible Years <it>Classroom </it>Dinosaur Programme targets pupil behaviour across whole classrooms, yet for some children a more intense approach is needed. The Incredible Years <it>Therapeutic </it>Dinosaur Programme is effective for clinically referred children by enhancing social, problem-solving skills, and peer relationship-building skills when delivered in a clinical setting in small groups.</p> <p>The aim of this trial is to evaluate the effectiveness of the Therapeutic Programme, delivered with small groups of children at high-risk of developing conduct disorder, delivered in schools already implementing the Classroom Programme.</p> <p>Methods/Design</p> <p>This is a pragmatic, parallel, randomised controlled trial.</p> <p>Two hundred and forty children (aged 4-8 years) rated by their teacher as above the 'borderline cut-off' for concern on the Strengths and Difficulties Questionnaire, and their parents, will be recruited.</p> <p>Randomisation is by individual within blocks (schools); 1:1 ratio, intervention to waiting list control.</p> <p>Twenty schools will participate in two phases. Two teachers per school will deliver the programme to six intervention children for 2-hours/week for 18 weeks between baseline and first follow-up. The control children will receive the intervention after first follow up.</p> <p>Phase 1 comprises three data collection points - baseline and two follow-ups eight months apart. Phase 2 includes baseline and first follow-up.</p> <p>The Therapeutic Programme includes elements on; Learning school rules; understanding, identifying, and articulating feelings; problem solving; anger management; how to be friendly; how to do your best in school.</p> <p>Primary outcomes are; change in child social, emotional and behavioural difficulties. Secondary outcomes are; teacher and parent mental wellbeing, child academic attainment, child and teacher school attendance. Intervention delivery will be assessed for fidelity.</p> <p>Intention to treat analyses will be conducted. ANCOVA, effect sizes, mediator and moderator analyses will be applied to establish differences between conditions, and for whom the intervention works best for and why.</p> <p>Discussion</p> <p>This trial will provide information on the delivery and effectiveness of a child centred, school-based intervention delivered in small groups of children, at risk of developing more severe conduct problems. The effects on child behaviour in school and home environments, academic attainment, peer interactions, parent and teacher mental health will be assessed.</p> <p>Trial Registration</p> <p>UK Clinical Research Network UKCRNID8615</p> <p>Current Controlled Trials <a href="http://www.controlled-trials.com/ISRCTN96803379">ISRCTN96803379</a></p

Understanding social housing tenants' rent payment behaviour: evidence from Great Britain

The Governments of many Western countries have been increasingly concerned with influencing the behaviour of their citizens. One way that they have done this is by giving them new responsibilities. In the UK, an example of this is 'direct payment' which sees social housing tenants in receipt of income-related housing allowance ('Housing Benefit') assuming responsibility for paying their rent. Drawing on a comprehensive data-set generated by the direct payment pilot evaluation, this paper examines tenants' rent payment behaviour. It draws on a conceptual framework from behavioural science - COM-B - which presents behaviour (B) as a result of the interaction between the capabilities (C) of subjects, the opportunity (O) they have to enact behaviours, and their motivation (M). Tenants' behaviour was influenced by all elements of the model, with it being more than just a consequence of opportunity, and their financial circumstances, specifically, although it was the most important one

Rethinking City-regionalism as the Production of New Non-State Spatial Strategies: The Case of Peel Holdings Atlantic Gateway Strategy

This article was published in the journal, Urban Studies [© Sage]. The publisher's website is at: http://usj.sagepub.com/content/early/2013/08/19/0042098013493481City-regions are widely recognised as key to economic and social revitalization. Hardly surprising then is how policy elites have sought to position their own city-regions strategically within international circuits of capital accumulation. Typically this geopolitics of city-regionalism has been seen to represent a new governmentalised remapping of state space conforming to the prevailing orthodoxy of neoliberal state spatial restructuring. Through a case study of the Atlantic Gateway Strategy, this paper provides a lens on to an alternative vision for city-region development. The brainchild of a private investment group, Peel Holdings, the Atlantic Gateway is important because it points toward the production of new non-state spatial strategies. Examining Peel’s motives for invoking the city-region concept, the paper goes on to explore the tensions which currently surround the strategy to further identify the potential and scope for non-state spatial strategies. Connecting this to emerging debates around the key role of asset ownership and the privatisation of local democracy and the democratic state, the paper concludes by suggesting the key question arising is can and will the state maintain its degree of governmental control over capital investment in major urban regions in an era where persistent under-provision of investment in urban economic infrastructure behoves institutions of the state to become ever more reliant on private investment groups to deliver the deliver the jobs, growth and regeneration of the future

Culture(s) of control: Political dynamics in cannabis policy in England &amp; Wales and the Netherlands

© 2016, © The Author(s) 2016. This paper draws upon an empirical comparative study of policy-making in England & Wales and the Netherlands. Recent changes in cannabis policy prima facie indicate some convergence towards a toughening of approaches, thereby suggesting commonalities in control cultures. However, analysis of findings illuminate significant differences in the policy process between these jurisdictions which contribute towards continued divergence towards small-scale supply and consumption of cannabis. It is argued that this can be understood and explained through an understanding of differences in both political institutions and cultures, and in organizational responsibilities and relations of power. Consequentially, this further supports the notion that comparative research and theorizing needs to take account of mechanisms and features which lead to variegated control cultures