Mapping Alternative Impact: Alternative approaches to impact from co-produced research

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Healthy living and cancer: evidence from UK Biobank.

CONTEXT: UK Biobank is a prospective study of half a million subjects, almost all aged 40-69 years, identified in 22 centres across the UK during 2006-2010. OBJECTIVE: A healthy lifestyle has been described as 'better than any pill, and no side effects [5]. We therefore examined the relationships between healthy behaviours: low alcohol intake, non-smoking, healthy BMI, physical activity and a healthy diet, and the risk of all cancers, colon, breast and prostate cancers in a large dataset. METHOD: Data on lifestyle behaviours were provided by 343,150 subjects, and height and weight were measured at recruitment. 14,285 subjects were diagnosed with cancer during a median of 5.1 years of follow-up. RESULTS: Compared with subjects who followed none or a single healthy behaviour, a healthy lifestyle based on all five behaviours was associated with a reduction of about one-third in incident cancer (hazard ratio [HR] 0.68; 95% confidence intervals [CI] 0.63-0.74). Colorectal cancer was reduced in subjects following the five behaviours by about one-quarter (HR 0.75; 95% CI 0.58-0.97), and breast cancer by about one-third (HR 0.65; 95% CI 0.52-0.83). The association between a healthy lifestyle and prostate cancer suggested a significant increase in risk, but this can be attributed to bias consequent on inequalities in the uptake of the prostate specific antigen screening test. CONCLUSIONS: Taken together with reported reductions in diabetes, vascular disease and dementia, it is clearly important that every effort is taken to promote healthy lifestyles throughout the population, and it is pointed out that cancer and other screening clinics afford 'teachable moments' for the promotion of a healthy lifestyle

“Fond and Frivolous Gestures”: A Blocking Workshop on Marlowe’s Tamburlaine

Since 2012, second-year English and Drama undergraduates at the University of Exeter have had the opportunity to take a course called “Theatrical Cultures”. This option introduces students to plays and entertainments that were popular between the 1580s and the 1640s, with a view to opening an understanding of the period that is deeply informed by theatre history. In this essay, we share and reflect on our teaching of Christopher Marlowe’s Tamburlaine, Parts One and Two, which examines the plays as productions by the Lord Admiral’s Men in the Rose playhouse. We start by explaining the learning context for the blocking workshop we use as a practical teaching method. We then share instructions for setting up the workshop and outline our “learning-by-doing” methodology, which involves placing the bodies of our students and the properties necessary to perform a scene within the dimensions of the first Rose stage. The intended learning outcomes of the workshop include a practical understanding of the affordances of the early modern playhouse and the ability to translate this understanding into a critical interpretation of Marlowe’s drama. As students deliver lines, wield swords and crowns, and try to imagine how a chariot navigates the stage space available, they recognise moments of potential bathos and physical comedy in the plays, hinting at those “fond and frivolous gestures” that Marlowe’s publisher, Richard Jones, sought to remove from the 1590 play-text. In the third section of the essay, we evaluate these insights and the workshop’s pedagogical value by sharing reflections by tutors and students who have participated in the blocking workshop