People & Society -Issue No. 1- Autumn 2018

The HaSS Research & Impact Bulletin

PEOPLE & SOCIETY AUTUMN 2018 ISSUE NO.1

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Spotlight on Research

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Policy and Practice Impact

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Public Engagement

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Welcome

In this issue

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Spotlight on Research

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Grant success

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Policy and practice Impact

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International Collaborations

elcome to the first issue of HaSS ‘People & Society’ Research & Impact Bulletin, our new magazine which showcases the exciting research that we do and its public impact.

As this is our first issue, coming out just after the summer break, we celebrate a range of achievements from the last 6 months, including grants and publication successes, public events which have had an impact, notable visitors and student successes.

07 Events

On page 3, dr Chris Jones from Social Work & Social Policy introduces a new partnership which aims to provide better support for brothers and sisters in care. On page 6, we share some grant successes, including a £1.4 million grant for a multi-disciplinary team of researchers led by Prof Yvette Taylor in the School of Education.

This project investigates potential inequalities experienced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex+ (LGBTQI+) people at key ‘transition’ points in life. In other sections, we celebrate new publications, conferences you presented at and student successes, such as prizes and successful vivas.

And finally we announce a new prize for research impact and how you can enter your research to win! A packed first issue.

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Conference presentations

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In print

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Student successes

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New course

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Media Engagement

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Profile: Dr Jacqueline Young – Faculty Editor

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Public Engagement

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HaSS Impact Prize Awards

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Forthcoming Deadlines - Funding calls

17 Workshops

If you’d like to feature in our next People & Society issue, out in November, get in touch! In the meantime, don’t forget to follow and tweet us at @HaSSPEI or drop me an email.

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Fundraise for our work in HaSS

We hope you enjoy the issue!

Dr Daniela Sime, Associate Dean (Public Engagement & Impact)

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Follow us: @HaSSPEI

The HaSS Research & Impact Bulletin [ People & Society - Autumn 2018, Issue No.1 ]

t: 0141 444 8410 e: hass-faculty-office@strath.ac.uk www.strath.ac.uk/humanities/

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SPOTLIGHT ON RESEARCH Stand Up For Siblings: A partnership project looking at contact between brothers and sisters in the care system

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multi-agency collaboration initiated by the University of Strathclyde and a number of public and third sector partners has been launched in Scotland in 2018.

Stand Up For Siblings is a collaboration between a number of child welfare, children’s rights and legal organisations and academics within Scotland including Clan Childlaw, Who Cares? Scotland, the Scottish Children’s Reporter Administration, the University of Strathclyde and CELCIS. The partnership kicked off with an event at the Scottish Universities Insight Institute which looked at children’s rights and focused on practical and concrete changes that can be made at a practice level to improve contact between brothers and sisters in care.

Central to the event were the voices of young people from The Fostering Network and Who Cares? Scotland who spoke about their experiences of sibling contact. Speakers also included Fiona Duncan, Chair of the Independent Care Review and Bruce Adamson, Children and Young People’s Commissioner Scotland. The First Minister, Nicola Sturgeon, recorded her support for the partnership in a video available from the project website www.standupforsiblings.co.uk.

The impetus for Stand Up For Siblings was a piece of research which was published last year by Dr Christine Jones from the University of Strathclyde and Dr Gillian Henderson from the Scottish Children’s Reporter Administration. A research briefing

on ‘Supporting Sibling Relationships of Children in Permanent Foster and Adoptive Families’ is available on the project website.

Dr Christine Jones, one of the founders of Stand Up for Siblings, said: ‘We know that children who face adversity greatly value their relationships with siblings. Yet, for care experienced children and young people these relationships often become disrupted. We believe more can be done to protect the rights and promote the wellbeing of brothers and sisters in such circumstances and we are working together to influence the law, policy and practice around this issue. We created Stand Up For Siblings as we believe that if we all work together, we can make a real difference to the lives of

children and young people, plus ensure that they receive the right support and contact with their brothers and sisters.’

A website has been created for anyone with an interest in sibling relationships of looked after and care experienced children and young people. There are dedicated sections on the website for young people and for professionals and supporters can commit to making changes to practice on the pledge wall.

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Contact Dr Chris Jones Social Work & Social Policy christine.jones@strath.ac.uk #standupforsiblings

Spotlight on Research

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GRANT SUCCESS In the Gulag’s Shadow: Producing, Consuming and Perceiving Prisons in the Former USSR, ESRC, £735,000 (2018-2021) Professor Laura Piacentini will lead a major 3-year project on a new comparative criminology project starting this month. Other coinvestigators include Gavin Slade, University of Nazarbayev, Astana and Elena Omelchenko, Higher School of Economics, St Petersburg. This will be the first systematic, theoretical and cultural study in the world of post-Soviet incarceration. This unique project aims to map prison rates, prison conditions and processes of penal policy in the fSU; analyse contemporary social attitudes to punishment, and interrogate how representations of punishment constitute a symbolic site through which cultural understandings of history, political power and citizenstate relationships are formed.

This exciting international study will produce long-lasting research and have impact in the comparative criminology and penal sociology fields.

It will further global understanding of world incarceration realised through working with international impact partners including: the Institute of Criminal Policy Research at Birkbeck, The University of London, six museums of former political oppression in the two countries, a diverse stakeholder community and an international advisory board of world experts in the fields of visual criminology, international prisons and popular punitiveness.

Award Win for Unique LGBTQI+ Transitions Project, NORFACE, £1.4 million (2018-2021)

Comparative Study of the Role of Emotion in DecisionMaking in Criminal Cases to Begin

Professor Yvette Taylor from the School of Education, in collaboration with colleagues from four other institutions, has been awarded over £1.4m by Norface EU scheme to work on the 3 year project entitled Comparing Intersectional Life Course Inequalities amongst LGBTQI+ Citizens in Four European Counties.

Professor Cyrus Tata from the Law School is to collaborate in a fourcountry study of the role of emotion in decision-making in criminal cases. The five-year research study will examine the role of emotion in the construction of objectivity in four countries: Sweden, Scotland, Italy and USA. This will be first comparative study of the role of emotion in criminal case court decision-making.

Bringing together an international and multi-disciplinary team of researchers, this project investigates potential inequalities experienced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex+ (LGBTQI+) people at three ‘transition’ points in life: school to work transitions; employment progression in mid-life; and the transition into retirement and its implications for end of life. The key objective is to provide cross-cultural evidence, for the first time ever, concerning life course inequalities experienced by LGBTQI+ people, comparing and contrasting these across four European countries with different yet interrelated social, historical, economic and political backgrounds: England, Scotland, Portugal and Germany. Additionally, the project examines how inequalities related to gender identity and/ or sexuality vary and intersect with others, such as social class, ethnicity, citizenship status, health status, dis/ ability, religion and geographical location across the life course.

Partners include: University of Strathclyde, Scotland; University of Surrey, England; University of Coimbra, Portugal and Alice Salomon University, Germany.

The HaSS Research & Impact Bulletin [ People & Society - Autumn 2018, Issue No.1 ]

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Sentencing Review of Death Driving Cases Prof Cyrus Tata and Dr Rachel McPherson, (Centre for Law, Crime & Justice, The Law School), have been commissioned by the Scottish Sentencing Council to carry out a review of the state of knowledge about sentencing for causing death by driving offences. The review is examining the international research literature and statistics in relation to sentencing of these cases. Prof Tata said: ‘we are delighted to be asked to undertake this work. Causing death by driving offences, which excludes homicide offences, can represent a particularly difficult set of cases, coming as they do often with a high degree of harm, but in some instances with relatively low culpability.

This can pose unique challenges to sentencing in what are emotionallycharged cases.’

Co-producing Desistance: International Social Economy Justice Network Dr. Beth Weaver, School of Social Work and Social Policy, with Professor Stephen Osborne (University of Edinburgh), Dr. Michael Roy (Glasgow Caledonia University) and Dr Sarah Soppitt (University of Northumbria), Pauline Graham and Jayne Chappell (Social Firms Scotland), Elizabeth Docherty (Glasgow Social Enterprise Network), Thomas Jackson (Community Justice Glasgow) and Paul Morris (Glasgow City Council) have been awarded funding from the Scottish Universities Insight Institute. This programme of knowledge exchange,

running between October 2018 – March 2019, will bring together international, multi-disciplinary academic and industry leaders in the respective fields of social cooperatives, social enterprise and the social economy; community justice, social work and public health; and economic sociology, criminology, governance and public policy to form an active and sustainable collaborative network and to inform the development of social enterprise and cooperative structures of employment in both work generation and integration for people involved in the justice system.

Grant Success

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POLICY AND PRACTICE IMPACT Here to Stay? Identity, citizenship and belonging among settled Eastern European young people in the UK

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oung Europeans living in the UK have been impacted considerably by the decision for Britain to leave the European Union. Some of these impacts are already manifest, such as the rise in applications for British citizenship from EU citizens and the recorded increase in out-migration of EU citizens since the Referendum, although not yet a ‘Brexodus’. This ESRC-funded project, led by Dr Daniela Sime, in Social Work & Social Policy, is the largest study of Eastern European young people aged 12-18, living in the UK, since the EU Referendum. The research produced data from over 1,200 young people through an online survey, focus groups and family case studies. The research found that the majority of the participants said they felt ‘uncertain’ (56%), ‘worried’ (54%) and ‘scared’ (27%) about their future in Britain. Although most of the young people had lived in the UK for over 5 years, only 8% had British or dual nationality. While there are ongoing discussions on their status in the UK post-Brexit, and the UK Government has promised to make applications for ‘settled status’ straightforward for EU nationals, there is evidence that many groups – including children in vulnerable families, looked after children or those with parents in insecure work, are at risk of becoming undocumented. Young people in this research had an acute sense of insecurity when thinking about their future. Another significant aspect of the study is the increase in racism and xenophobia young people have reported in the study. Over 75% said that they have been victims of racism

and xenophobic attacks, which ranged from everyday verbal attacks in schools and public spaces, to threats and physical attacks and online bullying.

To share these findings, the research team have produced four policy briefings available from the project website www.migrantyouth.org and delivered a series of events for education and service managers across Scotland and the rest of the UK. The PI, Dr Daniela Sime, has also given evidence to the All Party Parliamentary Group on ‘Better Brexit for Young People’ chaired

by Stephen Kinnock, MP, on 5th March 2018, and to the Scottish Parliament’s Equalities

The HaSS Research & Impact Bulletin [ People & Society - Autumn 2018, Issue No.1 ]

and Human Rights Committee on 21st June 2018: https://www.scottishparliament.tv/ meeting/equalities-and-human-rightscommittee-june-21-2018

The research has also appeared in the Herald and the Huffington Post. http://www.heraldscotland.com/ news/16307708.Roma_pupils___39_ hiding_nationality__39__to_avoid_ bullying_in_Scottish_schools/ https://www.huffingtonpost.co.uk/ entry/eastern-europe-brexit_ uk_5accc2f5e4b0152082fdd6c8

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Contact Dr Daniela Sime Social Work & Social Policy daniela.sime@strath.ac.uk Twitter @migrantyouth

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INTERNATIONAL COLLABORATIONS Beijing Summer School

Dr. Neil McGarvey taught a class on British Politics & Globalisation in July 2018 at China University, Beijing Global Studies Summer School. This is part of an ongoing collaboration with the School of Political Science and Public Administration, China University of Political Science and Law, Beijing.

Mexico Exchange Professor Edgar Ramirez, from Centro de Investigación y Docencia Económicas (CIDE) in Mexico City, visited the University of Strathclyde for a week in May. His visit was part of a British Academy international research grant with Dr Robert Rogerson, Institute for Future Cities (IFC). Their research is exploring ways in which smart city initiatives in Scotland can enhance citizen engagement in governance as

part of Mexico’s smart city initiative. As part of the visit, Dr Ramirez met with colleagues from School of Government, discussing his experience in managing a Masters In Public Administration, and with teams from Glasgow City Council and Perth & Kinross Council. This is the first of three visits between CIDE and IFC and is the basis for an application to the ESRC and CONACYT under their Smart Cities programme.

International Collaborations

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EVENTS Cross-Border Consumer Protection: Enhancing the Rights of Scottish Consumers @ Engage with Strathclyde, 22nd May 2018

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r Lorna Gillies and colleagues from Strathclyde Law School, Scottish Government, SULNE, stakeholders, policy makers and representatives from the legal profession in Scotland organised an event which examined consumer protection, with a focus on the rights of Scottish consumers. The event brought together stakeholders, student representatives, parliamentarians, practitioners, academics and policymakers working in the field of consumer rights. The attendees welcomed keynote speaker Mr Paul Wheelhouse MSP, Minister for Business, Innovation and Energy. The event was chaired

by Professor Alastair Hudson from Strathclyde Law School.

As expected, Brexit was a key issue debated: there was lively and pragmatic discussion of two topics in the context of Brexit and the new consumer advice and advocacy powers of the Scottish Parliament: nn Consumer protection in a postBrexit Scotland: Regulatory Opportunities, Challenges for Devolved Competences, Securing Legislative Equivalence; nn Consumers’ cross-border rights in a post-Brexit Scotland: Digital Rights, Competition Issues and Financial Services The event provided an opportunity to be informed of the Scottish

Government’s position on the ongoing UK-EU Negotiation and for some of Scotland’s key policy makers and advisers to hear from stakeholders as to the key issues at stake for consumer and financial services in a post-Brexit UK. The Roundtable sought to provide an opportunity to help develop further thinking on how Scotland and the UK can best protect consumers’ rights post-Brexit.

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Contact Dr Lorna Gillies School of Law lorna.e.gillies@strath.ac.uk

Sex: Annual meeting of British Educational the British Animal Studies Leadership, Management Network @ Strathclyde and Society event This meeting of the British Animal Studies Network (BASN) organised by Prof Erica Fudge, English Studies, focused on questions of sex - broadly understood in relation to criminalised sexual acts; the limits placed on animals’ sex lives in agricultural production; the place of animals in sexual sciences; sex difference and human perception of animals. Speakers came from the UK, continental Europe and North America.

Joanna Holmes, School of Education, together with colleagues from Education Scotland and the University of Glasgow, has organised the latest British Educational Leadership, Management and Society’s research interest group meeting at Strathclyde. The focus was a Special Scottish Leadership Preparation and Development exploration and discussion.

https://www.britishanimalstudiesnetwork.org.uk/ PastMeetings/Sex.aspx

See details at: https://www.belmas.org.uk/All-Events/ Leadership-Preparation-and-Development-RIG-Meeting-/54459

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CONFERENCE PRESENTATIONS Invited public lecture David Lewin, School of Education, has been invited to give a public lecture at Regent’s College, Vancouver, entitled ‘Thinking about Tomorrow: Where Theology, Technology, and Education Meet’. The event took place on 7th June and was very well attended. Progress and development, hope and anxiety, trust and expectation all place the future in our midst. But what is the nature of these relationships? Are the domains of theology, technology, and education mutually illuminating or do they obscure one another on the question of the relations between present and future? And are we really going to spend the rest of our lives there, rather than here, now?

Best poster award at multidisciplinary conference

The lecture was part of a project that took place in Vancouver: https://www.christianflourishing.com/

Susan Lloyd, a Research Assistant in Speech and Language Therapy, together with Joanne Cleland (Strathclyde), Lisa Crampin (Glasgow Dental Hospital and School), Linsay Campbell (Glasgow Dental Hospital and School), Natalia Zharkova (Queen Margaret University) and Pertti Palo (Strathclyde) have won the prize for best poster at the Craniofacial Society of Great Britain and Ireland Annual Scientific Meeting 2018. The poster describes their findings in relation to identification of speech sound errors in children with cleft lip and palate using ultrasound tongue imaging and was entitled Visualising Speech: Identification of Atypical Tongue-Shape Patterns in the Speech of Children with Cleft Lip and Palate Using Ultrasound Technology. Congratulations to the entire team!

Presentation at the 20th National Canadian Child & Youth Care Conference

Keynote at the first international HumanAnimal Studies conference held in Finland

Graham McPheat, Course Leader on the MSc Child and Youth Care Studies by Distance Learning, attended and presented at Education Day of this high profile international conference. The presentation focused on research led by Dr Laura Steckley from the School of Social Work & Social Policy around ‘threshold concepts’ in child and youth care which has influenced the development of the MSc curriculum. The presentation was followed by information sessions for prospective Canadian students with potential interest in our MSc Programme in Child and Youth Care studies.

Prof Erica Fudge has given an invited keynote at this conference in August, organised by the Finnish Society of Human-Animal Studies. The keynote was based on Erica’s new book - Quick Cattle and Dying Wishes: People and their Animals in Early Modern England (see In Press section for the book outline) which will be published in autumn 2018. This book was finished during an AHRC Leadership Fellowship (2015-16).

http://cycabc.com/conference2018/

Conference Presentations

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IN PRINT Erica Fudge, English Studies

Jonathan Firth, School of Education

Quick Cattle and Dying Wishes: People and their Animals in Early Modern England, Cornell Press

Psychology in the Classroom: A Teacher’s Guide to What Works, Routledge

What was the life of a cow in early modern England like? What would it be like to milk that same cow, day-in, day-out, for over a decade?

How did people feel about and toward the animals that they worked with, tended, and often killed? With these questions, Erica Fudge begins her investigation into a lost aspect of early modern life: the importance of the day-to-day relationships between humans and the animals with whom they worked. Such animals are and always have been, Fudge reminds us, more than simply stock; they are sentient beings with whom one must negotiate. It is the nature, meaning, and value of these negotiations that this study attempts to recover.

Jonathan Firth from the School of Education has recently published this co-authored book with Marc Smith. Jonathan worked on this book while he was teaching Psychology in a school concurrently with studying for his part-time PhD at Strathclyde. He has since take up a post at the School of Education to deliver Scotland’s only PGDE in Secondary Psychology. Jonathan and Marc have previously co-authored a GCSE Psychology textbook, and both are BPS Chartered Psychologists.

By focusing on interactions between people and their livestock, Quick Cattle and Dying Wishes restores animals to the central place they once had in the domestic worlds of early modern England. In addition, the book uses human relationships with animals—as revealed through agricultural manuals, literary sources, and a unique dataset of over four thousand wills—to rethink what quick cattle meant to a predominantly rural population and how relationships with them changed as more and more people moved to the city. Offering a fuller understanding of both human and animal life in this period, Fudge innovatively expands the scope of early modern studies and how we think about the role that animals played in past cultures more broadly.

Aimed at both new and experienced teachers, the book is an accessible guide to applying research on areas such as memory, creativity and motivation to classroom practice.

A review by the Chartered College of Teaching said the book “brings robust, relevant and recent research about psychology to life through the lens of experienced teachers and researchers of psychology by explaining clearly and showing how concepts can impact teaching in the classroom.”

Find the book here: https://www.routledge.com/Psychology-in-the-ClassroomA-teachers-guide-to-what-works/Smith-Firth/p/ book/9781138059696

Find the book here: http://www.cornellpress.cornell.edu/ book/?GCOI=80140102747780

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Francesco Sindico, School of Law

Dr Elaine Webster, School of Law

The Guarani Aquifer System: From a beacon of hope to a question mark in the governance of transboundary aquifers

Dignity, Degrading Treatment and Torture in Human Rights Law, Routledge

SCELG Co-Director, Francesco Sindico, has recently published an open source article reflecting on the added value of the Guarani Aquifer Agreement in the overall management of the Guarani Aquifer System, a large transboundary aquifer shared by Argentina, Brazil, Paraguay and Uruguay. The article has been co-authored with colleagues Ricardo Hirata, Groundwater Research Center (CEPAS|USP) at the University of São Paulo, and Alberto Manganelli, Regional Centre for Groundwater Management for Latin America and The Caribbean (CeReGAS), Montevideo, and was published in the Journal of Hydrology: Regional Studies. SCELG published a policy brief, which summarised the main findings stemming from the research leading to the article just published in Spanish and in Portuguese. Francesco said about the release of the joint article: “The management of the Guarani Aquifer System enters (finally) in a new phase.

After 8 years all countries are now on board and the process of implementing the Guarani Aquifer Agreement can finally start. I have been working on the legal aspects of the management of the Guarani Aquifer System for 10 years and I look forward to this new phase. One must remember that the Guarani Aquifer Agreement is one of the very few international legal instruments to govern the management of a transboundary aquifer in a world where around 600 transboundary aquifers have been identified and where 97% of available freshwater resources are found as groundwater.”

Read the open access article here: https://www.sciencedirect.com/science/article/pii/ S2214581817303464

Dr Elaine Webster has published the first book length study of the human right to be free from ‘degrading treatment’, an understudied element of the international law prohibition of torture. The book appears under the Routledge ‘Research in Human Rights Law Series’ and was also publicised in an knowledge exchange event as part of the Engage with Strathclyde week in May. This book argues that the degrading treatment element of the right is a crucial site of analysis, in itself and for understanding the parameters of the right as a whole.

It addresses how, methodologically, the scope of meaning and application of the right not to be subjected to degrading treatment should best be identified and considers the implications thereof. It systematically examines the diverse aspects of degrading treatment’s scope, from foundations of legal interpretation to the drivers of humiliation. It draws on wide-ranging literature and extensive analysis of more than 1,500 judgments of the European Court of Human Rights, which has pioneered the right’s interpretive growth. The book aims to explore how the interpretive possibilities, and limits, of the right not to be subjected to degrading treatment turn upon the axes of human dignity and state responsibility, and aims to show how this right’s protection can be achieved as well as limited through processes of interpretation.

Get the book here: https://www.routledge.com/Dignity-Degrading-Treatmentand-Torture-in-Human-Rights-Law-The-Ends/Webster/p/ book/9781138856639

In Print

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STUDENT SUCCESSES Vacation Scholarship from the Carnegie Trust for the Universities of Scotland

Viva successes in the School of Social Work & Social Policy

3rd year student Daniel Braby, supervised

by Dr Stratos Patrikios, has been awarded £2,500 as a travel award by the Carnegie Trust for a research project which involves the testing alternative statistical models of voting behaviour in the 2017 UK General Election.

https://www.volunteerscotland.net/for-organisations/research-andevaluation/publications/youth-volunteering-in-deprived-areas/

Two students have recently successfully defended their dissertations in the School of Social Work & Social Policy.

James Davies, supervised by Dr Daniela Sime and Prof Bernard Harris, has completed a study on Young people & volunteering: Attitudes & experiences in areas of multiple deprivation, a study co-funded with Volunteer Scotland.

James’ work, including several policy briefings, is available at:

His work raises important questions about the lower rates of volunteering in deprived areas and why young people living in areas of deprivation encounter more barriers to getting involved.

Moyra Hawthorn has also successfully defended her work on adults’ experiences of historic abuse, in a thesis entitled: Looking Back and Moving Forward: An exploration of narratives of historical institutional child abuse.

Congratulations, Dr Hawthorn and Dr Davies!

NEW COURSE RESTORATIVE JUSTICE & PRACTICES FOUNDATION SKILLS INTENSIVE COURSE There is increasing demand for restorative practices in a wide variety of contexts. Restorative Practices (including Restorative Justice) is a process that brings together those harmed and those responsible for the harm to safely discuss the harm and how it might be set right. International research suggests RJ can help people to recover from harm, encourage those involved to think again, and provide a more satisfying experience for all involved. The approach of this internationally-leading Intensive Foundation Skills Course emerged from Northern Ireland’s successful and influential Youth Conference scheme. We call our model the Balanced Model of Restorative Practices and our method is based upon narrative dialogue. Strathclyde is the only British University to offer this renowned course.

For further information, contact Prof Cyrus Tata, School of Law: cyrus.tata@strath.ac.uk

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MEDIA ENGAGEMENT Bonjour, Sacre Coeur!

Dr Karine Varley was invited to Paris to be interviewed for a TV documentary on the history of the Sacré Coeur at Montmartre in Paris. The basilica was built as an act of penance for the French defeat in the Franco-Prussian War of 1870-71 and is now visited by 11.5 million people each year. Filmed inside the Sacré Coeur, the interview was based on Dr Varley’s book on memories of French defeat in the Franco-Prussian War. The programme will be broadcast on French TV in June and has been sold globally. Tres bien, Karine!

What is the Radio 4’s natural future of retail in histories the city centre?

A series of articles asking what is the future of Glasgow city centre as it is subjected to more shop closures, reducing footfall, and unsustainable rents were published by the local media, with input from Dr Robert Rogerson, deputy director of the Institute for Future Cities. The articles are based on analysis being undertaken by IFC and also link to an international 2-year research project on ‘the future of the city centre’ funded by AHRC. This project involves alongside Strathclyde, the Universities of Northumbria (UK), Newcastle (Australia), Pretoria (South Africa), and Paraiba (Brazil) and will explore how to understand the changes in - and pressures on - city centres across the globe.

Prof Erica Fudge from English Studies was invited to participate in the ‘Natural Histories’, a Radio 4 series celebrating the 150th Anniversary of the Natural History Museum (NHM) in London in 2015, and to then take part in the live event at the NHM - ‘Natural Histories Live: The Big Story’ (https://

www.bbc.co.uk/programmes/b05w9drk)

compered by Rory Bremner.

The success of the first series and its finale has led to three more series (series 4 is currently airing) and Erica has been an invited participant in programmes from all 4 series, including ‘Bear’ and ‘Lion’ (series 1); ‘Wolf’ and ‘Fox’ (series 2), ‘Cow’ (series 3), and ‘Pike’ and ‘Adder’ (series 4) - the last will be airing over this summer.

Follow up at: https://www.bbc.co.uk/ programmes/b05w99gb

http://www.eveningtimes.co.uk/ news/16223233.Glasgow__39_s_ retailers___39_will_go_the_way_of_the_ shipyards__39_ http://www.heraldscotland.com/ news/16225768.Retail_revolution_key_ to_Glasgow_of_the_future

Media Engagement

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PROFILE Jacqueline Young, Faculty Editor

Welcome to Strathclyde, Jacqueline.

What will your role involve?

Thank you! It’s good to be here. My role involves assisting researchers by editing their grant applications (including Pathways to Impact statements) and outputs. I’m also going to be helping with the Faculty’s Impact Case Studies for REF2021.

Tell us a bit about your background…how do you become an editor?

Well, I’m not sure about other people, but I became an editor by accident! I was teaching study skills at a university in Hong Kong in the mid-1990s, and one day a senior member of staff asked me if I would like to do some editing for the science faculty, helping their researchers with grant applications and outputs. And that was it: I became an editor. When I returned to the UK in the early 2000s, I began working freelance for various scholarly presses, editing social sciences and arts monographs and multi-authored volumes. These days most people get into editing by doing

a degree in Writing and Publishing and then starting out as an intern or Editorial Assistant at a publishing house. People who specialise in academic editing are usually employed in universities or by academic presses, and much of our work comes to us through knowing other editors and building up contacts at publishers. A lot of academic editors get their start as a result of having a PhD: if they have writing and editing skills on top of being a subject specialist, journals and publishers such as CUP and OUP will be interested in hiring them and they’ll eventually work their way up from copyediting to commissioning. I enjoyed my time editing books for publishers, but I prefer the variety of work associated with being based in a university. I really enjoy getting to know researchers and working with them to achieve their publishing and funding goals.

What help can you offer colleagues in the Faculty?

I can assist research colleagues at any stage of writing a funding bid or outputs – and outputs can include blog posts,

for example, not just journal papers or longer pieces of academic work. I’m happy to discuss a project before a researcher has started writing, to help them think it through and decide their primary focus; after they’ve written a first draft; or at a later stage of drafting, once it’s been seen by reviewers who have perhaps suggested revisions – and it’s great if a researcher wants to consult me at each of those stages! Before I came to Strathclyde, I had been working in impact development for some years, which included project-managing a university’s case study submission to REF2014, so I can be of particular assistance with funding bids that involve a Pathways to Impact statement and an Impact Summary. Basically, if it involves academic or academic-related writing in any form, I can help!

How can we get in touch?

The best way to contact me is by email: jacqueline.m.young@strath.ac.uk

I work half-time, so I might not always answer immediately, but I will get back to you soon!

THE CONVERSATION Want to get your research to a wider audience? Strathclyde is now a subscribing member to ‘The Conversation’, an online information channel, written by academics for wide audiences. Blog items often reach thousands of readers, making research accessible to many. Have a look at their site and perhaps become an author? https://theconversation.com/uk Read blogs from Prof Karen Boyle, in Media Studies, and one of the Conversation’s most read authors: https://theconversation.com/uk/ search?utf8=%E2%9C%93&q=karen+boyle

or a recent article on Daniela Sime’s research: https://theconversation.com/

how-brexit-is-making-young-eastern-europeans-in-uk-fear-for-their-future-98929

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PUBLIC ENGAGEMENT The ESRC defines Public engagement (PE) as involving ‘activities that bring researchers and the public together’.

This involves identifying an audience and telling them about your research, but also learning from the participants. Public engagement is thus ‘a two-way communication, with the researchers listening to and learning from participants’.

To engage effectively with the audience, the ESRC recommends researchers think about these tips for effective public engagement: nn Be clear about why you are engaging with the public, both in your own mind and in your communication with potential participants. Do not raise unrealistic expectations amongst participants. nn Allow enough time to plan public engagement thoroughly, whether it is a small, one-off event or a sustained programme. nn When planning your public engagement strategy, consider whom you wish to engage and why, their interests and why they might be interested in your research area. This will help you choose a suitable approach. nn Consider your own preferred communication styles and skills in the area of public engagement. Your activities will be far more successful if you are comfortable delivering them. nn Developing an activity timeline or Gantt chart will help you manage the public engagement activity and identify potential pitfalls. nn Think about your public engagement role as one that is ongoing - this will allow you to connect your activities, build your expertise and develop a rapport with the groups you are engaging with.

IN THE SPOTLIGHT Dr Daniela Sime and Dr Christina McMellon, Social Work & Social Policy, worked with a group of young people and an artist, Rachel Mimiec, to produce an arts exhibition and engage the public with research messages through the medium of art.

The Here to Stay? art exhibition was open at Tramway, 7th July- 26th August, and examined issues of identity, citizenship and belonging with young migrants The exhibition attracted over 2,000 visitors and can be viewed online at www.migrantyouth.org

nn Build evaluation in at the start of the public engagement programme. Evaluating the experience or activity is the only way to learn what works. nn Share your experiences of public engagement with your colleagues; if possible, make your evaluation reports publicly available so that others can benefit from your experiences. nn Ensure you allocate enough money for public engagement activities when you apply for funding - too often plans remain vague at the time of application and insufficient funds are set aside for high quality activities.

Public Engagement

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HaSS RESEARCH IMPACT AWARDS The new HaSS Impact Prize is an annual opportunity to recognise and reward the successes in our Faculty on projects which are making a difference and are achieving outstanding societal impacts. A prize of ÂŁ200 is awarded to the winners of each category. The application is open to all staff, independent of stage of their career or contract type.

There are four prize categories:

Outstanding impact for Society

Outstanding impact for Policy and Practice

This prize will recognise research that has made a contribution benefitting a specific group of the public or society more widely. This could include impacts from working with local or community groups, charities or wider society. Entries should be supported by evidence that the research has made a difference.

This prize will recognise research that has contributed to the development of public policy, at the local, regional or national government level. This could include direct changes in policy, changes to how decision-makers view issues and the development of more effective and efficient practice by professionals or the users of public services. Entries should be supported by evidence that the research has been taken up and used by policymakers and public service practitioners.

Outstanding Early Career Impact This prize will recognise social scientists at the beginning of their academic careers who have achieved or show potential in achieving outstanding impacts in any of the above categories. This includes current PhD students and early career academics in their first three years post-PhD. An application form will be available from RaKET Sharepoint site from 1st October 2018 - this will include a description of the research, a description of the impact achieved, challenges overcome, and evidence of impact.

Outstanding International Impact This prize will recognise research that has achieved impact at an international level across countries in business, policy or societal issues.

Closing deadline: 28 February 2019 Prizes announced: 15th March 2019

The HaSS Research & Impact Bulletin [ People & Society - Autumn 2018, Issue No.1 ]

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FORTHCOMING DEADLINESFUNDING CALLS RaKET (Research & Knowledge Exchange Team) is the HaSS central support team providing support and advice for any member of Faculty staff engaged in R&KE activities - one of 6 central support teams that support the work of HaSS, the others being Academic Quality, the Graduate School, Information Technology, Marketing & Communications and Planning.

All applications for funding and activities that require costs to be covered, or which will generate income, must be costed and approved beforehand - even outline and externallyled applications using pFACT (the University costing tool for research applications) or KEIMS (the online tool for facilitating the recording and management of KE activity).

This is just one area in which our dedicated support staff can support you as well as completing submissions to funders, award management, consultancy, organising conferences, seminars, short courses and CPD Our Sharepoint site (the University intranet accessed via Pegasus) contains useful information for all Faculty staff engaged in R&KE activity. This is regularly updated with HaSS-relevant funding opportunities, and contains policy documents and guides to assist you with your R&KE activities.

Up coming deadlines for funding include: nn Carnegie Research Incentive Grants- 15th September nn Wellcome Trust Investigator Awards - 18th September ––

Collaborative Awards - 18th September

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University Awards - 20th September

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Research Fellowships - 20th September

nn Nuffield Foundation - 24th September nn UKRI Future Leaders Fellowship - 10th October nn ESRC Nordic British initiative on migration - 15th November

Forthcoming Deadlines- Funding Calls

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WORKSHOPS Grant Writing Workshops Two grant writing workshops aimed at early and mid-career researchers are now available for all colleagues in HASS.

Workshop 1: Writing a Successful Case for Support 7th November, 2018, 1-4 pm

Workshop 2: Writing Winning Pathways to Impact Statements 14th November 2018, 10-1 pm

This session, led by Daniela Sime (Social Work & Social Policy) will look at the grant application process, with a focus on how to write the case for support for schemes such as New Investigator and Standard Grants (ESRC) and Early Career and Standard Grants (AHRC). The session will cover issues such as how to identify a project idea, how to write the application form and case for support, and think about issues such as budgeting and data management. We will look at successful applications and reviewers’ comments on successful and unsuccessful applications.

In this session, led by Jacqueline Young (Faculty Editor), you will learn what impact is (and isn’t!), what the Research Councils are looking for in a Pathways to Impact statement, how to plan for and realise impact and what types of activity leading to impact you should include in your project costings. You will also hear from experienced researchers who have written successful PtI statements, and will have a chance to start thinking through and planning your own impact project.

Both sessions will be highly interactive and researcher-focused, and are ideal for early or mid-career researchers.

Register here- for one or both sessions: https://doodle.com/poll/fn2ukgw46s26p6zr

Feminist Research Workshops These lunchtime workshops, led by Catherine Eschle (Senior Lecturer, GPP) are open to all. The workshops are intended to be small, informal lunchtime get-togethers, giving staff and PhD students engaged in feminist research projects the opportunity for constructive feedback on whatever we are working on at the time. The hope is to build a Stratchlydewide community by learning about what colleagues are doing, as well as by receiving support and advice on ongoing or future projects.

Anyone interested can join and offer to speak. Sessions can be used to offer a journal paper, PhD chapter, book proposal, grant application - unfinished work in progress and circulated a week in advance, to give other participants a chance to read it beforehand. The workshop sessions will consist of a 10 minute introduction by the presenter to highlight the purpose, main points, and intended audience/ outlet of the research, followed by 40 minutes friendly and supportive discussion.

Sessions take place in room LH227a, 1-2 pm.

Future sessions: 3 October - Catherine Eschle 7 November - Churnjeet Mahn 21 November - Monica Alario Gavilan 5 December - Karen Boyle 9 January - Rebecca Jones 6 February - Melanie McCarry 6 March - Laura Lovin 1 May - Maddie Breeze 5 June - Maja Andreasen For more information, or to get on the mailing list for the workshops, email: catherine.eschele@strath.ac.uk

FEMINIST RESEARCH SEMINAR SERIES

The Feminist Research Network organises a monthly series of interdisciplinary feminist research seminars, which pair an external speaker with a respondent from Strathclyde. Seminars take place on Wednesdays, 3pm, in MC319 and are open to all.

For a full list of dates and speakers, please see https://sufeministnetwork.blogspot.com/p/seminarseries-2018-19.html

The HaSS Research & Impact Bulletin [ People & Society - Autumn 2018, Issue No.1 ]

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FUNDRAISE FOR OUR WORK IN HaSS Organisations and people you work with could become HaSS supporters and sponsors of our students, projects and initiatives. Giving donations to universities is a significant funding source in many countries- can we get our partners to support our work?

If you have an idea for a partnership or sponsorship, our Alumni & Development team have a dedicated member of staff to support HaSS fundraising, from small regular donations to one off gifts.

How could people and organisations you know sponsor our research and support our students? Different options are available, such as: nn Sponsoring our hardship fund for undergraduate students nn Funding or co-funding postgraduate studentships nn Making a regular or one-off donation nn Leaving money in a will for research and KE activities nn Funding our research on specific research themes or big initiatives, such as Centres If you know of individuals or organisations interested in supporting our work in HaSS, please email Jillian Fletcher: jillian.fletcher@strath.ac.uk

For more information, see: https://www.strath.ac.uk/alumni/givetostrathclyde/

Fundraise for our work in HASS

Do you have a research story to feature in the next issue?

Submit a ‘New story’ through Sharepoint or email: hass-marketing@strath.ac.uk