Sustainable deathstyles? The geography of green burials in Britain

In the context of a wider literature on ‘deathscapes’, we map the emergence of a new mode of burial and remembrance in Britain. Since a ‘green’ burial ground was established in Carlisle in 1993, sites for so-called ‘green, ‘natural’ or ‘woodland’ funerals have proliferated. There are now over 270 such sites in Britain. Drawing on a postal and email survey sent to all managers/owners and visits to 15 green burial grounds (enabling observations and semi-structured interviews with their managers), we chart their growth, establishment and regulation and describe the landscapes associated with them. This requires, and leads to, wider reflections on nature, capital, consumption, culture and the body

The contribution of experts in care proceedings : evaluation of independent social work reports on care proceedings

Several concerns surround the use of independent social work (ISW) assessments in care proceedings. Some result from the exclusion of this work from a review of legal aid for expert assessments in this field, a cap on ISW fees, and fears about a resulting reduction in the availability of ISWs. At the same time, submissions to the Family Justice Review (FJR) claimed that ISWs cause delay, simply duplicate existing local authority assessments, add nothing new and undermine confidence in social work assessments. It was also said that ISW reports result from parents utilising human rights claims to gain a second opinion of a local authority assessment – and to which courts too readily accede. ... But while strong views have been expressed about the use of independent social work assessments, there is little hard evidence. This evaluation, commissioned following submissions to the FJR, begins to address that lack. It is based on 65 cases concerning 121 children and 82 reports for courts in England and Wales. The sample was drawn from the records of three independent agencies providing ISWs

Keeping a Happy Face: Managing Emotions in Teen Jobs

In Canada, many teen women hold jobs, particularly in the service sector, yet we know very little about their experiences as workers. This paper examines teen women's understandings of emotional labour as experienced within their frontline service jobs. We consider the broader significance of these findings in light of current literature on emotional labour and gender.Au Canada, un bon nombre d'adolescentes ont un emploi, tout particulierement dans le secteur de service, cependant nous savons tres peu au sujet de leur experiences en tant que travailleuses. Le present article etudie ce que les adolescentes comprennent du travail emotionnel tel que vecu dans leur travail de premiere ligne. Nous considerons la signification de ces decouvertes compte tenu de la litterature courante sur le travail emotionnel et la difference entre les sexes

Geography’s Strategies

In the context of debates about policy relevance, geotechnologies, and the status of and prospects for geography, we present the case for a promotional strategy based on foregrounding the impact, diversity, and wealth of geographic scholarshi

Duty, Passion and the (Re)Production of a Gendered Life: One Young Woman's Struggle to Craft a Meaningful Vocational Project

This longitudinal narrative case study traces one young woman's vocational journey from age 17 to 23. Drawing on youth transitions literature and feminist scholarship on the gendered division of labour, the paper considers how her journey was shaped by powerful ideologies linked to relational work, home-based production, and postsecondary schooling. Résumé Ce cas d'étude narratif longitudinal trace le parcours professionnel d'une jeune femme de l'âge de 17 ans à 23 ans. En se basant sur la littérature sur les phases de transitions de la jeunesse et sur l'érudition féministe sur la division du travail selon les sexes, cet article considère la façon dont sa trajectoire a été façonnée par des idéologies puissantes reliées au travail relationnel, la production au foyer et à l'éducation postsecondaire

Direct measurement of transcription rates reveals multiple mechanisms for configuration of the Arabidopsis ambient temperature response

Background Sensing and responding to ambient temperature is important for controlling growth and development of many organisms, in part by regulating mRNA levels. mRNA abundance can change with temperature, but it is unclear whether this results from changes in transcription or decay rates, and whether passive or active temperature regulation is involved. Results Using a base analog labelling method, we directly measured the temperature coefficient, Q10, of mRNA synthesis and degradation rates of the Arabidopsis transcriptome. We show that for most genes, transcript levels are buffered against passive increases in transcription rates by balancing passive increases in the rate of decay. Strikingly, for temperature-responsive transcripts, increasing temperature raises transcript abundance primarily by promoting faster transcription relative to decay and not vice versa, suggesting a global transcriptional process exists that controls mRNA abundance by temperature. This is partly accounted for by gene body H2A.Z which is associated with low transcription rate Q10, but is also influenced by other marks and transcription factor activities. Conclusions Our data show that less frequent chromatin states can produce temperature responses simply by virtue of their rarity and the difference between their thermal properties and those of the most common states, and underline the advantages of directly measuring transcription rate changes in dynamic systems, rather than inferring rates from changes in mRNA abundance. Background The mechanism for ambient temperature sensing in plants is unclear. Control of transcript levels is believed to be important in responses to temperature [1-4] but affects of ambient temperature on transcription and mRNA decay rates have not been measured. According to the work of Arrhenius [5] the temperature coefficient (Q10) of biochemical reactions is expected to be 2 to 3 at biological temperatures: yet less than 2% of Arabidopsis thaliana genes have a two-fold or greater difference in expression level between 17°C and 27°C [6]. The remaining genes either have rates buffered against changing temperatures, or passive increases in transcription rate must be offset by a balanced increase in decay rate, leading to higher turnover but static steady state levels. Despite this fundamental uncertainty, steady state transcriptomic responses to ambient temperature have been used to infer a role for chromatin modifications in temperature signaling [2,7]. 4-Thiouracil (4SU) is a non-toxic base analogue that has been shown to be incorporated into mammalian and yeast mRNA during transcription [8-12]. Biotinylation and column separation allow 4SU-labeled RNA to be separated from unlabeled RNA, and transcriptomic analysis using the separated samples can be used to simultaneously calculate mRNA synthesis and decay rates [8]. Here we use 4SU labeling to measure transcription rates and determine the Q10 genome-wide of mRNA synthesis and decay rates in Arabidopsis thaliana. We show that ambient temperature has large passive effects on both mRNA synthesis and decay rates, and that where temperature controls transcript abundance it does so by regulating transcription relative to decay and not vice versa. Our analysis suggests that transcription factor binding sites and epigenetic state combine to create a complex network of temperature responses in plants. Results Cells incorporate 4SU into RNA and this has been exploited in mammalian cells [8,11,12] and in yeast [13] to measure mRNA synthesis and decay rates. In order to determine whether plants can take up 4SU we floated intact seedlings in MS medium and monitored 4SU incorporation into RNA by biotinylation and dot blot (Figure S1a in Additional file 1). This clearly showed that plants incorporate 4SU from the environment into RNA and that concentrations as low as 1 mM lead to a signal detectable above background within 1 hour (Figure 1B). The resulting RNA could be separated from unlabeled RNA by biotinylation and passage through a streptavidin column as described previously. At 1.5 mM the flow-through can be depleted of detectable 4SU-labeled RNA, whilst labeled plant RNA is highly concentrated in the fraction recovered from the column [8,13] (Figure S1c in Additional file 1). To maximize recovery we chose a low concentration of 4SU at 1.5 mM [8] as high labeling frequencies are known to lead to binding of fewer more frequently labeled transcripts to the columns and reduce recovery. At this concentration Arabidopsis plants treated with 4SU showed the same growth and survival as control plants (Figure S2a in Additional file 1), suggesting 4SU has low toxicity in plants, as in other organisms. Therefore, 4SU dynamics in Arabidopsis seedlings resemble those described for other experimental systems. Preliminary experiments showed that RNA turnover was faster at 27°C compared to 12°C (Figure S2b in Additional file 1), suggesting that temperature generally affected transcription rates

Shifting landscapes: from coalface to quick sand? Teaching geography, earth and environmental sciences in UK higher education

In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight

An illuminative enquiry of one secondary school’s experiences of stress, school support and the potential effects this may have on the wider systems in which they work: An action research model of developing a support-based intervention with staff.

Overview of Thesis Teaching has been reported to be one of the most stressful professions in the UK (HSE, 2000). There is vast international literature that has documented for many years the negative implications that stress and burnout can have on educators’ health and well being and the wider systems and individuals’ connected to their work. The research also clearly documents that the development of school support systems can mediate the negative effects of stress for educators (Zellars & Perrewe, 2001). Given that teachers are one of the UK’s largest groups of public sector employees (Bowers, 2001) and that the education system is once more in a period of rapid change, it makes this piece of research timely in the current context of education policy and practice. This study calls for policy makers to recognise that stress in the education system is becoming an increasingly worrying trend and one that with the right kind of support systems in place could be alleviated in the future. Focus of thesis Two papers form this thesis. A flexible design consistent with an interpretive approach and a social constructionist philosophy has been adopted. Epistemology Social Constructionism Theoretical Perspective Interpretivism Paper One Paper Two Methodology Methodology Illuminative enquiry Action Research Methods Methods Semi-structured interviews Focus group Focus group Open questionnaires The purpose of paper one was to generate new understandings and gain insights into participants’ experiences regarding school staff stress, school support systems and the implications of this. The findings from the first paper informed my second paper. In paper two I worked with school staff to develop and evaluate a support-based intervention in order to address the gaps in support that staff identified in the first paper. This thesis was conducted in a large secondary community college, with a specialist subject status. This was located in a unitary authority in the South West of England. All participants that took part in this research were employed as teachers, support staff and/or members of middle or senior management team at the school. Paper one findings The findings in this study showed school systems to be complex environments, affected greatly by a range of internal and external factors. Participants’ experiences indicated that stress and burnout are a function of the quality of work life in the education system for many, with negative implications associated with those closely connected to them and the education system. This paper contributes to the existing body of knowledge in this area by drawing participants from across the school meso system, as opposed from one part of the system, ensuring that all those working at different levels within the school were represented. A key issue uncovered by this study and adding to the existing literature in the field is the hierarchical nature of schooling. This hierarchy served to maintain the causes of stress experienced by my participants. These causes were systemic in nature as the issues raised were common across my participants and originated from the way the school system was organised and operated. The implication of this is that the focus of support needs to be aimed at adapting the school environment to reduce the main areas of stress faced by teachers and support staff and helping teachers to deal more positively with the stress factors within the environments and systems in which they work. The evidence also showed that my participants had a limited knowledge of the wider roles of the EPS and this may be significant area for the local authority in which this research was conducted to focus on in the future. This paper’s contribution is timely given the current context of education policy and practice Paper two findings The focus of this paper was developing and evaluating, in collaboration with participants, a staff support-based intervention. The staff’s support intervention of choice was a series of short training workshops focused on developing a better understanding of stress, promoting EHWB, assertiveness and methods of support. There were four stages to the creation of the intervention: Development of the intervention (through a focus group and the collaboration of school staff); Recruitment of participants (conducted through the senior management team through emails and staff reminders); Implementation of the intervention (five one hour, after-school workshops, using a range of teaching strategies, including practical skills; Outcomes (gained through an open pre and post training questionnaire which considered the practical strategies the participants had adopted from the workshop and applied to their practice). Despite working with staff including teachers, non teachers and senior staff to design the intervention, attendance at the after-school training workshops was poor, with only five members of the school’s support and special needs team attending. There were no teachers or members of the senior management team present. However those staff that did attend the training intervention provided positive feedback and found it useful in their practice. The questionnaires suggested that the training increased staff’s knowledge of how to manage their stress and to promote their well-being. Staff also stated that they were able to apply the practical strategies provided directly to their practice. One of the main purposes of paper two was to begin the process of change in participants’ perceptions and practice. As a direct result of conducting this piece of research the school of focus have set up a staff well-being forum, open to all staff, to meet on a termly basis to discuss matters relating to staff EHWB and support. The school are also considering setting up staff consultation groups for the teaching assistants in the future, in addition to creating a staff well being notice board, a suggestion box, having a staff well being awareness day, creating a staff well being policy and also providing yearly drop in sessions for staff on stress management. The role of the EP EPs are well placed to offer their services to schools in supporting them with examining professional support systems. EPs are experienced researchers and could conduct small pieces of individual school-based research looking at those areas of the workplace where stress is experienced the most and be able to identify gaps in staff support systems. EPs are equipped with the training and experience to provide bespoke packages of support for individual schools that may include staff training aimed at prioritising staff support and EHWB both in policy and practice. It seems then that EPs are well placed to work in collaboration with schools to develop their staff support systems in this area of staff development and school improvement