From talking to silence: a confessional journey

This article provides an account of work created by Adrian Howells over the duration of his AHRC Creative Fellowship. Howells provides a creator's perspective; Heddon, a spectator's perspective. Both chart the shift from confessional performances anchored around speech, to the use of silence as a way to engage intimate connections between performer and audience

Making a wave of difference in water awareness and competence through primary physical education teacher education

Introduction The current study aims to pilot the merit of having PE primary physical education specialists contribute to generalist primary teacher education via the creation and sharing of accessible progression spirals across an environmental progression of space instead of designated activity (Table 1). The final water-based progression blends fundamental movement with core aquatic skills as mediated by respective students across a Kolb reflective learning cycle (1984) and informed by curricular guidelines toward a new PETE national water competence teaching assistant accreditation (DfE, 2013, Swim England, 2021, RLPE-AfPE, 2022). Programme wise, how might primary student teachers benefit from a PE Primary specialist-generalist peer supported teaching and learning addition to the PE PCK experience set? Motorically and competence wise, what are the reported potential and perceived student benefits to this PETE journey? Method Physical education specialist student teachers (12) were taught how to plan and teach using the environmentally coded space set. This they modelled and shared with all other generalists; undergraduate and postgraduate generalist students through our RLPE accessible online padlet series. The progression spiral approach aligns with that of Bruner (1966) and extend from reflective PETE bespoke practices (Graham et al., 2020). Results The full set has been successfully piloted by PE specialists with Year 2, undergraduate and graduate primary student teachers. Table 1. Depicts the Environmentally led and peer supported PETE progression which will be implemented in full this coming aca-demic year. Discussion Aspirationally, we will be better placed to refine and improve the approach, and in so doing, address research questions following this coming academic year. References Bruner, J. (1996). The Process of Education. Cambridge, MA: Harvard University Press. Murray, A., & Howells, K. (in Press). Wheels Up, spiral progression pedagogy towards creative movers using wheels. Journal of Early Childhood Education Research. Stiehl, J., Morris, D. G. S., & Sinclair, C. (2008) Teaching physical activity: Change, challenge and choice. Champaign, IL: Human Kinetics

A microangiographic study of the effect of hyperthermia on the rabbit bladder

A model was used to study the effect of hyperthermia on a normal tissue. The model selected was the rabbit bladder and the end point measured was the changes in the micro-vasculature of the bladder wall. It was already demonstrated clinically that hot water bladder infusions produce regression in bladder tumors

STOCK MARKET DEVELOPMENT AND ECONOMIC GROWTH: THE CAUSAL LINKAGE

This paper addresses the question: does stock market development cause growth? It examines the causal linkage between stock market development, financial development and economic growth. The argument is that any inference that financial liberalisation causes savings or investment or growth, or that financial intermediation causes growth, drawn from bivariate causality tests may be invalid, as invalid causality inferences can result from omitting an important variable. The empirical part of this study exploits techniques recently developed by Toda and Yamamoto (1995) to test for causality in VARs, and emphasises the possibility of omitted variable bias. The evidence obtained from a sample of seven countries suggests that a well-developed stock market can foster economic growth in the long run. It also provides support to theories according to which well-functioning stock markets can promote economic development by fuelling the engine of growth through faster capital accumulation, and by tuning it through better resource allocation.Financial Development, Economic Growth, Stock Market, Causality Testing, VARs, Incomplete Systems

Varieties of digital authoritarianism analyzing Russia’s approach to internet governance

Digital authoritarianism threatens the privacy and rights of Internet users worldwide, yet scholarship on this topic remains limited in analytical power and case selection. In this article, we introduce a comprehensive analytical framework to the field of Internet governance and apply it first, briefly, to the well-known case of China and then, in more depth, to the still-understudied Russian case. We identify the extent and relative centralization of Internet governance as well as proactive versus reactive approaches to governance as notable differences between the cases, highlighting variation among digital authoritarians’ governance strategies. We conclude that Russia’s Internet governance model is less comprehensive and consistent than China’s, but its components may be more easily exported to other political systems. We then consider whether recent changes to Russia’s Internet governance suggest that it could converge with the Chinese model over time

The A, B, Cs of physical activity, play and motor learning

A substantial amount of international research has documented children’s need for explorative, experiential and challenging physical play. Through versatile and all-round varieties of play forms and play environments children will develop basic movement skills and learn how to master their body in different and challenging situations. Children’s play is motivated through curiosity and fantasy of exploring the environment and this allows them to master their own bodies and learn to move in a variety of different ways. This symposium will consider how the abilities of: agility, balance and coordination (‘the A,B,Cs’) are stimulated and developed through different and open-ended affordances of play within four different European countries. The purpose of this is to share how the same early movement abilities (A,B,Cs), are developed according to context, culture and environment. The four countries have been chosen as their natural or adapted environments are varied, but they are all used to enhance and help the children to explore, engage in movement that develop their A,B,Cs. Different kind of A,B,C’s will be demonstrated: Finland through focusing on the use of snow and ice. Belgium through focusing on the use of water and aquatic activities, using the specific CEReKi approach. Norway through focusing on the use of the woods and forest environments and England through the use of beach, sand and indoor environments. The use of tools and equipment to help support the children’s development will be examined as well as the role of the teacher to help aid the early movement skills within each different natural or adapted environment. Photography and illustrations will demonstrate how the A,B,C’s are developed differently within each country. Paper one - Finnish perspective The purpose of this presentation is to concretize affordances of Finnish nature during winter – ice and snow. Ice is fascinating slippery surface. It challenge children’s balance and agility constantly, when they are moving or playing on the ice. Children need to activate all their neuro-muscular systems to coordinate their body limbs to keep their balance. Controlling their bodies in different postures while standing or moving helps motivate their play. Therefore, moving on the ice can be seen as playing with own body and trying to keep the balance. Beautiful white snow is free mattress for children: children are attracted to jump, run, throw, dive, cave, lay, roll, spin and use their creativity and desire to make whatever they imagine to try. These physical activities are excellent stimulation for the movement. Moving in the snow slows down children’s movements and they need to use more strength than without snow. Nordic children are lucky to have attractive winter affordances, ice and snow to tempt them physically active play. Challenging surfaces and materials demand concentration, which is prerequisite for development of physical abilities and motor coordination. The seasonal variation with changing affordances may be one reason causing good motor competence of Nordic children. Paper two - Belgium's perspective The aquatic environment is generally for children a source of pleasure and fulfilment. However, water presents physical characteristics for which the humans are not fundamentally constituted. The ability to move in the water is governed by different rules that the child must appropriates in a progressive way. For example the child has to move from the vertical position to the horizontal position in water. Propulsion uses more the upper limbs than the lower limbs. Water resistance changes the speed of segmental movements and breath must be controlled. The aquatic environment should be discovered in a suitable, progressive and fun way. This is what is proposed with the CEReKi original water familiarization method developed in Belgium. The purpose of this presentation is to illustrate how an original arrangement can stimulate the agility, balance and coordination (ABC’s) of the child in the water through active play. Specially adapted equipment is introduced into the pool to provide a stimulating environment, allowing children to evolve according to their desire and level. This presentation will show how a synthetic fibre net, bars, floats, a metal cage or slides can be used to develop children's aquatic ABC’s in an adapted and affording environment. Paper three - Norwegian perspective Children learn movements and gain bodily experiences by exploring different environments. Through bodily experiences, children explore details and quality of movements such as balance, coordination, speed, agility, force and endurance Children develop perceptual-motor skills through natural spontaneous interaction with the environment. The materiality of the environment affords challenges and experiences that promote motor learning and the children respond by exploring, discovering and face the challenges by mastering perceptual motor skills in context with the environment. This presentation will demonstrate how children’s physical play is stimulated and developed through different and open-ended affordances of play “How to encourage explorative and problem-solving play” “How do landscapes promote motor learning and mastering of bodily competence?” Approaches: * Children’s play and learning through experience will be demonstrated through a video of a natural play space * Open-ended affordances of landscapes will be presented Literature and case studies showing the contextual environment- child relationship in learning fundamental motor skills will be discussed. Multifunctional and challenging environments seem to have promotive effect on children’s physical and explorative play and should therefore be encouraged as a pedagogical approach in motor learning. Paper four - English perspective. Nowhere within the UK is further than 70 miles (113 kilometres) from the coast, and England is made up of 2728 miles (4,422 km) of coastline. The coastline has a variety of natural textures from flat sandy dunes to steep white cliffs such as those found at Dover. The beach and coastline offers English children an almost Jurassic exploration, as it is the place that is full of beauty, history and fossils, with many schools having weekly or daily ‘beach school’ in which the children, learn, explore and play on the beach environment. The photographs and illustrations provided in the paper will show how the abilities of agility, balance and coordination are developed through a variety of ways using the sand and beach environments. For example the fine and coarse sand are ideal for sensory touch development with children from very young age. Both the actual outdoor environments of the beach and rock pools as well as sand pits, sand boxes and water boxes within indoor settings are used to develop physical curiosity, through hiding objects that the children have to use fine motor skills to dig out, to use pincers to help develop their grasping, reaching and coordination skills