This Week at Loughborough | 29 April

Evening Bluebell Walk  

29 April  | 7pm -8pm  |  Burleigh Wood 

Meeting at the gates to Burleigh Wood (What3Words – faces.rock.edge) following a short introduction, we will take a gentle stroll around the wood, stopping to learn about the plants and ecology of the wood (including the locally famous bluebell display). The walk will be led by Assistant Gardens Manager Rich Fenn Griffin.  

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The Mark Drama  

29 April  | 7:30pm – 9:30pm  | The Basement, Loughborough Students’ Union 

The Mark Drama is the remarkable story of Jesus Christ as told by Mark’s gospel performed by the Loughborough Christian Union.  

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Dawn Chorus in Burleigh Wood  

30 April  |  6:30am – 7:30am  | Burleigh Wood  

Listen to the dawn chorus and identify the birds we can hear around the wood on a gentle walk. The walk will be led by Curtis Burbidge accompanied by Assistant Gardens Manager Rich Fenn Griffin.   

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Motivation for your studies workshop  

30 April  | 6pm – 7pm  | WPL201, STEMlab 

Come along to the Student Success Academy’s ‘Motivation for your Studies’ workshop to find out what motivates you and learn new techniques to help you stay focused on your studies.  

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IAS Seminar: From diatoms to DNA : lakes as sentinels of global change  

1 May  | 12pm – 1pm  | International House and Zoom Webinar  

Institute of Advanced Studies  (IAS) visiting fellow Dr Adam Heathcote will deliver a seminar on their research. Dr Adam Heathcote will share a few examples of classical (e.g geochemistry, diatoms, algal pigments) and new (sediment DNA) techniques of using lake sediment archives to reconstruct environmental history and predict how these ecosystems may respond in the future. 

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Flux Inauguration  

1 May  |  2pm – 3pm  | Claudia Parsons Hall Courtyard 

Join LU Arts to officially welcome the newest sculpture to the Loughborough University sculpture collection.Flux is a brand new sculpture for campus, produced by Chiara Brown, Fred Hendry-Briars and Andrea Pocock, all of whom were Loughborough University students when commissioned. 

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Hidden Gems Sculpture Tour  

1 May  | 3pm – 4pm  | Claudia Parsons Hall Courtyard  

Discover some of the lesser known sculptural gems on the Loughborough University campus. Loughborough University’s campus is home to over 40 sculptures, many of which are prominently located. Some, however, are a little more off the beaten track. Led by the University’s Curator David Bell, this tour will take in some of the campus’ lesser-known sculptural gems. 

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Art Unlocked: Loughborough University Sculpture Collection 

1 May  |  5:30pm – 6pm  |  Online  

To coincide with sculpture week, David Bell ( our Art Collection Curator ) has been invited to deliver a talk. Learn how Loughborough University’s sculpture collection tells a story about changing trends in British public art. We bring the collection to life for those who visit, live, study or work on our campus. 

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IMS Football Cup & Plate Finals 

1 May  | 4pm & 9pm  | Loughborough University Stadium  

Get down to the Loughborough University Stadium as our halls battle it out to win the IMS Football Plate Cup Finals. The afternoon’s first game will see Royce take on Harry French in what will undoubtedly be an almighty clash for the IMS B Plate title. Kick off 4pm. Later in the evening, tension is set to rise as Robert Bakewell and Telford battle for the IMS Football Cup. This match will determine the 2023/2024 IMS Football champions. Kick off 7pm. 

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Tearing up Vogue and Mining the Detritus 

2 May – 10 May  |  12pm – 4 pm  | Martin hall Exhibition Space  

This exhibition will display a body of practice-based doctoral research in montage by Ehryn Torrell (IRPH, SSH) 

In her practice-based research, Torrell has asked the following questions: How can montage allow an artist to deconstruct and challenge fashion media, particularly the racialised and gendered bodies in Vogue magazines? What methods of montage might be used? Does using a fashion magazine as source material risk giving voice to already dominant or normative images of women? 

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Chrome Sliced by Silver : Publication Launch and creative workshop  

3 May  |  6pm – 7pm  | MHL0.07, Martin Hall 

Try out some creative writing prompts and pick up a free copy of “Cleaved Into” and “Chrome Sliced into Silver”. ‘Cleaved Into’ is a pack full of activities prompting creative engagement with the University’s sculpture collection. As part of Sculpture Week 2023, we ran a workshop where participants used some of its prompts to produce their own pieces of creative writing. These have been collated into a new ‘zine, ‘Chrome Sliced by Silver’. 
 
To celebrate the publication of this ‘zine, you’re invited to this informal workshop where you’ll be able to try out some of the exercises yourself. This is a fun way to engage creatively with sculpture, on campus and beyond. 

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Lightning Netball vs Manchester Thunder   

4 May  | 6pm  | Sir David Wallace  

Lightning Netball are taking on Manchester Thunder in a bid to retain their 2023 Netball Super League title, and need your support!  

With unrivalled match day experience and fun for all the family, why not witness our team in action whilst watching some of the best sporting talent in the country? 

Watch the action unfold whilst enjoying light refreshments, entertainment and fun for all the family. 

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Lightning Wheelchair Basketball vs Cardiff Met Archers 

5 May  | 4pm  | Netball Centre  

Head down to the netball centre to support Loughborough Lightning as they take on Cardiff Met Archers, 4pm tip off. 

Our two-time title winning Lightning team are back on campus for another fixture of the 2024 British Wheelchair Basketball Women’s Premier League season. With unrivalled match day experience and fun for all the family, why not witness our new look team in action for the first time this season whilst watching some of the best international sporting talent.  

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Canal Strategy and Future Governance Launch Event Summary

Loughborough University London’s Dr Anna Grosman and Dr Sharon Prendeville, hosted the Canal Strategy and Future Governance launch event earlier this year (Wednesday 7 February 2024), in collaboration with Your Canal Boat CIC’s Erik Ellman and Dr Luke Muscutt.

Situated along the banks of the Hackney Cut canal, the event took place at Loughborough University London’s Here East campus, drawing an audience of representatives from local governance, Greater London Authority, Industry vanguards, canal community luminaries and an array of other key actors to address the capacity of canals to serve as dynamic public realms for community transformation.

The event began with a presentation by Dr Anna Grosman and Dr Sharon Prendeville, showcasing their community-driven research titled “Navigating Canalside Commons: Collaborative Strategies for Urban Waterways.” Delving into the rich tapestry of UK canal systems, they described the intricate interplay between civic growth and natural ecosystems, advocating for the need for balanced approaches in urban planning and regeneration. Central to their discourse was an exploration of the complex network of stakeholders engaged in canal-side spaces. An interactive mapping exercise unfolded, inviting audience members to map out these stakeholders, facilitating a deeper understanding of the presentation’s themes.

The crux of the report underscores the transformative potential inherent within canals as vibrant public spheres. The complexities around land ownership and ambiguity around local policy emerged as key challenges, impeding the management and development of canal-side spaces. Proposals stemming from the research emphasised the imperative need for innovative governance frameworks, robust community engagement, and a steadfast commitment to ecological practices, with a proposed community tool envisioned to empower collective land stewardship.

The presentation was complemented with the premiere screening of “Harnessing the Potential of London’s Canals”, a short film made by Tom Walker of www.tomwalkerfilm.com, as part of the wider project, Canal Strategy and Governance. This documentary offered a compelling portrayal of the current state of underutilised spaces along canals within the boroughs of Westminster, Kensington & Chelsea, and Hackney. Through insightful narratives, it traced the endeavours of key actors engaged in policymaking, community building, urban design and educational initiatives aimed at revitalising these areas.

Offering alternative insights, Loughborough University esteemed expert ecohydrologist Professor Paul Wood, followed with a presentation of selected research on “The Hidden Biodiversity of the Canal Linking our Rivers, Towns and Cities.” He screened an excerpt from a mesmerising film by Artist, Sonia Levy, named “Creatures of the Lines” that captured the ethereal visuals and sounds of our canal’s subaquatic realm, exhibiting the mystique of canal ecology.

Professor Wood elaborated upon the scarcity of ecological quality assessments pertaining to canal systems, attributing this gap in part to their artificial genesis as predominantly anthropogenically engineered ecosystems. Diving into the concept of reconciliation ecology within the agricultural and urban milieu, Professor Wood advocated for the cultivation of natural biodiversity within human-made landscapes. By fostering symbiotic relationships between ecological diversity and human utilisation, he posited the potential for establishing a more sustainable socio-ecological paradigm that obviates the need for a trade-off between biodiversity conservation and human activities. 

After a short tea break, the first of two round table conversations commenced. Participants discussed the challenges in shared governance of canals and strategies for effective stakeholder communication and collaboration. Panellists included Sasha Galitzine from Gerry’s Pompeii, Canal and River Trust’s Sîan Palmer-Ferry, Asia Grzybowska from Smallwood Architects, Calvin Po from Dark Matter Labs, Loughborough University’s Professor of Communication John Downey and lastly Rachel Chapman of Westminster City Council. 

The second round table discussion, chaired by Dr Pandora Syperek, touched on various subjects including the Integration of ecological sustainability in canal-side development, balancing commercial, recreational, and residential uses of canals, and inclusive design principles for Canalside spaces. Panellists included Professor Wood, Francis Castro from Greater London Authority’s London Nature Recovery Programme, Hannah Reid from Thames 21, Matt Hopkins from Group 19 Architects, Katherine Spence from Westminster City Council’s Place Shaping team and project leader of Meanwhile Gardens, Chandrika Dalpat. 

Highlights of the panel discussions included Sîan Palmer Ferry’s delineation of the Canal and River Trust’s commitment to supporting canal communities. She outlined the organisation’s long-term strategy, emphasising a concerted effort towards collaborative partnerships considering the substantial £300 million funding reduction recently imposed by the Department for Environment, Food, and Rural Affairs. 

Calvin Po from Dark Matter Labs also brought forth compelling insights regarding the intricate and interconnected social dynamics within canal spaces, which are often overlooked by conventional property-centric governance structures. He emphasised the importance of integrating the concept of relationality into canal management practices, suggesting that design approaches should strive to foster alternative systems that promote a culture of stewardship and care, rather than perpetuating extractive and possessive attitudes towards the value associated with canal environments. 

The event underscored a prevailing sentiment among attendees—a shared conviction regarding the profound symbolism inherent in canal spaces. These waterways embody a collective resilience, their very essence reflecting the adaptability of societies amidst the intricate web of urban challenges. In preserving the sanctity of public spaces, canals emerge as conduits of urban vitality and social cohesion, nurturing a sense of interconnectedness that transcends the noise of urban life. 

An overarching insight gleaned from the event, emphasised by Francis Castro of the Greater London Authority, pertains to the crucial role these gatherings play in convening diverse stakeholders. They serve as vital platforms for building dialogue, aligning interests, and fostering collaborative efforts to address the multifaceted challenges confronting canal spaces and their associated communities.  

Embracing Castro’s perspective, attendees concluded the event by discussing the feasibility of subsequent meetings aimed at sustaining momentum, nurturing ongoing dialogue, and amplifying avenues for engagement with local governance. A collaborative effort positioned to initiate lasting and transformative impact. 

Special thanks to all attendees for their invaluable input, Loughborough University London for hosting the event and both Dr Anna Grosman and Dr Sharon Prendeville for organising such a successful occasion. 

Written by Finn Livingstone, MSc Service Design Innovation student at the Institute for Design Innovation, Loughborough University London. 

Lesbian Visibility Day

Am I allowed to use the word clitoris in a work environment? 

If I can say kidney, I can say clitoris. Compared to the kidney, which is five inches long, the major female organ, called the clitoris, is 9-11 inches long – and continues to grow through life. Did you know it could be two and a half times bigger in your 90s than in your teens? I bet you didn’t! Most of us know hardly anything about this organ at all. It was even removed from the “Dr’s Bible”, Gray’s Anatomy, in 1947! Yes, an organ was erased from a medical textbook! 

Why? And what does that have to do with Lesbian Visibility Day?  

If you are asking that question, then you are definitely not a Lesbian. So here, I’m making this visible by talking about it, and how women and their organs were, and still are considered to “threaten the Patriarchy”. And how Lesbians are understood to have defied this and consequently become an even bigger threat. Thus experienced, and still experience, further marginalisation.   

I would like to note here that not everyone who identifies as a woman and/or a Lesbian has a clitoris, and not everyone who has a clitoris identifies as a woman. What has been made so plainly clear to me in researching for this post is that our research studies and historical texts are significantly biased towards cisgender identities. I write this blog with this inequity firmly in mind and with a passion for us to do better at including minorities within minorities in future research.  

With this in mind, I’m going to start with a very brief history… 

The clitoris throughout history has had various names. It was referred to in medical or scientific text as ‘Devil’s treat’ (1486). ‘Shameful member’ (1545). ‘Seat of Venus’ (1559).  

Lesbianism was never illegal. The UK partially decriminalised same-sex relations between men in 1967, but that didn’t apply to women, as same-sex relations between women were not illegal. In fact, whilst there were cases in the 1800s where women were prosecuted for having sex with other women, they were kept very quiet. The reason for that is that men didn’t want “respectable” women – their wives or daughters – to find out such “indecency” existed (which would have upset the Patriarchy!). 

In the early 1900s, Freud described the clitoris as infantile, and a mature, feminine woman ultimately has to switch to only having orgasms through vaginal intercourse or “risk psychological disorder” (Freud considered Lesbianism as one of these psychological disorders, despite his own daughter identifying as a Lesbian.) If a woman is unable to have an orgasm like that, they are “frigid”.  

Throughout the 1900s, Feminism was often associated with Lesbianism. Lesbians, as well as Feminists, were called “man-haters”, and other derogatory terms. Straight women risked being perceived as Lesbians if they wanted to join the Feminist movement. Homosexuality was classified by the World Health Organisation as a mental disorder until 1990.  

Are you starting to see the connection now? 

You might say, “But all of this stuff is in the past…”. Is it? 

In 2005, a study described that “in light of gender inequality and a social construction of sexuality, endorsed by both men and women, that privileges men’s sexual pleasure over women’s, such that orgasm for women is pleasing, but ultimately incidental”. 

It was also in 2005 when the anatomy of the clitoris was finally mapped by Helen O’Connell.  We have known the shape of the clitoris for less than 20 years.  By contrast, the optic nerve and its relationship to the eye were described by anatomists in the 12^th century. 

In 2016, the term “the orgasm gap” was used in a study, which observed that 95% of heterosexual men have an orgasm “usually or always” vs 65% of heterosexual women. This number goes up to 86% for Lesbian women. 

It was in a study in 2017 that researchers confirmed the absence of an anatomic “G-spot”, as previously believed. “G-spot” is now known to be part of the clitoris network. 

In a study in 2022 at the University of Manchester, less than 10% of participants labelled all female external genitalia on a diagram correctly. Interestingly for this study, the participants were asked to identify their age, race, education, etc, but not their sexual orientation. 

Interesting history, isn’t it? 

But for me, the most shocking fact of all that stood out throughout history is that women have an organ that is for pleasure only. So, what is stopping us from making the most of that? The hundreds of years of dominance and privilege held by men, The Patriarchy.  

Can you see, how throughout history, Patriarchy has been keeping female pleasure at bay? And how Lesbians have interrupted that and therefore caused a threat? Therefore, they need to further marginalise them as a group?  

Another interesting part of this narrative is that when Lesbians started to be socially more accepted, the narrative quickly changed to please the “male gaze”. From the 1990s, media representation of woman-woman relationships and representation was designed to please men. In many TV programmes or films, two women kissing were actually portraying heterosexual characters kissing to try to be more attractive for men in the show, or men in the audience. Gilmore Girls and Friends are just a couple of examples of this.   

But it’s not just men. The Patriarchy has influenced the way heterosexual women think of Lesbians, just like the 2005 study quoted above found.  

I don’t have a study to prove this, but I have however the lived experience, as well as the lived experience of peers to showcase this: Straight women have used Lesbians to try to attract men. Many of us have seen this, especially on a drunken night out. Straight women “use” or “lead on” Lesbian women to make themselves feel better. Straight women think Lesbians flirt with them when looking at their new haircut or outfit. Or even if looked at for an extra second too long… 

Lesbians have to be very careful. Lesbians are constantly profiled. Lesbians are stereotyped.  

Well, surprise! Lesbians are not all butch. Lesbians don’t fancy all women. Lesbians don’t hate men. And not all Lesbians have clitorises. 

Anyhow, based on research, on stats and on lived experience, this is where we are now. But Lesbians do know a bit about the clitoris. And now you do too. 

Bonnie Erdelyi-Betts
HR Project Manager and Projects Lead for the LGBT+ Staff Network

Five minutes with: Renae Huggan-Broughton

What’s your job title and how long have you been at Loughborough?

I am currently working in Human Resources as a Project Manager. I have worked at Loughborough for just over three years, starting as a Graduate Management Trainee before starting my current role.

Tell us what a typical day in your job looks like?

Oh wow, a typical day is really hard to describe but I’ll give it a go.

Picture this, it’s a Monday morning and my day starts with diving into emails and responding to any questions or updates from colleagues on my projects. Within HR, I manage three programmes of work: HR Digital, Reward & Benefits and Employee Experience with several projects in these. Outside of HR, I also support the Sport Capital PMB.

I’ll then usually head off on a day of meeting after meeting. These are a great opportunity to collaborate, brainstorm, problem-solve and implement upcoming projects and initiatives with colleagues. Occasionally that might be process mapping (I do love a good process change project) and scoping new projects. And then it’s back to my desk to analyse any data, write any papers or have a bit of a chit-chat with someone next to me in the office (I like to call these project wellbeing updates).

What’s your favourite project you’ve worked on?

When I moved into HR last year, I started working on the Staff Experience Survey. This involved working with Schools and Professional Services to track progress on the local actions from the 2022 survey and later involved working with People Insight to coordinate the delivery of our 2023 Staff Experience Survey. This work has definitely been one of my favourite projects.

Personally, I have really enjoyed overseeing the mechanism for colleagues to have their voices heard and to ensure accountability that actions will be delivered on the back of this. So, it has been a really rewarding project to manage.

P.S. If I may, a very close second, would be supporting Nina Kitcher and colleagues in Loughborough Sport and VCO to run an event in Budapest for the World Athletics Championships but I’ll save that for another day.

What is your proudest moment at Loughborough?

As a former Sport & Exercise Science student, graduating in the midst of the Covid-19 pandemic was definitely a proud moment but let me use this to pivot and share a couple highlights as a staff member.

The first was supporting the University’s response to the pandemic by assisting the Covid Gold Group, Logistics group, Team Dates Group and Study Spaces Group (there really were a lot of Covid groups). It was also rewarding to support the Covid Logistics Hub to ensure isolating students received food and everything they needed whilst taking calls from concerned parents and guardians.

My second proudest moment has to be supporting our graduation ceremonies. As a staff member, I am now aware of just how much work goes into making these ceremonies happen and making them special for graduates and their loved ones. Colleagues in the Events team, Registry, E&FM, Schools and VCO do an amazing job pulling these together and being a small part of aiding this effort is always a joy. As a women’s football fan, getting to see Mary Earps in the Winter 2023 ceremonies is also a real highlight.

Tell us something you do outside of work that we might not know about?

Outside of work, my time is generally split between a mix of church, sports, literature and music. I am involved in my local church, Open Heaven Church, where I serve on our leadership team and love doing a Sunday talk or catching up with people during the week.

You’ll also find me on the football pitch as vice-captain and centre forward (the one that tries to score the goals) for a local football team, Loughborough Foxes.

And then, if I’m not chasing a ball around in the cold, I’ll either be somewhere warm with a fiction book or DJing at a wedding or party. And for anyone wondering or wanting some recommendations, my top three favourite books (at the moment) are My Dark Vanessa, Homegoing and Open Water and my top three music artists (also at the moment) are Cleo Sol, Hulvey and the Hamilton/Encanto soundtracks.

What is your favourite quote?

I’m not very good at remembering quotes but one of my favourite bible verses is ‘And now these three remain: faith, hope and love. But the greatest of these is love’ (1 Corinthians 13:13).

If you would like to feature in ‘5 Minutes With’, or you work with someone who you think would be great to include, please email Soph Dinnie at S.Dinnie@lboro.ac.uk.

Debate session: The legacy of the War on Terror

Student Representatives Ginerva Grant and Bilal Arif​ from the Institute for Diplomacy and International Governance are hosting a debate session this Monday 29 April. The topic of debate will be “The Legacy of War on Terror”, discussing whether or not sovereign states have the right to invade/attack other sovereign states that host a terrorist organization.

The session will take place on our campus in room 104 from 5 pm until 7 pm. This is a great opportunity to meet students from other institutes and improve your speaking skills and communication skills in a low-stakes and friendly environment.

There is no need to sign up for the session, if you wish to be part of this debate you can just show up on the day.

If you have any questions about the event please email Ginerva Grant at g.grant2-22@student.lboro.ac.uk

​

World Book and Copyright Day 23rd April

On the 23^rd of April each year, UNESCO (United Nations Educational, Scientific and Cultural Organization) celebrates World Book and Copyright Day.

The death anniversary of William Shakespeare, Miguel Cervantes and Inca Garciloso de la Vega as well as the birth or death of several prominent authors, was chosen in 1995 by UNESCO to become the World Book and Copyright Day. That date is 23^rd April.

The day in itself is a celebration of everything relating to books but also to highlight the importance copyright has in the dissemination of some of our favourite reads.

Thanks to copyright, thousands of authors and publishers around the world can publish works that enrich society, through creativity, diversity and access to knowledge.

Copyright is an Intellectual Property (IP) right which allows the creator of an original work, certain economic rights as well as the right to modify, adapt, and disseminate the work. Copyright is automatic and in the UK it lasts for the lifetime of the author plus 70 years.

Copyright protects different categories of work, from literary, dramatic, artistic and musical works, films and sound recordings as well as broadcasts and typographical arrangement.

Books fall into the literary works spectrum. However, sometimes a book can have multiple types of works included.

Using certain material from a book can sometimes become problematic. Multiple rights holders, means multiple people to request permission from. At times, a publisher might own the copyright and using the material in any way would mean that permission must be requested from publishers which also could mean paying a fee.

While copyright was created to protect creators and their original work, it has become a way for publishers to keep the power over the creations. Alexander Pope described it this way:

What Authors lose, their Booksellers have won,

So Pimps grow rich, while Gallants are undone.

While during Pope’s time, publishers indeed had a lot more power over authors, nowadays, with Open Access for publications, the authors can keep the copyright to their creations and share them widely for the enjoyment and use of the public.

Have a look below at the multiple resources available at Loughborough as well as the multitude of free resources, either because they have been published Open Access or because copyright expired, and they are now part of the public domain.

Loughborough University Catalogue

Authors, copyright, and publishing in the digital era / by Francina Cantatore, 2014

China’s creative industries copyright, social network markets and the business of culture in a digital age / Lucy Montgomery, 2010

Copyright versus open access on the organisation and international political economy of access to scientific knowledge / Marc Scheufen, 2015

E-publishing and digital libraries legal and organizational issues / edited by Ioannis Iglezakis, Tatiana-Eleni Synodinou, and Sarantos Kapidakis, 2010

Judiciary-friendly forensics of software copyright infringement / Vinod Polpaya Bhattathiripad, 2014

Piracy the intellectual property wars from Gutenberg to Gates / Adrian Johns, 2010

Publishing law Hugh Jones and Christopher Benson, 2014

Rethinking copyright history, theory, language / Ronan Deazley, 2006

The copyright wars three centuries of trans-Atlantic battle / Peter Baldwin, 2014

The digital rights movement the role of technology in subverting digital copyright / Hector Postigo, 2012

The EU Artificial Intelligence Act regulating subliminal AI systems / Rostam J. Neuwirth, 2022

The rhetoric of intellectual property copyright law and the regulation of digital culture / by Jessica Reyman, 2009

Wired shut copyright and the shape of digital culture / Tarleton Gillespie, 2007

Directory of Open Access Books

Copyright’s Broken Promise  – Willinsky, John (2022)

Copyright and Cartography  – Alexander, Isabella (2023)

Copyright, the Freedom of Expression and the Right to Information  – Mendis, Sunimal (2011)

The Copyright Pentalogy : How the Supreme Court of Canada Shook the Foundations of Canadian Copyright Law  – Michael Geist (2020)

The Digital Public Domain: Foundations for an Open Culture  – Dulong de Rosnay, Melanie; De Martin, Juan Carlos (2012)

The Greatest Films Never Seen: The Film Archive and the Copyright Smokescreen – Op den Kamp, Claudy (2017)

What if we could reimagine copyright?  – Giblin, Rebecca; Weatherall, Kimberlee (2017)

Whose Book Is it Anyway?: A View from Elsewhere on Publishing, Copyright and Creativity  – Jefferies, Janis (Editor); Kember, Sarah (Editor) (2019)

Project Gutenberg

Open Library

UCL Press

For more books on copyright, visit our World Book and Copyright Day stand in the University Library, level 3.

How to get quality sleep

A good night’s sleep is one of the most valuable investments we can make in our overall health and happiness, with almost every major disease in the developed world – Alzheimer’s, cancer, obesity and diabetes – being linked to poor sleep.

Sleep is a vital process that refreshes the body and mind, impacting our physical health, cognitive function, emotional stability, and general quality of life. The Mental Health Foundation states that: “Sleeping helps to repair and restore our brains, not just our bodies. During sleep we can process information, consolidate memories, and undergo a number of maintenance processes that help us to function during the daytime.”

Dr Iuliana Hartescu, of Loughborough University’s Clinical Sleep Research Unit, has studied the benefits of a restful night and the relationship between sleep, exercise, and diet, which, she says, operate as a ‘health trinity’. She noted: “When you’re more rested you’re more likely to be physically active, more likely to eat at the right times of the day, and you’re more likely not to let fatigue interfere with your motivation to stick to your diet.”

Challenge yourself to sleep for at least seven hours per night

Here are some strategies you can use to enhance your sleep quality:

• Maintain a consistent sleep schedule: Establishing a regular sleep cycle helps regulate your body’s internal clock, making it easier to fall asleep and wake up naturally. Aim for consistent bedtimes and wake-up times, even on weekends. A sunrise alarm clock can help with this.
• Create a restful sleep environment: In your bedroom, minimise noise, light, and distractions. Invest in a comfortable mattress and pillows, and ensure your bedroom is cool and well-ventilated. Consider using white noise or earplugs to block out disturbances.
• Practice relaxation techniques: Engage in relaxation before bedtime to signal to your body that it’s time to wind down. Activities such as meditation, deep breathing exercises, gentle stretching, or taking a warm bath, can help alleviate stress and tension.
• Write down your worries: If you lie awake worrying about tomorrow, make a note of what’s on your mind before you try to sleep, this can help to put your mind at rest.
• Limit screen time before bed: The blue light emitted by electronic devices can interfere with the body’s production of melatonin, a hormone that regulates your sleep cycle. Avoid screens at least an hour before bedtime or use blue light filters to minimise the impact on your sleep quality.
• Use a sleep diary: Record information about your sleep habits to help you understand what could be affecting your sleep and help you to explain any problems to a doctor. The Sleep Charity has a sleep diary template which you can download and try.
• Watch your diet and lifestyle: Avoid consuming stimulants like caffeine and nicotine close to bedtime. Additionally, try to limit your alcohol intake, as it can disrupt sleep patterns and lead to poor sleep quality. Regular exercise can promote better sleep but avoid vigorous workouts too close to bedtime.
• If you can’t sleep, don’t worry about it: Don’t lie awake worrying, get up and do something relaxing like listening to a podcast or reading until you feel tired enough to sleep.

Apps to help you sleep more easily and soundly

• Headspace – Includes ‘sleepcasts’ which are like adult bedtime stories that help you visualise calming experiences, such as a slow-moving train or a walk through a garden.
• Noisli – Lets you choose from different sounds such as thunder, wind and white noise to create your ideal sleep soundtrack.
• Calm – Sleep stories for kids and adults, read aloud by people with soothing voices, including celebrities like Harry Styles.
• Sleepful – A sleep-improvement app based on cognitive behavioural therapy for insomnia, created by Loughborough University in collaboration with the National Centre for Sport and Exercise Medicine.

More helpful resources

• Healthy sleep tips for children
• Explore different types of sleep problems and disorders
• British Snoring & Sleep Apnoea Association

If you’re having trouble coping with sleep problems, visit Mind for practical suggestions and information about where to get support, or visit your GP.

Voices of Diversity

The EDI Services team has recently been hosting a Voices of Diversity allyship series. This series focuses on panel-led discussions consisting of students, staff, and alumni that highlight a particular topic area of allyship. 

The first event was ‘How to be an ally for people who wear the hijab’. Discussions are focused on what people from a diverse group would like from an ally and how people can be an ally to someone from this group. This series aims to create ways and spaces to build communities of practices where we have opportunities to hear the lived experiences of non-experts regarding a particular topic area.  

The series is aimed at all members of our community, as well as external stakeholders and the events have been well attended. We have recognised the potential of these types of events to attract people who traditionally do not view themselves as an ally. Men in particular are underrepresented at these events and we want to let people know the events are open to all; everyone has the potential to learn about another person’s lived experience and how their input and support could impact their environment.

In EDI Services, we feel these events are important because they can affect some key practices in the workplace, such as challenging/questioning bias, raising the profile of marginalised voices, and helping to create physically and psychologically safer workspaces. The outcome of good allyship is a more recognisable inclusive workplace where this sense of belonging we all talk about actually becomes more of a reality.

All this is great, but we do recognise this type of change takes time and as all evidence suggests, change takes place when people have opportunities to meet on common ground, discuss and reflect in a relaxed setting and we are aiming to create and foster a culture where we each contribute to an others sense of belonging, wellbeing and safety.

If you are interested in attending one of the allyship events, please visit our website to see a calendar of dates and contact EDI services at Edi@lboro.ac.uk to register your interest.

Denise Coles
Equity, Diversity, and Inclusion Manager

This Week at Loughborough | 22 April

General:

National Theatre Live: Nye

23 April 2024, 7pm-10pm, Cope Auditorium

Michael Sheen plays Nye Bevan in a surreal and spectacular journey through the life and legacy of the man who transformed Britain’s welfare state and created the NHS.

Find out more

IAS Seminar: Environmental Performance

24 April 2024, 12pm-1pm, International House/Zoom

Institute of Advanced Studies (IAS) Residential Fellow Professor Jane Chin Davidson will deliver a seminar on their research, fully titled ‘Environmental Performance: Art, Science, and Trans Terminology for Ecological Justice in the Global Context’.

Find out more

Bluebell Walk

25 April 2024, 12pm-1pm, Burleigh Wood

Meeting at the gates to Burleigh Wood (What3Words – faces.rock.edge), following a short introduction, the group will take a gentle stroll around the wood, stopping to learn about the plants and ecology of the wood (including the locally famous bluebell display). The walk will be led by Rich Fenn Griffin, Assistant Gardens Manager.

Find out more

Project Expectations Focus Group – Reward & Recognition

22-26 April 2024, Loughborough Campus

Come along for a collaborative focus group session on Reward and Recognition as part of Project Expectations on the East Midlands campus

• Monday 22 April, 2.15pm – 3.15pm – SMB002, Stewart Mason Building
• Thursday 25 April, 10.15am – 11.15am – DAV1106, Sir David Davies
• Friday 26 April, 2.15pm – 3.15pm – Online via Microsoft Teams

Find out more

Health From Cradle to Grave: Birthing Chair to Death Couch

27 March-23 April 2024, 12pm-2pm, Martin Hall Exhibition Space

An exhibition highlighting the work from English at Loughborough University’s Health Humanities Research Network. The exhibition’s themes translate and distil high-quality research on health, society and culture across time and space into material objects, art, poetry, life writing, and literature.

Find out more

Careers:

Baker Hughes: Women in Solution Selling Externship

23 April 2024, 9.30am-4pm, Online

This externship will allow women currently enrolled in university in Europe to build the curiosity and skills required to thrive in complex sales and commercial roles. The opportunity will provide a variety of perspectives, and subsequent challenges, from energy technology industry leaders.

Find out more

PhD: Create a CV

24 April 2024, 1.30pm-2.30pm, Graduate House (Training Room)

Whether you’re a seasoned researcher or just embarking on your doctoral adventure, this session is tailored to help you stand out in the competitive world.

Find out more

Rethinking Our Communicative Pasts: Radical and Reparatory Perspectives

The CRCC scholar Burçe Çelik, along with Anaïs Carlton-Parada (Loughborough University London) and Nelson Costa Ribeiro (Universidade Catolica Portuguesa) are co-organising a two-day international workshop at the Loughborough University London campus on 25 and 26 April 2024.

Bringing more than 25 leading and emerging scholars together, the workshop aims to foster discussions on how to employ historical and archival research for a radically inclusive study of media, communication and culture that problematises the West-centric (and masculinist) epistemologies.

While discussions on decolonisation of Westcentric knowledge and canon are ongoing in the UK and beyond, the workshop aims to expand and complicate this discussion by mainly asking:

‘How can we approach our shared communicative pasts to produce novel perspectives and conceptualisations towards a radically inclusive study of media, communication, and culture? Moreover, if theory often relies on a (mis)interpretation of the past, how can we rethink the past and the past-presents to challenge dominant theoretical approaches and conceptualisations in our discipline?’

In particular, we aim to complicate these approaches which are ill-fitted with heterogeneous experiences of the Global South, racialised bodies and collectives, and colonised and oppressed populations.  If history and archives have been key to the architecture of epistemic and epistemological injustices, how can we think of the transformation of historical and archival research toward the formation of reparatory historical narratives? How can we learn from the experiences of those whose pasts were excluded from dominant narratives?

Throughout these two days, panels and roundtable discussions will focus on issues ranging from questions around media and empires, counter-media and counter-archival movements, radical histories of communication to feminist and more-than-human constructions of memory and time and reframing representations of marginalised historical actors.

There will also be a seminar by Dan Schiller on a critical history of telecommunications and US imperialism, and by Martha Evans on liberation movement communication in South Africa. The workshop will also feature a book talk on Communications in Turkey and the Ottoman Empire: A Critical History with discussions by Nelson Costa Ribeiro, Ana Cristina Suzina and Burçe Çelik.

The event will be also live-streamed and all can join by using the links in the program below.

DRN2024 Drawing Repetition: Rhythm & Syncopation Recording

Sustainability Fortnight Success (Part 2)

From the 11^th to the 22^nd March 2024, Loughborough University’s Sustainability Team, in collaboration with other departments and organisations, held Sustainability Fortnight. This was the first time we have held events over a two-week period, and we were really pleased to see so many staff and students getting out and engaging with all that we had to offer.

Sustainability Fortnight 2024: Week 2 Review

The fun didn’t end after week one, as we had another full week of activities!

On Tuesday 19^th, we had a fantastic day in the Edward Herbert Building again:

• Firstly, we had Quorn chefs cooking up some delicious vegan tacos for everyone to taste! Quorn are on a mission to save the planet by reducing the carbon emissions produced through food production, especially livestock grazing. So, their products are a great addition to your diet if you want to save the planet, without compromising the taste! You can read more about Quorn’s carbon emissions and sustainability commitment on their website.
• Outside EHB, we welcomed back Bike Buddies, who helped multiple people over the 3-hour slot, with various bike repairs and advice.
• Then, at 1pm, our Assistant Gardens Manager, Rich Fenn-Griffin delivered a ‘Biodiversity Talk’, in which he highlighted the various species occupying campus, from toads to trees to badgers. Rich spoke about his background and inspiration to work with nature, and why it is so important we take care of everything around us, so we can enjoy the biodiversity of our campus today, but also to preserve species for future generations. Stay tuned to find out more about our upcoming Biodiversity events…

On Wednesday, the amazing Action team at LSU led the Food Drive, in which students from halls across campus donated unwanted food items to be delivered to local food banks. This helps tackle food poverty – one key aspect of societal and environmental sustainability, as our food systems are under increasing pressure and are threatened by the impacts of climate change. The food drive was a success, and we are pleased to be helping the local community and contributing to a more sustainable future in this way.

Next up, we hosted a Green Careers Workshop to inform students of the varying career paths available in sustainability, and how many skills can be acquired and transferred through working in a so called ‘green’ job.  Following on from this, we held a panel of experts, including a Loughborough University PhD student, a member of our alumni, and a professional from environmental start-up Carbon Jacked, who are based in Loughborough. Keep your eyes peeled for more on this as we are about to launch an exciting project with them, delving into sustainability in sport!

For some evening entertainment, the ’50 years of Litter on Skye’ film was shown on screen for the very first time, alongside a public lecture from Dr Tom Stanton, who led the research. This was an alarming insight into the amount of litter found over the years on some of Scotland’s most beautiful beaches, and how Loughborough University researchers are becoming part of the solution for this.

To round off the events, we had a special guest visit from TV personality Gregg Wallace, who sat on the ‘Food for Thought: A Fresh Perspective on Food’ panel with other industry experts. The panel included our very own Dr Elliott Wooley and Head Performance Chef in the Elite Athlete Centre (EAC) Varun Shivdasani, as well as Louis Guest from our waste management provider, Enva . All these panellists offered a unique and valuable perspective on topics such as food waste, meal planning, healthy eating, eating locally, and the contributions of the food industry on global warming. The event had a great turnout, and we would welcome the idea of more talks like this in future, as there are so many important sustainability-related topics to discuss! (All attendees were also rewarded with a free lunch from the LSU hummus bar – Humpit – I would highly recommend this! )

Thank you so much for reading and thank you to those involved in organising and attending all the activities. We are constantly striving to make Loughborough University a more sustainable community, and hope that these events have provided opportunities for you to get involved! Do not hesitate to reach out to Sustainability Assistant, Lottie, on enviroassist@lboro.ac.uk if you have any questions or suggestions for upcoming events; we are always willing to hear from both students and staff!

This article is in support of the United Nations Sustainable Development Goal 13: Climate Action. To read more click here.

Sustainability Fortnight Success

From the 11^th to the 22^nd March 2024, Loughborough University’s Sustainability Team, in collaboration with other departments and organisations, held Sustainability Fortnight. This was the first time we have held events over a two-week period, and we were really pleased to see so many staff and students getting out and engaging with all that we had to offer.

Sustainability Fortnight 2024: Week 1 Review

The events kicked off with a clothes swap event organised in collaboration with the LGBT+ association, which offered students an opportunity to give their clothes a second life.

On the second day, we unveiled the brand-new Sustainability Mural on the side of the Schofield Building, which was designed by the talented Jasia Pang. Sustainability colleagues came together with LU Arts colleagues, alongside Vice Chancellor Professor Nick Jennings and Visiting Member of the University Dr Jo Jennings, to celebrate this wonderful piece of artwork which will hopefully inspire students and staff to adopt more sustainable practices in years to come.

We also had a local bike repair company pay a visit to campus to offer out advice on taking care of your bike and help with small repairs. Thank you to Bike Buddies for coming along and we look forward to welcoming you back to campus in future.

Following on from this, we held our second ever Repair Café in Martin Hall, where staff and students could bring along any broken items such as textiles, to receive advice on how to keep these items going for longer rather than buying new or throwing them away! We are determined to be a part of the circular economy and encourage habits such as taking care of our items and repairing where we can. Stay tuned for information about future Repair Cafés on our campus and in the local area…

The Tuesday was finished off with the Sustainable Fashion Show, run by colleagues in the Students’ Union. After months of build-up and hard work from staff and students alike, this event was a huge success! The event saw around 170 attendees, with 36 different looks being showcased down the runway, 4 sustainable student business stalls, and 86 students involved in pulling it off. Congratulations to those involved!

Next up, we held our day-long Grime Scene Investigation! You may be wondering what on earth this is… basically, the Sustainability Assistant, along with colleagues from our waste contractor Enva, and student Sustainability Ambassadors, took part in a waste audit. We weighed bags of rubbish from student halls, and then sorted through these to find out how well each hall was segregating their waste into ‘general’ and ‘recycling’. It was interesting to find out about some of the recycling habits within halls, and the key areas we need to address with future messaging and engagement activities. Huge shout out to the Sustainability Ambassadors who got stuck in to helping on the day – we would not have been able to do this without you and I hope that you found the day interesting!

On Thursday 14^th, we held our Sustainability x Wellbeing fair, for University Mental Health Day in the Edward Herbert Atrium. This was a lovely day, packed full of fun, advice, inspiration on living more sustainably, and even live music! We invited various companies to take part in our Mini Sustainability Fair:

• Loughborough alumni, who owns Friends with Nature, selling skincare and wellbeing products,
• Local seller Dash Vegan, showcasing a wide range of vegan and eco-friendly products,
• Leicestershire County Council, who played the ‘How Bad Are Bananas?’ carbon footprint game,
• The countryside charity, CPRE, who promoted their campaigns and initiatives to protect our natural environment.

As if this wasn’t enough, the LGBT+ association held their second clothes swap of the fortnight, offering a space for people to experiment with clothing and different styles, and pick up some unique pieces they may not have found otherwise.

Overall, this was a brilliant day, and an excellent collaboration – it is so important to realise the many cross benefits of wellbeing and living sustainably. For example, the Mental Health Foundation has found that nature connectedness is associated with lower levels of poor mental health, including depression and anxiety. And, according to Mind, spending time in nature can help make you feel more relaxed, and improve confidence and self-esteem.

To round up week one of fun, we took a stroll around the orchards on campus, with Fruit Routes artist Mita Solanky, for the ‘Fruit Routes Spring Walk’. Students, staff, and members of the community came together to spend some time in nature and get to know the campus better! We saw lots of beautiful plants, trees, and blossom along the way, and shared stories and experiences over tea and cake back at the LAGS  garden.

This article is in support of the United Nations Sustainable Development Goal 13: Climate Action. To read more click here.

Fashion, Identity, and Sustainability

This is a guest blog, written by Jennifer Agu, who is one of Loughborough University’s Sustainability Ambassadors, and is also studying for a Biotechnology MSc in the Department of Chemical Engineering, Loughborough University.

My enthusiasm for personalization, conscious decision-making, and design came to life as I worked alongside the Production Team for the Sustainable Fashion Show organised by the Loughborough Enterprise Network.

However, it is my Nigerian upbringing and experience studying for a biotechnology master’s degree and my role as a Sustainability Ambassador at Loughborough University that have truly shaped my perspective on the interconnectedness of sustainability and identity.

Now, I am thrilled to share my thoughts and insights on the crucial connection between fashion, identity, and sustainability. Through this blog post, we will explore a world where fashion intertwines with identity and sustainability, uncovering the potential for positive change through conscious consumption.

Fashion and Second-Hand Clothing

Growing up in Nigeria, I witnessed firsthand the importance of fashion as a form of self-expression and cultural identity. This form of fashion allowed for self-expression and creativity while being affordable. However, I soon realized that second-hand clothing was often excess clothing donated by Western countries, which raised concerns about the industry’s impact on textile waste and the exploitation of lesser-developed nations.

Figure 1: One of the most popular second-hand clothing markets in Port Harcourt, Nigeria [1]

Personalization and Identity

My journey in understanding the significance of fashion as a communication of identity became evident when I moved to Loughborough. Pink is one of my mother’s favourite colours and she gifted me a pair of pink Crocs right before I relocated. I wore them a lot as they reminded me of home and made me feel close to her. This sparked my interest in incorporating pink into my identity. I explored various avenues such as learning to style my hair in braids, acquiring a pink wig, collecting a pair of bright pink sandals I saw listed on the Olio app and experimenting with accessories to communicate my inner emotions outwardly.

Figure 2: Pink wig I got at the local Salvation Army, 34 Devonshire Square, LE11 3DW.

Industrialization, Environmentalism, and Social Justice

Witnessing the direct impact of industrialization on my hometown, particularly in the textile production sector, fuelled my ever-growing interest in environmentalism, social justice, waste minimization, and sustainability. It became clear to me that embracing green living practices required self-critique, especially when it came to our consumption patterns. These reflections are even more crucial in the face of the prevailing fast fashion culture.

The Pitfalls of Fast Fashion

Fast fashion’s allure lies in its promise of convenience and affordability, catering to our desire for instant gratification. However, these promises come at a cost. As consumers, we are often disconnected from the design process of our clothing, making it difficult to ascertain the intended use and disposal methods. This is where personalization becomes significant [2].

Conscious Decision-Making and Responsible Consumption

Conscious decision-making is a simple yet powerful approach to expressing oneself in a manner that aligns with personal values. It involves distinguishing between wants and needs. Previously, I used to buy bodycon dresses from fast fashion brands for every event, only to realize that the low-quality clothing resulted in both waste and wasted money.

Figure 4: Photo from ‘Inside Out’ campaign that started as a response to the factory tragedy that occurred on 24 April 2013 in Dhaka, Bangladesh[3] Photo Credit: Sebastian Damberger and Fritz Straube, Haar und.

The Impact of Fast Fashion on Global Capitalism and Workers’ Conditions

Fashion, politics, and identity are deeply intertwined due to fashion being historically political. By consuming fast fashion, we inadvertently contribute to global capitalism while impoverishing textile workers in countries like Bangladesh, China, and India, as they endure unfavourable conditions to meet the demands of mass consumption. It is crucial to consider the ethos and treatment of workers by fashion companies and designers, especially in mass-production settings.

Figure 5: Children whose garment worker parents died in the 2013 Rana Plaza tragedy hold a placard to demand justice in this 2015 photo. (Photo by Stephan Uttom Rozario / A long road to justice for Rana Plaza victims – UCA News)

Defining Sustainable Fashion

Defining sustainable fashion can be challenging due to the various interpretations of sustainability. However, a rule of thumb is to consider the value of clothing in terms of reusability, longevity, and fabric quality. By prioritizing these factors, we create opportunities for personalization through upcycling and styling, fostering a more meaningful relationship with our clothes and minimizing textile waste.

Promoting Responsible Consumption

To effectively manage clothes we no longer want, it is imperative to adopt responsible end-of-life strategies. Donating to charity shops such as Loros, the British Heart Foundation, and the Salvation Army is an effective way of extending the lifecycle of garments.

These actions not only contribute to waste reduction but also initiate meaningful conversations about responsible consumption.

Figure 6: As seen in British Heart Foundation, Clumber St, Nottingham NG1 3G.

As we embark on the journey towards responsible consumption and production, let us remember that everyone, regardless of social status, deserves a decent material standard of life. While fast fashion may seem appealing in meeting our immediate desires, it perpetuates a linear economy that disregards the environmental impacts of production and disposal [4].

In a traditional linear economy, resources are extracted, transformed into products, and eventually discarded as waste after their use. In contrast, a circular economy seeks to close the loop by creating a continuous cycle where products and materials are reused, repaired, remanufactured, or recycled to create new value.

To shift towards a more sustainable and circular economic system, it is essential to understand that identity and mindful consumption are deeply interconnected, and as such our fashion choices have the potential to shape a more sustainable and meaningful future.

By embracing sustainable fashion practices, we can forge a more equitable and environmentally conscious future. You can make an impact in the collective action by being part of this Fashion Revolution Week 2024 happening between April 15th and 24th.

Wishing you the best in your journey!

The Give ‘n’ Go campaign is a great way to donate your unwanted garments during the end of year move outs!

This article is in support of UN Sustainable Development Goal 12 ‘Responsible consumption and production’.  To find out more, click here.

References

1. Port Harcourt People [@AskPHPeople]. (2018, October 12). Important Markets in Port-Harcourt. #PHCity [Image attached] [Post]. X formerly known as Twitter. https://twitter.com/AskPHPeople/status/1050773644337664000
2. A. Gwilt and T. Rissanen, Shaping Sustainable Fashion: Changing the Way We Make and Use Clothes. Taylor and Francis, 2012.
3. K. A. Plonka, “Inside out – the fashion revolution campaigns for consumers’ awareness of working conditions,” FairPlanet https://www.fairplanet.org/story/inside-out-the-fashion-revolution- campaigns-for-consumers-awareness-of-working-conditions
4. Thomas, A., Bilge, I.S. and Ballam, T. (n.d.). Greening and Indigenizing the Carpentry Trade. [online] pressbooks.bccampus.ca. Press Books. Available at: https://pressbooks.bccampus.ca/cicancarpentryproject/front-matter/definitions/

Jilly Kay appears on BBC Radio 4’s Woman’s Hour

Jilly Kay – a CRCC member and Senior Lecturer in Communication and Media at Loughborough University – appeared on BBC Radio 4’s Woman’s Hour to discuss her research on ‘femcels’ – women who identify as involuntary celibate. The discussion with presenter Emma Barnett can be heard at 48 minutes into the programme. She also recently provided consultation for a new Channel 4 documentary on ‘femcels’ – women who identify as involuntary celibate. The documentary, entitled Radicalised? Are Femcels the New Incels? is presented by journalist Ellie Flynn and asks whether femcels can be considered part of a new incel movement, and if so, whether this community may have similarly disturbing implications. The trailer for the documentary can be viewed here.

Jilly has published research on femcels, and has previously provided media commentary on the phenomenon for the Atlantic and Frankfurter Allgemeine Zeitung. She has a forthcoming article in the European Journal of Cultural Studies entitled ‘From femcels to ‘femcelcore’: women’s involuntary celibacy and the rise of heteronihilism’, co-authored with Jacob Johanssen (St Mary’s University). Her interest in femcels forms part of her ongoing research into the ‘femosphere’, a loose ecology of female influencers and communities which, she argues, mirrors and reproduces the fatalistic and reactionary logics of the manosphere.

Jilly Kay is a Senior Lecturer in Communication and Media at Loughborough University. She is a co-investigator on the project ‘Re-CARE TV: Reality Television, Working Practices and Duties of Care’ (2023-26), within which she leads the work package on reality television participation. She is co-lead of the Media, Memory and History research theme at Loughborough University, co-convenor of the Media and Gender research group, and co-editor of the European Journal of Cultural Studies.

The middle of the end

So today the University’s new reading list system (https://lboro.rl.talis.com/index.html) went live and we set redirects from LORLS to point to it. We’ll still be running the LORLS server for a couple more months for the benefit of library staff but then it will be decommissioned.

The data migration exercise seemed to go very well although it was interesting to note that despite the two systems having very similar internal data structures there were issues around our allowance for “lists within lists” and how the two systems treat items at draft status. But luckily these issues were easily resolved.

This Week at Loughborough | 15 April

Spring Staycation:

Free Lunch and Springtime Quiz

16 April 2024, 12pm-1pm, Cayley Dining Hall

Come along to Cayley for a free two course meal and celebrate the last week of the holidays with the International Student Experience team. We have limited spaces so book early to avoid disappointment. 

Find out more

LU Arts Workshop Crochet a Granny Square

17 April 2024, 1pm-3pm, Edward Barnsley Building, Room 63108

During this relaxing session, you’ll take a break and learn how to make basic granny squares while exploring the calming properties of mindful crocheting. Let your creativity flow as you create these cozy squares, perfect for crafting blankets, scarves, and more!

Find out more

Eid 2024 Celebratory Lunch

18 April 2024, 12pm-2pm, The Treehouse (LSU)

Loughborough University’s Race, Ethnicity, and Cultural Heritage (REACH) Network invites staff, students, and the wider community to join them once again in celebrating the Eid-al-Fitr festival on campus. 

Come and be part of this vibrant occasion, discover the significance of Eid-al-Fitr, indulge in diverse cuisines from around the world, capture memories through photo opportunities, and get adorned with beautiful henna designs by a talented artist. 

Find out more

LSU Scavenger Hunt with the International Students’ Network

20 April 2024, 10am-1pm, Hazlerigg Fountain

Embark on a thrilling journey where each ‘riddle’ station holds a hidden hint waiting to be unlocked. There will be a committee member at each station to help out teams. Crack the riddles, follow the clues, and race against time to uncover the ultimate treasure. In the end, the students or team with the most riddle answers cracked wins the prize unless someone manages to find hidden ‘treasure’ first. 

Find out more

General:

Learning and Teaching Conference 2024: Inspire and Engage

16 April 2024, 9am-4.30pm, James France/Online

The 2024 Learning and Teaching conference celebrates the inspiring and engaging teaching practices across the University and provides an opportunity for colleagues to network, share good practice and discuss ideas to enhance the student experience.

Find out more

Project Expectations Focus Group – Reward & Recognition (Loughborough)

16 April 2024, 11.15am-12.15pm, LDS018 (Design School)

The focus groups will be hosted by Colette Cloete (Reward and Benefits Manager and Reward and Recognition workstream lead) and presents a unique opportunity to collaboratively shape and develop the University’s Reward and Recognition Framework.

Find out more

RAeS: Sustainability in Aerospace – a Combustion Perspective

16 April 2024, 7.30pm-9pm, U020 (Brockington Building)

In this lecture, the overall strategy and ambition of Rolls Royce with regard to sustainability will be covered followed by an explanation of what that means for the combustion section. The results of a recent hydrogen engine test campaign will be presented and discussed. This lecture is jointly sponsored by Institution of Mechanical Engineers (IMechE).

Find out more

Project Expectations Focus Group – Reward & Recognition (London)

18 April 2024, 11.15am-12.15pm, LDN205 (London Campus)

Come along for a collaborative focus group session on Reward and Recognition as part of Project Expectations. The focus groups will be hosted by Colette Cloete (Reward and Benefits Manager and Reward and Recognition workstream lead) and presents a unique opportunity to collaboratively shape and develop the University’s Reward and Recognition Framework.

Find out more

Health From Cradle to Grave: Birthing Chair to Death Couch

27 March-23 April 2024, 12pm-2pm, Martin Hall Exhibition Space

An exhibition highlighting the work from English at Loughborough University’s Health Humanities Research Network. The exhibition’s themes translate and distil high-quality research on health, society and culture across time and space into material objects, art, poetry, life writing, and literature.

Find out more

Digital activism for political participation: Women’s rights advocacy in Africa and the United Kingdom

Talk by Professor Innocent Chiluwa- Visiting Professor at the CRCC

30^th April, at 1-2pm in WAV040 Wavy Top at Loughborough University and on MS Teams https://shorturl.at/uvzS6

The Centre for Research in Communication and Culture (CRCC) is hosting the talk, co-sponsored by the Political Communication and Language and Social Interaction themes.

The talk explores women’s rights advocacy in Africa and the United Kingdom. Women’s rights to political participation and inclusion in leadership have been a prominent topic of conversation in social discourse, human rights campaigns, and academic studies. Digital media campaigns for more political opportunities for women in Africa and the United Kingdom show that women are still quite politically marginalised despite some moderate progress.

Interestingly, social media (SM) affordances have given impetus to local women’s rights groups (WRGs) in the UK and commonwealth countries of Africa to mobilise and campaign for equal opportunities and parity in national governments. Professor Chiluwa’s study will examine online activism by two WRGs each from Africa and the UK to answer the following questions: what is the character of modern WRGs in the light of conflict and new social movement theories? What is the structure of digital campaign approaches in Africa and the UK (e.g., what SM platforms are mostly used)? And lastly, how do we compare the structures of campaign discourses of WRGs in Africa and the UK?

Innocent Chiluwa is a Professor of Applied Linguistics (Discourse Studies), Media and Communication. He was the head of the Department of Languages (and later) Dean of the College of Leadership and Development Studies at Covenant University, Nigeria. He is a visiting Scholar at the Department of Languages and Intercultural Studies, Heriot-Watt University, Edinburgh. He is a Georg Forster Senior Fellow of the Alexander von Humboldt Foundation (AvH) and was a Humboldt scholar and visiting professor at the Department of English, University of Freiburg in Germany. He has published books and edited volumes in media studies, social media and society, discourse and conflict studies and deception studies. He has also published extensively in reputable peer-reviewed journals and contributed several chapters in books and encyclopaedias. He is on the Editorial Boards of Discourse & Society (SAGE), Journal of Multicultural Discourses (Routledge), Journal of International and Intercultural Communication (Taylor & Francis) and Humanities and Social Sciences Communications (Springer Nature).

Five minutes with: David Bell

What’s your job title and how long have you been at Loughborough?

I’m the Curator for the Arts Collection and Music Programme. I’ve been here 6.5 years but my role has changed a lot in that time.

Tell us what a typical day in your job looks like?

I’ve read a few of these features and it seems everyone denies having a ‘typical day’. And who I am to buck the trend? A given day could involve researching the best kind of wax to use on one of our bronze sculptures, helping a student music society find a rehearsal space, working with Estates colleagues to hang artworks, and wondering if I’ll ever find time to tidy the art store. The next might involve planning a new round of music tuition for students and staff, updating information about our art collection on artuk.org, helping collate a ‘zine featuring creative writing responses to our sculpture collection, and wondering if I’ll ever find time to tidy the art store.

What’s your favourite project you’ve worked on?

Last year’s Sculpture Week was our first, and was a real highlight for me. I’ve really enjoyed planning this year’s too, which will feature the inauguration of a new work, produced by three Loughborough students! Our collection contains works of international significance, and can be used to tell stories about the changing functions of public art and the institution’s history. I love sharing these, but also programming events to explore the ‘unofficial’ histories of our sculptures: what associations they spark (“a giant tap”, “sheets of falling paper”, “the relic of an ancient civilisation”); how they help people orient themselves on campus; or how one has been adopted as a mascot for a nearby student hall, with an annual party thrown in its honour. Public sculpture is just that – public, and it comes to life when its public is active in determining its meaning.

Find out more about Sculpture Week.

What is your proudest moment at Loughborough?

We wouldn’t be able to hold Sculpture Week if our sculptures weren’t worth experiencing and, to that end, I’m most proud of establishing an ongoing programme of conservation and restoration, which will help ensure this huge asset can be enjoyed by the University and its public for years to come. Keep an eye out as you travel around campus and you might notice a sculpture that looks better than it had previously, or even see a conservator applying that wax I’d so assiduously researched.

Tell us something you do outside of work that we might not know about?

My partner just enrolled me in an improv comedy class for my birthday. I’ve told absolutely nobody about this and intend on keeping it that way, so if anyone asks about it I’ll know they’ve been reading this feature. (I offer no assurances regarding the quality of any future wisecracks.)

What is your favourite quote?

I was on holiday in Lyon when my love of 1* restaurant reviews reached new heights with a coruscating takedown of a very expensive restaurant. ‘The waitress was friendly’, it said, ‘like a prison door.’ Marvellous.

If you would like to feature in ‘5 Minutes With’, or you work with someone who you think would be great to include, please email Soph Dinnie at S.Dinnie@lboro.ac.uk.

Spaced and interleaved practice - what are they and what are their roles in improving mathematics performance?

Written by Bobo Kai Yin Chan, a third-year doctoral researcher at the Department of Mathematics Education, Loughborough University. Bobo has a psychology degree and a master’s degree in applied psychology. Her research interests include cognitive load theory, spaced practice/spacing effect, and educational psychology. Edited by Dr Bethany Woollacott.

This blogpost reviews existing literature on spacing and interleaving research. Bobo is currently supervised by Dr Ouhao Chen and Dr Hugues Lortie-Forgues with this meta-analysis mainly supported by Dr Lortie-Forgues.

Introduction

Researchers are keen to look for ways to improve mathematics performance and achievement. Spaced and interleaved practice are two approaches which aim to improve learning by considering how learning materials are connected and distributed across learning sessions. Both approaches typically work well in mathematics education as well as other areas of learning (such as memorising words and rules, and learning languages^3,5).

In this blog post, I discuss existing spacing and interleaving research in mathematics education and general education. I also highlight the importance of collecting together all the evidence from previous studies via a meta-analysis, aiming to understand the general effectiveness of spacing and interleaving practices for mathematics achievement.

What is spaced practice and interleaved practice, and how do they affect mathematics learning?

Spaced practice refers to inserting a time gap between learning sessions, exemplified in the blue diagram below. Reproduced from Weinstein et al.¹⁰.

Interleaved practice refers to intermixing similar problems across different learning sessions, exemplified in the green diagram below. Reproduced from Weinstein et al.¹⁰.

These effects have been comprehensively researched and found to be effective for learning and retaining knowledge in various subject areas, including paired-associate tasks (e.g., pairing vocabulary with its meaning) and memory tasks³.

Previous research has indicated that both spaced and interleaved practices could yield positive effects for mathematics learning and other domains. In mathematics education research, more research has investigated the effectiveness of interleaved practice compared to spaced practice; I review the existing evidence for each type of practice next.  

Existing evidence on spaced and interleaved practices in non-mathematical domains

There are multiple meta-analyses (collections of evidence from previous studies) documenting spaced and interleaved practices in non-mathematical domains.

One meta-analysis conducted on spaced practice focusses on how the use of spacing impacts learning a second language. The results of this meta-analysis revealed that learners who learnt by spacing new vocabulary recalled more words than those who learnt the same new vocabulary simultaneously⁵ (i.e., massed practice).

Another meta-analysis compared spaced and massed practice in 271 verbal memory tasks (e.g., memorising and recalling vocabulary), specifically investigating the effect of distributed practice and lag effects. Distributed practice refers to separating learning into two or more sessions using temporal gaps between sessions, while lag effects refers to the impact of differing lengths of spacing used between learning sessions (where longer spaces typically results in better learning than shorter ones). The results of this meta-analysis found a significant difference in learning when spacing the verbal memory tasks, suggesting that distributed practice is useful for memorising and recalling vocabulary. In addition, lag effects were found to benefit learning when the intervals between learning sessions were at least a day to three months, rather than intervals spaced within the same day.

For interleaved practice, Brunmair and Richters’ meta-analysis examined the effectiveness of interleaving in various domains, including paintings, mathematical tasks, artificial pictures, expository texts, words, and tastes¹. Their findings suggest that interleaved practice might not be beneficial for learning words (unlike spacing) but could be advantageous for classifying paintings. Their results also suggest a small benefit of using interleaved practice during mathematical tasks.

Existing spaced practice research in mathematics education

Based on the aforementioned information, the spacing effect appears effective in tasks that heavily rely on memorizing words, rules, and language learning. However, mathematics demands more than just memorizing terms; it also requires learners to select the correct strategies to solve mathematical problems and to use the correct procedures to calculate the answers ². Therefore, although the spacing effect could be potentially beneficial for mathematics learning, the complexity of learning mathematics goes beyond memorising words or learning grammatical rules.

Studies investigating spaced practice in mathematics have generated mixed results.

One study with students aged 8 to 10 suggested that students might benefit from spaced practice when learning mathematical words⁶. Similarly, a recent study involving students aged 12-13, compared spaced and massed practices when calculating basic probability and permutation problems. The study revealed that students who engaged in spaced practice demonstrated superior post-test scores and more accurate predictions about their performance on the post-test than the students who engaged in the massed practice⁴.

However, spacing practice is not always effective for learning. For instance, another study investigated the effectiveness of spaced practice with undergraduate students, comparing spaced and massed practices by asking students to solve some permutation problems. All students took two post-tests one week and five weeks after the final practice session. The results suggested that students might only benefit from spaced learning when learning conceptual knowledge but not when learning procedural knowledge⁹.

Existing interleaved practice research in mathematics education

As previously mentioned, there are comparatively more studies investigating interleaved practice in mathematics education compared to spaced practice.

Several studies have investigated interleaved practice in mathematics learning by interleaving similar problems or topics. For example, a study with students aged 12 to 13 involved the students solving the same practice algebraic problems over 3 months except that one group were given the problems via an interleaved approach and the other group via a blocked approach. Students were tested on their algebraic skill at the end of the 3 months and then again 1 month later. Results suggested that students learning via the interleaved approach solved more problems correctly at both time points compared to the blocked group⁸.

However, another study found that interleaved practice was not beneficial for students of a similar age learning mathematics. Students aged 10 to 12 were required to complete some problems about fractions which were given either by an interleaved approach or a blocked approach. Results revealed no significant differences between students’ learning, irrespective of whether they completed the problems via an interleaved or blocked approach or whether students had low or high prior knowledge⁷. Therefore, it remains inconclusive whether interleaved practice is beneficial for mathematics achievement.

Since the results of previous studies were inconclusive, it is essential to gather evidence to find the overall impact of spaced and interleaved practices in mathematics education, including their impact on mathematics achievement and the possible factors influencing both effects. As part of my PhD, we are currently conducting a meta-analysis to systematically determine the effects of spaced and interleaved practices on mathematics achievement.

Conclusion

Previous research has suggested that spaced and interleaved practices might be beneficial to some subject areas, like memory tasks and classifying paintings. However, there seems to be inconclusive evidence that either spaced or interleaved practices benefit mathematics learning. As such, we are currently conducting a meta-analysis to fully understand the current evidence on the effects of spaced and interleaved practice on mathematics achievement.

References

1. Brunmair, M., & Richter, T. (2019). Similarity Matters: A Meta-Analysis of Interleaved Learning and Its Moderators. Psychological Bulletin, 145(11), 1029–1052. https://doi.org/10.1037/bul0000209

2. Munoz-Rubke, F., Vera-Bachmann, D., & Alvarez-Espinoza, A. (2019). Learning math: Two principles to avoid headaches. Frontiers in Psychology, 10(SEP), 1–5. https://doi.org/10.3389/fpsyg.2019.02042

3. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354

4. Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overconfidence. Applied Cognitive Psychology, 35(4), 1082–1089. https://doi.org/https://doi.org/10.1002/acp.3814

5. Kim, S. K., & Webb, S. (2022). The Effects of Spaced Practice on Second Language Learning: A Meta-Analysis. Language Learning, 72(1), 269–319. https://doi.org/10.1111/lang.12479

6. Petersen-Brown, S., Lundberg, A. R., Ray, J. E., Dela Paz, I. N., Riss, C. L., & Panahon, C. J. (2019). Applying spaced practice in the schools to teach math vocabulary. Psychology in the Schools, 56(6), 977–991. https://doi.org/10.1002/pits.22248

7. Rau, M. A., Aleven, V., & Rummel, N. (2010). Blocked versus interleaved practice with multiple representations in an intelligent tutoring system for fractions. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 6094 LNCS(PART 1), 413–422. https://doi.org/10.1007/978-3-642-13388-6_45

8. Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900–908. https://doi.org/10.1037/edu0000001

9. Ebersbach, M., & Barzagar Nazari, K. (2020). No robust effect of distributed practice on the short- and long-term retention of mathematical procedures. Frontiers in Psychology, 11(April), 1–9. https://doi.org/10.3389/fpsyg.2020.00811

10. Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1). https://doi.org/10.1186/s41235-017-0087-y

This Week at Loughborough | 8 April

Spring Staycation:

Spring Pizza Party

9 April 2024, 1pm-3pm, Granby Common Room (Student Village)

Come along for our daytime Pizza Party for free Pizza, games, music and more. This event will be very popular so book early to avoid disappointment.

Find out more

My Lifestyle: Turn up and play – Basketball

9 April 2024, 2pm-3pm, New Victory Hall (Holywell Sports Complex)

The My Lifestyle programme is a FREE and inclusive recreational sport and physical activity offer, that is open to and welcomes everybody of any ability. Come along for a free game of basketball and make new friends. Please note this session is self-guided. 

Find out more

ISE Five-a-side Indoor Football Tournament

11 April 2024, 6pm-8pm, New Victory Hall (Holywell Sports Complex)

Come along and represent your country in our indoor football tournament. This is your chance to win our Easter Cup alongside some chocolatey prizes. 

Please book on the Loughborough Sports App (on the MyLifestyle tile). Booking will open one week before the event. If you have a team already, you need to make sure all your team members book individually. Numbers are limited so book as soon as possible to avoid disappointment.

Find out more

LU Arts Workshop Chinese Painting

12 April 2024, 1pm-3pm, Edward Barnsley Building, Room 63108

During this engaging workshop, you’ll learn the techniques and intricacies of Chinese Painting, capturing the beauty of traditional brushwork and vibrant colours. Let your creativity flow as you create your own masterpiece to cherish or share with loved ones.

Find out more

General:

Inspiring Minds: Social Sciences and Humanities

9 April 2024, 9am-4pm, James France

Inspiring Minds is Loughborough University’s series of taster days for Year 12 students. It’s an excellent opportunity to learn more about the options available at the University and how to get there.

Find out more

IAS Friends and Fellows Coffee Morning

10 April 2024, 10.30am-12pm, International House

The Institute of Advanced Studies (IAS) are hosting this informal gathering with coffee and cakes, where we will be joined by the fourth Residential Fellow of this academic year, Professor Jane Chin Davidson.

Find out more

Inspiring Minds: Sport

10 April 2024, 9am-4pm, James France

Inspiring Minds is Loughborough University’s series of taster days for Year 12 students. It’s an excellent opportunity to learn more about the options available at the University and how to get there.

Find out more

Inaugural Lecture

10 April 2024, 5pm, EHB110B (Edward Herbert Building)

Loughborough University extends a warm welcome for everyone to attend these engaging public events, delivered by its Professors on campus.

Professor Yu’s lecture will explore how integrated processes – combining biological and electrochemical reactions – can provide a crucial route to achieving a healthy circular economy that supports sustainable development.

Professor Christie will show how the preparation of small molecules can now be achieved rapidly by machines, as well as how chemistry can influence biological systems.

Find out more

Health From Cradle to Grave: Birthing Chair to Death Couch

27 March – 23 April 2024, 12pm-2pm, Martin Hall Exhibition Space

An exhibition highlighting the work from English at Loughborough University’s Health Humanities Research Network.

The exhibition’s themes translate and distil high-quality research on health, society and culture across time and space into material objects, art, poetry, life writing, and literature. The work on display represents individual research endeavours and narrativises the sickness, health and wellbeing contexts across time and space.

Find out more

Here Be Dragons - Transgender Visibility and "The Others, Out There"

Who are “The others, out there”? Do they breathe fire?
And what do they have to do with International Transgender Day of Visibility?

Content Warning – this post may contain satire.

It can’t have escaped your attention that trans, non-binary and gender-non-conforming people are everywhere now. You can barely move for them. Go anywhere and you see them. The pub? Can’t get to the bar for all the trans people. Restaurants? Can’t get a table because of all the trans people. Beacon Hill? Can’t see the view for all the trans people. They’ve taken over the BBC, they’ve taken over NASA (probably), and they won’t stop until they’ve turned all the kids trans and filled every bed in every women’s shelter. You’re not safe but, more importantly, neither are your children.

Okay, so maybe you don’t actually see them first hand. But you’ve heard about them. You’ve read about them. They’re not in your street, your town, or your school. But you’ve been assured they’re everywhere else. Trans people have never been more visible. But admittedly, you’ve no idea when you last saw one, or maybe even if you’ve ever actually seen one.

This Trans Day of Visibility, I started out by thinking maybe we’d like to be a bit less visible right now. But actually it’s not us that’s visible. It’s the spectre of us. The threat of us. The ever-present danger of us. Biggest threat to women? Trans people. Biggest threat to kids? Trans people. Biggest threat to your safety and security? Well, okay, refugees in small boats, but trans people aren’t far behind. For such a small part of the population, we really punch above our weight.

Or do we? Maybe the biggest threat to women is the ongoing gender inequality that pervades so many aspects of our society. From the effectiveness of drugs tested exclusively on men, to the safety systems in cars designed around the average man’s height and weight. That and the crumbling NHS which is increasingly leaving them suffering for months on waiting lists rather than providing them the treatments and operations they need, or leaving them extracting their own teeth rather providing them with NHS dentistry.

And maybe the biggest threat to children is growing inequality and a broken food system, leaving children under-nourished but over fed, and as a result shorter but more over-weight than their European counterparts. That and the crumbling NHS which is increasingly unable to treat the illnesses they’re being lumbered with from ages unheard of previously. Not to mention the climate crisis which threatens existential-level dangers in their lifetimes.

But these are big, scary, structural problems. And tackling them requires big, brave, structural solutions, which would upset the old structures still benefitting the few who run them. Better to find a bogeyman, or a bogeytrans, and shout the age-old rallying cry “They’re coming for your children!” to distract people from the real dangers. These tactics have been used for centuries and it doesn’t matter if you’re scapegoating people who are Jewish, Black, Gay, Working Class, Migrants, Trans or any other marginalised group. Pick a relatively small population with less power than you and use this time-honoured visceral message to get the mob to turn on them.

The method has two great advantages. Firstly you can turn marginalised groups against each other, so they spend all of their energy infighting, instead of fighting the people who oppress them. And secondly you can distract everyone else from looking at the real existential issues they face.

When the Irish “Yes” campaign were planning their strategy to get the public to vote for marriage equality, they sought the experience of campaigners in the US who had tried, and failed, to pass similar legislation in multiple states before finally starting to succeed. They explained that people see the world in 3 layers. “Me and mine”, “My community” and “The others, out there”.

Those with gay people in their lives, in their “Me and mine”, overwhelmingly supported marriage equality. Most others saw it as an issue for “The others, out there” so didn’t have very strong feelings either way though had a vague tendency towards “live and let live”. But when scaremongering campaigns told them marriage equality would somehow pose a threat to their children or their families, their “Me and mine”, it was a powerful way of creating opposition. A big part of the Irish campaign was therefore about demystifying and normalising gay people. In many cases gay couples going door to door not to make rhetorical, political arguments, but simply to show voters who had never knowingly met gay people before that they weren’t so different to them and certainly didn’t resemble the demonic forces they’d read about. Maybe not even so different from their “Me and mine” group.

Since the so-called “Transgender tipping point” in 2014-15, when Laverne Cox and Caitlyn Jenner graced the covers of Time and Vanity Fair respectively to worldwide fanfare, we have seen a huge and growing backlash against our community. Fears of the unknown are stoked and we joined asylum seekers and refugees as the demons-de-jour for the right-wing press and politicians. As with talk of the terror of “small boats”, such has been the success of the campaign that the political and media liberal left, who you might expect to oppose these views, has failed to do so. In some cases they even join in the attack in order to appeal to voters.

In the face of so much hostility I’ve never felt more like staying at home and hiding. But it’s never been more important for us to be out there, being visible. Showing the world that whether we “pass” as cisgender, or not, whether we look exactly like everyone else, or not, we’re not the demons some would have you believe. And maybe if you want to make the world better and kinder and safer for women and children and your “Me and mine” there, are things we can all work on together instead.

Look out for me arriving on your doorstep any day now 😉

Footnote
In the early days of global naval exploration, mapmakers would often place monsters and other imagined creatures to marked unexplored areas, like those seen in Ortelius’s 1570 Theatrum Orbis Terrarum map.

International Transgender Day of Visibility is marked every March 31st, dedicated to celebrating transgender people and raising awareness of the discrimination they face worldwide, as well as a celebration of their contributions to society.

Featured map photograph from the United States Library of Congress.
King image by Dave Corley of speedbump.com

The attempted assassination of Saint Pope John Paul II

By Elena Leman-Torresi

As a component of my final-year module, PIC604: State, Violence and Terrorism, I was tasked to write a critical analysis of a terrorist attack. This essay prompted me to research and think more closely about the definition of a terrorist attack, the perceived legitimacy of an attack, and the different responses/approaches taken after the attack. I decided to research the assassination attempt on Saint Pope John Paul II in 1981.

In 1981, while making his regular rounds in St Peter’s Square, Vatican City, the then pontiff, Pope John Paul II was shot by two bullets from within the crowd. The perpetrator was Mehmet Ali Ağca. To this day, Ali Ağca’s true motives remain unclear and dubious. Ağca was a Turkish national and spent much time with the nationalistic group, The Grey Wolves. He claimed once that the attack on the Pope was for revenge for a previous seizure of a mosque (not linked back to the Vatican in any way) and for the glory of the Turkish nation. A second motive he declared was he was trained by the KGB to carry out this attack as Pope John Paul II was a firm anti-communist who regularly funded the independent trade union Solidarnosc in his home country of Poland (see Faunt, 2015, for details). Lastly, it is important to note that Ağca was subsequently diagnosed with severe anti-social disorders and behaviours and narcissist injuries. It can never be confirmed how much his mental illness was a factor in the attack.

While it is easy for Catholics and non-Catholics alike to condemn the violent act committed by Ağca, if this module has taught me anything, it’s that careful analysis of the response to the attack is equally as important as the initial media telling of the attack itself. I took particular interest in the relationship between the representation and response of the media to the shooting and public perceptions of terrorist attacks. Moreover, from Kearns et al (2018) I learnt that Muslim and Middle Eastern perpetrators are far more quickly labelled terrorists by the media and public at large and often discussion of their mental health issues and their grievances/motives are discounted or omitted, unlike their European/white counterparts. So: without condoning the actions of Ağca, the media’s initial lack of discussion of his mental health issues and his grievances may have led the public to form speculative and uninformed conclusions which in turn might have exacerbated public panic.

As a Catholic, I was also very intrigued by the Vatican’s response. While most larger states would likely have employed militaristic responses or adopted suppression tactics, the Vatican used judicial responses. Ağca was sentenced to life imprisonment with a minimum of ten years. However, what was unique about the Vatican’s response was the use of conciliatory tactics, seldom used by states. In line with Catholic social teaching, Pope John Paul II (who survived the attack) visited Ağca in prison in 1983 and forgave him. Following on from this, Ağca was pardoned by the Vatican and extradited to Turkey after 19 years in custody. While an incredible act of forgiveness and charity by the Pope, Ethan Bueno de Mesquita (2015) speculates that the Vatican City also potentially stood to gain collaboration with Ağca in other counterterrorism efforts.

I mentioned earlier that I was motivated to research this topic as I am Catholic. I should also add that I became fascinated by this assassination attempt after watching a documentary entitled Vatican Girl (2022) which focuses on the abduction of a young Vatican City citizen, Emanuela Orlandi. It is speculated that Ağca played an instrumental role in the planning and kidnapping of Emanuela. There is also the suggestion/theory that she became a victim in the broader subsequent considerations of statecraft and diplomacy between the Vatican and the outside world. My thoughts and prayers are with the Orlandi family.

The module prompted me to reevaluate my perceptions and definitions of terrorism, including an appreciation of its many complexities.

About me:

I am currently a final-year undergraduate student, studying History and International Relations. I first knew I wanted to study history academically during my GCSE history course. I have recently been elected chair of the Catholic Society for the upcoming term and my studies and my faith converge in a fascination with Church history.

Recommended further reading:

• Bale, Jeffery M. “The Ultranationalist Right in Turkey and the Attempted Assassination of Pope John Paul II.” Turkish Studies Association Bulletin 15 (March 1991): 1–65.
• Bueno de Mesquita, Ethan. “Conciliation, Counterterrorism, and Patterns of Terrorist Violence,” International Organization 59, no. 01 (2005): https://doi.org/10.1017/s0020818305050022.
• D’Orazio, Vito, and Idean Salehyan. “Who Is a Terrorist? Ethnicity, Group Affiliation, and Understandings of Political Violence.” International Interactions 44, no. 6 (August 2018): 1017–39. https://doi.org/10.1080/03050629.2018.1500911.  
• “The Emanuela Orlandi Case: Ali Ağca and the Trail of the Gray Wolves.” District of Canada, September 7, 2020. https://sspx.ca/en/news-events/news/emanuela-orlandi-case-ali-Ağca-and-trail-gray-wolves-49771.  
• Faunt, Raymond J. “The Assassination Attempt on Pope John Paul II: Foreign Denial and Deception?” American Intelligence Journal 32 (2015): 87–93. https://www.jstor.org/stable/26202139.   
• Kearns, Erin, Allison Betus, and Anthony Lemieux. “Why Do Some Terrorist Attacks Receive More Media Attention than Others?” SSRN Electronic Journal, 2018. https://doi.org/10.2139/ssrn.2928138.  
• Apple, R.J. “TRAIL OF MEHMET ALI AĞCA: 6 YEARS OF NEOFASCIST TIES.” NY Times, 1996. https://www.nytimes.com/1981/05/25/world/trail-of-mehmet-ali-Ağca-6-years-of-neofascist-ties.html.  
• The Associated Press. “AĞCA ASSERTS K.G.B. AIDED IN POPE PLOT.” NY Times, 1983. https://www.nytimes.com/1983/07/09/world/Ağca-asserts-kgb-aided-in-pope-plot.html

The illustration is Papal Basilica of Saint Peter in the Vatican. Photo by Hoàng Vũ and courtesy of pexels: https://www.pexels.com/photo/papal-basilica-of-saint-peter-in-the-vatican-16594740/

From the Vice-Chancellor – March 2024

In my March newsletter: New Doctoral Training Centres, BUCS Big Wednesday, International Women’s Day, the Leicestershire Innovation Awards, the Vibrant and Inclusive Communities ambassadors, and the new brand campaign.

New Centres for Doctoral Training announced

This month UK Research and Innovation announced more than £1 billion of investment in new Centres for Doctoral Training (CDTs), which train researchers to address science-related problems for the benefit of society. I am delighted that Loughborough will lead the £20 million EPSRC CDT in Engineering Hydrogen Net Zero (EnerHy) and will be a partner in a further two: Offshore Wind Energy Sustainability and Resilience and Digital Transformation of Metals Industry. 

Led by Dani Strickland, Professor of Electrical Power Engineering, EnerHy has been developed in partnership with Cranfield and Strathclyde universities and more than 60 industry and civic partners. EnerHy will allow us to expand our existing research and develop the skilled workforce needed to enable rapid growth in green hydrogen-related technology.  

The CDT is also part of our ambitions for The Hydrogen Works – a strategic consortium led by Loughborough to drive skills, innovation and productivity to create a hydrogen superpower in the East Midlands.

The consortium is a partnership with the East Midlands Freeport and East Midlands Hydrogen, which will bring together academic experts and industry partners to make a significant contribution to realising the role that hydrogen will play in a sustainable future. It will drive an expansion of Loughborough University Science and Enterprise Park that will co locate a skilled ecosystem alongside incubation and manufacturing, and research and innovation. It will also provide a skills exchange with the East Midlands Institute of Technology Future Energy Skills Hub, which aims to create the advanced workforce in clean energy needed by industry. 

Earlier this year, we were also announced as a partner in the Natural Environment Research Council CDT in Flood Risk. These CDTs show how we are collaborating in areas of research that have real impact to society.

The University has also launched a new research cluster in Model Based Systems Engineering which will receive funding direct from industry for PhD studentships, after being identified as the leading university in this emerging area.

This new funding equates to around 100 new Doctoral Researchers over the course of the respective programmes and a £30M investment in these research areas.

Loughborough hosts BUCS Big Wednesday

Campus was the epicentre of student sport this month when the University hosted BUCS (British Universities and Colleges Sport) Big Wednesday. The event saw more than 2,000 student athletes here, with their coaches and performance support staff, to compete in 57 finals across 16 sports, drawing a crowd of almost 2,500 spectators.  

BUCS showcases the highest level of university sport, and Loughborough has been crowned overall champions for the last 42 years. It was fitting, therefore, for us to host the landmark event again this year, as we shall for the next two years. 

By the end of the event, Loughborough had secured victories in men’s and women’s badminton, men’s and women’s basketball, men’s tennis, women’s netball and women’s football. 

Hosting an event of this magnitude is a significant undertaking and its success is testament to colleagues across the University, the athletes, coaches, officials and support staff who were part of the competition, and more than 100 student volunteers from the University’s Coach and Volunteer Academy (CVA).

This event truly embodied our strategic aim of Sporting Excellence and Opportunity.

Celebrating International Women’s Day

This month we marked the annual International Women’s Day, with a range of events and stories to celebrate the social, economic, cultural and political achievements of women and to make a call to action for accelerating women’s equality. The event is an opportunity to mark progress made but also to highlight the erosion of women’s rights around the world, as well as the effects of gender violence and abuse. 

Our dedicated webpage features all the events run by both the staff and student networks, as well as inspiring stories of women at Loughborough. This year, Loughborough Sport ran a series of events under the EmpowerHer banner, to provide opportunities for women and non-binary students and staff to conquer barriers to physical activity in environments where they can feel comfortable and supported.

The theme of this year’s event was inclusion, which resonates very clearly with our strategic theme of Vibrant and Inclusive Communities. Inclusion is a fundamental principle that should be woven into the fabric of our society. It is about ensuring that every voice is heard, every perspective is valued, and every individual is given the opportunity to thrive.

Three awards for Loughborough at innovation event

This month the University hosted the Leicestershire Innovation Awards at SportPark Pavilion 4 – the first building on campus, and one of just a handful in the UK, to have attained Passivhaus Sustainability status.  

A record number of entries were made to this year’s event, with almost 100 nominations submitted, and I was delighted to see Loughborough come home with three awards. Two of the University’s winners were Loughborough graduate start-ups – both launched from LUinc., the University’s incubator on Loughborough University Science and Enterprise Park (LUSEP).  

Moti Me, a physiotherapy-focused product to help children with disabilities, won the Innovation in Sport, Wellbeing and Accessibility category. The company was founded in 2021 by Katie Michaels, an Industrial Design and Technology graduate.  

The Bug Factory, which was set up by Thomas Constant, who graduated from Industrial Design and Technology, received the Innovation in Food and Drink award. Thomas has created scalable, accessible and sustainable insect protein.

The third award, in the Innovation in STEM industries category, recognises the University’s pioneering work in the field of green energy. A team led by Professor Dani Strickland has developed the world’s first lead-acid battery-electrolyser, a low-cost system that makes it viable to use excess renewable energy to produce hydrogen gas. The innovation is being accelerated for use in renewable energy-powered microgrids that support the world’s poorest communities that have no access to electricity or clean cooking.

Our success at the awards is testament to the breadth of innovation among our staff and students. Congratulations to all the commended finalists and winners who showed real ingenuity and determination in addressing some of today’s most pressing challenges.

Vibrant and Inclusive Communities ambassadors appointed

Politics students Ghanim and Ahmad Muhammad Al-Muftah have been appointed as the University’s ambassadors for the Vibrant and Inclusive Communities strategic theme.

The theme ambassadors will help to enhance the University’s reputation and profile by acting as advocates for the University’s activities and achievements through their networks. 

Ghanim and Ahmad will work closely with the theme’s Associate Pro Vice-Chancellors, Professor Rebecca Cain and Professor Emily Keightley. 

Ghanim Muhammad Al-Muftah is a Qatari brand ambassador, goodwill ambassador and entrepreneur. He was appointed an ambassador for the 2022 FIFA World Cup and appeared alongside the US actor Morgan Freeman at the event’s opening ceremony.  More recently he attended the FIFA Beach Soccer World Cup and attended the gala dinner alongside the FIFA President, Gianna Infantino, and Sheikh Rashid Al Nuaimi, President of the United Arab Emirates Football Association. Ghanim, who was born with Caudal Regression Syndrome, a disorder that impairs the development of the lower spine, is supported by his brother Ahmad.

Ghanim and Ahmad join alumnus Steve Varley who was named the ambassador for the Climate Change and Net Zero strategic theme in December 2023. 

The World Can’t Wait campaign is launched

Our new brand campaign – to position ourselves as a bold, ambitious university that seeks to make change for a better world – has now been launched. You may have noticed the billboards and banners that have been put up on campus on the end of the Schofield Building and at the two main entrances to campus. 

The campaign began in earnest mid-month with an advertisement in the Times Higher Education – an open letter from me asking the sector to collectively take a stand and change the narrative that’s currently so damaging to higher education. In my accompanying thought leadership article, I outline why the UK’s universities need to turn the tide by showcasing the wide-ranging impact we have on individuals, regions and countries worldwide. 

The brand campaign has emerged from Project Reputation, one of the six strategic enabling projects. Project Reputation aims to distil and project our distinctive strengths and enhancing our reputation as a leading university.

Universities are operating in a very challenging environment at the moment. If we are to be financially secure and deliver value for our students and academic partners, research collaborators and policy makers, we all need to show the benefits that universities bring.

DRN2024 Drawing Repetition: Tracing Technology

11.00-13.00 (BST) 17 April 2024 [online]

Tickets: https://buytickets.at/drawingresearchgroup/1207696

Tracing Technology is the second in the series of online DRN events exploring drawing repetition, hosted by the Drawing Research Group at Loughborough University. The panel brings together researchers investigating aspects of technology in relation to repetition within contemporary drawing practice.

Claire Anscomb will discuss recent developments in image-making processes that have repetition built into their design. A text-to-image AI generator outputs new images in the likeness of billions of images that already exist. What can further repetition bring forth from these images? The proposed presentation will tackle this question by examining a series of drawings made after AI-generated images.

The series focuses on AI-image generation processes and the lack of transparency around the sources of energy that fuel the data centres that are crucial for their operation. The process of making the images entailed training an AI image generator, Playform, on a series of images of power stations located in the same geographical areas as Microsoft’s data centres, and then reworking the results in DALL-E (owned by OpenAI, who use Microsoft’s data centres). From these outputs, five images were selected that represented key stages in the image generation process, which were copied meticulously through drawing. A sheet of carbon paper was kept beneath the drawing surface.

It will be proposed that the repetition of the AI-generated images through drawing, and the repetition of these marks through the carbon paper makes manifest the approximations that permeate the processes of AI image generation. Further, in addition to translating the formal properties of the generated images, it will be argued that this process, which recorded the labour and energy that went into the production of the drawn images embodies and foregrounds the physical resources that are obfuscated but necessary to produce the outputs of AI image-generation processes.

Dave Hawey’s presentation, will reflect on his use of repetition in his drawing process. Initially, his research-creation takes a technocritical stance to address his ambivalent relationship with technology. That is to say, Hawey is both fascinated and concerned about what technology enables, in terms of image creation and mediated aesthetic experience. In addition, he shares many authors’ point of view that abusive technology (and its hegemonic neoliberal capitalist ideology) is causing serious social, psychological, and environmental consequences. As these ideas inspire the aesthetics and narratives in Hawey’s drawings, he extensively uses repetition as a fundamental principle. In this presentation, Hawey aims to explore “How does repetition within the drawing process provide insight into the relationship with technology?” As a case study, Hawey will analyze the drawing process from his recent work “Tree of Life” by looking at three uses of repetition: as a crafting method, a communication method, and a meditation method. In this sense, he will first show how the repetition of tiles, lines, and patterns suggests perceptual/aesthetic effects (e.g., a sense of structure, rhythm, calm, predictability, illusion, attention). Then, he will show how he uses repetition to communicate meanings (e.g., denotative, connotative, allegoric) such as anxiety regarding the recursive and rationalistic nature of the technological world. Finally, as the repetition of the same gestures helps Hawey enter a meditative and soothing flow, he reflects on its beneficial psychological effects on dealing with his relationship with technology.

Hilary Judd will discuss how using a typewriter as a drawing machine is inherently repetitive. Working with the limitations of a machine designed for writing to create imagery promotes creativity; the restrictions of the carriage, the marks and shapes that can be made by certain keys, blurring, smudging, and overlaying to build up areas of density, light and shade. A laborious yet mediative process.

The project began as a ‘warm up’ to start a studio day. Drawings posted between long term collaborators, received, and returned with new marks from the other’s studio. The collection of drawings we have amassed is the result of habitual behaviour, a weekly practice of drawing and communicating.

Judd will present the latest typewriter drawings that explore notions of caring and the passing of time. The repetition of daily rituals, frustration, incremental goals and feeling like a ‘job’ of work connects very closely to the drawing process. Stuckness – being stuck in a domestic environment can fuel the desire to be creative. The sound of the strike of metal on paper feels productive. Small characters build to create an expressive image. The time-consuming nature of this drawing process inspired a series of eight pairings of drawings around caring that became a large A2 artist book called ‘The Trick’. Being a mother/caring for a mother can feel like a trick, one in which you need the help and support of others, often with starkly unequal gender divides. The book necessitates 2 people to work together in order to reveal the drawings.

The event will be chaired by Lucy Brennan.

Biographies

Claire Anscomb is a philosopher and artist. She was the 2021-22 British Society of Aesthetics Postdoctoral Fellow in the Philosophy Department at the University of Liverpool. Since September 2022, she has been a Lecturer in Fine Art at De Montfort University.

Dave Hawey has been a professor of digital art and design at the School of Digital Arts, Animation and Design (UQAC) for the past 16 years. He did his Master of Arts on the Japanese aesthetics in his digital painting process. He did his doctoral research in design on the practice of artist-developers working in the industry, to highlight their professional skills and reflective design process.

Hilary Judd [Carriage return] began in 2018 as a postal exchange of typewriter drawings with myself and artist Lucy-May-Schofield. Initially, a call and response, we have since created art works, connecting to themes exploring our lives and experiences. The project has unveiled new opportunities to extend the traditional remit of artistic practice.

Lucy Brennan is an artist and doctoral researcher at Loughborough University.

https://www.brennanshiel.co.uk

Clear space, clear mind

From overflowing desks to dishes piled in the sink, the clutter around us can weigh heavily on our minds, leading to increased stress, decreased productivity, and a sense of overwhelm.

Verywell Mind noted that: “To the brain, clutter represents unfinished business and this lack of completeness can be highly stressful for some people.” Clutter and mess can create feelings of anxiety but by cleaning and organising, we can create a more relaxing environment that helps us to feel calm and focus on daily tasks.

Having dust and dirt settle in our work and living space can also aggravate our respiratory system, so clearing up our space also clears the air that we breathe.

Benefits of cleaning and decluttering:

• Helps you gain a sense of control over your environment
• Provides a sense of accomplishment and satisfaction which translates into motivation
• Can reduce feelings of stress and anxiety
• Can reduce fatigue and improve concentration

Challenge yourself to declutter your workspace and home

• Start small – Set aside dedicated time each day to tackle a specific area, whether it’s your desk, kitchen, or living area. Break tasks into manageable chunks to prevent overwhelm and celebrate accomplishments along the way.
• Set a timer – Set a timer for 10 or 20 minutes and tidy as much as you can in this time, once the timer stops, you can relax. This can help if you feel overwhelmed and are unable to devote much time to cleaning.
• Ask for help – You might be in a situation where you feel like cleaning is not a task you can tackle alone, in this case, consider asking friends or family to help you.
• Donate things you don’t need – Giving to others can also boost your happiness and create a sense of reward.
• Make it fun – Listen to upbeat music or a podcast, take before and after pictures of your space, and treat yourself for working hard.
• Aim to make decluttering an ongoing practice – Regular maintenance is key to sustaining a clutter-free environment and reaping the mental health benefits it offers.

When working in shared office space, it’s also important to be mindful of other people’s wellbeing too. If you have been working on a hot desk or using a shared space, make sure you leave it clean and tidy for the next person to use.

A great method to follow for decluttering is Marie Kondo’s ‘KonMari Method’ which encourages discarding items that don’t “spark joy” and tidying by category rather than by location. If you want to see the KonMari Method in practice, check out the Netflix series ‘Tidying Up with Marie Kondo’.

Some members of Loughborough University staff discussed their thoughts on decluttering:

Sarah Van-Zoelen, Specialist Occupational Health and Wellbeing Nurse Manager commented: “I love declutter dollies, I find that I cannot be effective, focused or be able to relax if my environment is messy and cluttered. We all live with lots of stuff, but there is definitely a ‘tipping point’ when things get out of hand and the only way to rebalance is to sort the environment that I live and work in.”

Stephanie White, Development Manager (Trusts and Foundations) said: “Selling some of my clothes and things on places like Vinted has also made me more mindful of what I buy going forward, and improved my wellbeing as I can see a clear difference in my living space by removing the clutter.”

Sarolta Batki, People Development Officer at Loughborough Sport, also commented: “I have been involved in an organised office clear up more than once. Getting together and making decisions on where to store what, how to use the storage space, what needs getting rid of, what could we buy/replace in the office to help with work/productivity, even hoovering up and cleaning the desks together is really empowering.

“I mean this in the sense that for a lot of your job, you are told what to do – but having some autonomy on making your workspace comfortable and nice for yourself is at least giving you some control and is hugely beneficial for your wellbeing at work.”

Remember that there may be times when things won’t go as planned and you might not be able to tidy up, so make sure you have other tools that you can use to destress and unwind. You can find self-care tips on our stress awareness blog.

This Week at Loughborough | 25 March

Spring Staycation:

Academic Language Support Service Workshops

25-26 March 2024, 10am-12.30pm & 12.45pm-3pm, EHB205

ALSS will be running two workshops across both days. You can come along to just one or both. Registering for both the morning and the afternoon session is encouraged. Drinks and Easter treats will be served at approximately 12pm. If you are coming for the whole day, don’t forget to bring your lunch!

Find out more

International Students’ Employability Day 2024

25 March 2024, 12pm-4pm, Stuart Mason Foyer

Join us for an exciting in-person event in the Stewart Mason building on campus. This event is specifically designed for international students, offering a unique opportunity to network, gain insights from international alumni and explore career prospects.

Find out more

Chaplaincy event: Waiting for Easter- the journey to the cross

26 March 2024, 2pm-4pm, EHB First Floor

Come and reflect on the journey Jesus took from his arrival in Jerusalem, to his crucifixion a few days later. We will use prayer, art, music, silence, and storytelling to explore this important week in the Christian calendar and end with traditional English Easter refreshments, including Hot Cross Buns. All welcome. 

Find out more

Trip to historic Oxford – SOLD OUT

27 March 2024, 9am-6.45pm, Pick up from Wolfson School/Amber Rooms

Oxford, The City of Dreaming Spires, is one of the most famous cities in the UK. Known the world over for its University. For over 800 years, it has been a home to royalty and scholars. Nowadays, the city is a bustling cosmopolitan town. With its mix of ancient and modern, there is lots to do including many historic buildings, colleges or museums as well as a vibrant shopping experience.

Find out more

Easter Staycation – Origami Jewellery

28 March, 1pm-3pm, Room 63108 (Edward Barnsley Building)

During this engaging workshop, you’ll learn the ancient Japanese art of origami and how to transform delicate paper folds into stunning wearable pieces. From elegant earrings to charming pendants, let your creativity soar as you craft unique accessories to adorn yourself or gift to loved ones.

Find out more

Easter Bunny Bingo

1 April 2024, 1pm-3pm, Granby Common Room

This is an event that you won’t want to miss. Easter Monday is a public holiday in the UK and is a day that families spend together. Come along for a game of bingo, a free buffet lunch, music and more. The top bingo prize will be a £30 Amazon voucher. 

Find out more

LSU Easter Egg Decorating Competition

4 April 2024, 11am-1pm, LSU Council Chamber

Come along for an Easter Egg decorating competition with a prize awarded to the best decoration! 

Find out more

General:

Neuromorphic technology: A giant leap for AI

26-28 March 2024, Online

• 26 March: 9am-5pm
• 27 March: 9am-5.15pm
• 28 March: 9am-5.40pm

This online event will convene a community of world-leading international researchers and innovators working on cutting-edge neuromorphic hardware and brain-inspired algorithms, pivotal for the future of AI and computing in the UK.

Find out more

Health From Cradle to Grave: Birthing Chair to Death Couch

27 March-23 April 2024, 12pm-2pm, Martin Hall Exhibition Space

An exhibition highlighting the work from English at Loughborough University’s Health Humanities Research Network. The exhibition’s themes translate and distil high-quality research on health, society and culture across time and space into material objects, art, poetry, life writing, and literature.

Find out more

Inspiring Minds: Business and Economics

4 April, 9.30am-4pm, James France

Inspiring Minds is Loughborough University’s series of taster days for Year 12 students. It’s an excellent opportunity to learn more about the options available at the University and how to get there.

Find out more

Inspiring Minds: STEM

5 April 2024, 9am-4pm, Sir David Davies

Inspiring Minds is Loughborough University’s series of taster days for Year 12 students. It’s an excellent opportunity to learn more about the options available at the University and how to get there.

Find out more

The Launch of the LUMEN Curriculum

Written by Dr Colin Foster. Colin is a Reader in Mathematics Education and interested in educational design in mathematics. He is the Director of the Loughborough University Mathematics Education Network (LUMEN), and Lead Author of the LUMEN Curriculum. There is a link to LUMEN at the end of this blogpost. This article is edited by Dr Bethany Woollacott.

Introduction

Over the last few years, the principal focus of the Loughborough University Mathematics Education Network (LUMEN) has been on designing a complete, fully-resourced, research-informed, free mathematics curriculum for schools. We’re very excited that this is now complete and available on the LUMEN website. In this blogpost, I will outline our thinking behind these resources, as explored in more detail in our paper on the design principles and our more recent paper on the challenges of applying some of these principles (both linked at the end of this blogpost). I will also explain what the LUMEN Curriculum looks like and how we envisage it being used.

Why more mathematics teaching resources?

The world is awash with mathematics teaching resources, so what is our excuse for creating yet more? Indeed, some of the resources out there are of exceptionally high quality and have been very influential in our work. However, the majority of what is freely available online is low-quality. Many busy teachers sit up late at night trying to separate the diamonds from the glass. Even if they manage to find some high-quality resources for tomorrow’s lesson, there is the problem of coherence: “a collection of great tasks does not necessarily add up to a great collection of tasks”. A whole bag of individually great resources does not necessarily provide a great collective experience for students.

Some schools avoid this endless search for individual resources by purchasing a commercial scheme, such as a set of textbooks. However, these materials are often also perceived to be of poor quality, and they are rarely informed by research or trialled in real classrooms with real teachers. Although they present with a superficial consistency in terms of page design, on closer inspection they may be no more coherent than the individually-sourced materials. Ideas are often poorly connected and organised to support students’ learning across different topics and successive school years¹.

Research-informed, free and editable

In the Centre for Mathematical Cognition, we are fortunate to have the largest team of researchers focused on mathematics education than anywhere in the world. This has enabled us to draw on research from across mathematics education, cognitive science and educational design to produce a highly research-informed Curriculum¹.

Funding from Research England has enabled us to make these resources available completely free of charge. School mathematics department budgets are tight, and it can be frustrating when a department’s main expense is a set of textbooks that perhaps they do not even like very much. The LUMEN Curriculum is completely free and easy to access – with no annoying login required.

Another unique feature of the LUMEN Curriculum is that it is completely editable (Creative Commons CC BY NC SA), giving teachers agency to edit the resources to suit their context. This contrasts with commercial resources, which are locked as pdfs or printed pages, leaving teachers powerless even to correct egregious errors. Teachers often say about materials, “I like it, but…”, suggesting that they would use it or like it better if they could change something. It is not just about quality but suitability for the context. Most educational resources are “Take it or leave it“. The LUMEN Curriculum is “Take it or leave it … or adapt it and improve it”, allowing teachers to make changes however they wish.

Editability also raises exciting possibilities for schools to easily trial different versions of the Curriculum with different classes. For example, we use colour purposefully throughout many of the units in the Curriculum. But how effective is this? Schools can easily ‘Select All’ and change everything to black, and trial this version with one class against the colour version with another class, collecting local evidence of ‘what works’ in their context.

What does the Curriculum actually look like?

We have tried to make the materials easy to read and pleasant to look at while applying principles from cognitive science. For example, we have used images where they support learning but have avoided redundant pictures that could be distracting². We also include lots of ‘Discuss’ boxes, which are intended for the teacher to use with the whole class, with students possibly responding on mini-whiteboards. These are interspersed with ‘Try this’ boxes for students to work on independently.

We use a fixed set of diverse, friendly student characters throughout the materials. These characters often model being wrong. We want students to see that making mistakes is OK and that mistakes are something to learn from. Often the fictional students disagree about things and the real students have to sort out what is going on. Or the fictional students do things in different ways, enabling the real students to make sense of what the fictional students have done, and decide which approach they prefer in different situations and explain why.

Throughout the Curriculum we use the number line as our primary representation. We have written in detail³ about why we use this in preference to other common representations of number, and we argue for the advantages of a single main representation of number, rather than lots of switching about. We see multiplication as stretching the number line and multipliers as perhaps the biggest single idea across the Key Stage 3 (age 11-14) curriculum.

Although we build on the foundations students have laid at primary school, we start a long way back, to cater for students who are not yet secure with important ideas. We anticipate that teachers will make the judgement to omit things that are too basic for their students, but we would rather provide too much than leave teachers searching for supplementary material to fill gaps.

The availability of manipulatives and technology varies dramatically from school to school, and we have approached this by making almost everything do-able without. However, we have often suggested where practical equipment can be used, and we link to free or widely-available software such as GeoGebra or spreadsheets for many of the tasks. In particular, the main Algebra units are highly based on the free Grid Algebra software, which is easily accessible from any browser. (Links to Grid Algebra and the recent CMC blogpost on Grid Algebra are below).

Please spread the word about the LUMEN Curriculum among schools and teachers and let us know what you think using the link below!

The development of the LUMEN Curriculum has been funded by Research England through the Centre for Mathematical Cognition.

References

1. Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies, 53(5), 621–641. https://doi.org/10.1080/00220272.2021.1902569

2. Foster, C., Woollacott, B., Francome, T., Shore, C., Peters, C., & Morley, H. (2024). Challenges in applying principles from cognitive science to the design of a school mathematics curriculum. The Curriculum Journal. Advance online publication. https://doi.org/10.1002/curj.249

3. Foster, C. (2022). Using coherent representations of number in the school mathematics curriculum. For the Learning of Mathematics, 42(3), 21-27.

This Week at Loughborough | 18 March

Sustainability Fortnight:

Dr.Bike Maintenance Session

19 March 2024, 11am-2pm, Outside EHB

This session is a chance for you to seek advice on taking care of your bike, receive repairs, and pick up any accessories which might be useful.

Find out more

Biodiversity Talk with the University Gardens Team

19 March 2024, 1pm-2pm, EHB110A

An in-person talk with the Assistant Gardens Manager, Rich Fenn-Griffin about biodiversity, how it affects us on campus, and how we can act to preserve the natural world for future generations.

Find out more

Action Food Drive

20 March 2024, Across student halls on campus

Students in halls are encouraged to start collecting food items from 4 March to be donated to charity. On 20 March, the food items will be collected and delivered to local food banks for people who may not otherwise have access to food.

Find out more

Green Careers Workshop and Panel

21 March 2024, 11am-2.30pm, WAV041 (Wavy Top)

The workshop (11am-12.30pm) will include a brief introduction to sustainability and the climate crisis, the future of green jobs, skills for the future, and purpose-driven careers.

It will be followed by a panel (1.30pm-2.30pm) including guest speakers with varying employment backgrounds, who can offer valuable insights into the future of work and offer advice to jobseekers.

Find out more

Fruit Routes Barefoot Holi

21 March 2024, 12pm-5pm, Barefoot Orchard/Pilkington Library

Come along for a spring bonfire and celebration of colour. There are three different elements to this event. You are welcome to attend any or all of the events on the day.

Find out more

Film Screening: 50 years of Litter on Skye

21 March 2024, 6pm-8pm, Edward Herbert Building

This event will present the work of the 50 Years of Litter on Skye team. It will highlight the extent of litter on these remote coastlines, and untangle the unseen connections that communities who are geographically isolated from Skye, such as those in Loughborough, have with the litter that has been washing ashore on the island for over half a century.

Find out more

Food for Thought: A fresh perspective on food with Gregg Wallace

22 March 2024, 12.30pm-2.15pm, The Lounge (LSU)

Join the Sustainability Team, MasterChef judge Gregg Wallace, and other industry experts for a lunchtime panel discussion on the future of food and how going vegan, eating seasonally, meal prepping and considering the impact of food waste, can all help support the future of our planet.

Find out more

General:

University Chaplaincy Interfaith Iftar Meal

18 March 2024, 6.30pm-8.30pm, EHB Atrium

The University Chaplaincy invites you to an Interfaith Iftar Meal to mark the breaking of fast during the Islamic holy month of Ramadan.

Students and staff of all faiths and none are invited to attend this special meal and to learn more about Ramadan and why Muslims fast.

Find out more

Student Live Lounge

18 March 2024, 7.30pm, The Lounge (LSU)

If you enjoy live music and discovering new artists then join us for a special, laid back evening as we present the best talent from Loughborough University. If you’re a student and you would like to perform at this event then you need to register your interest in advance as there are limited slots available.

Find out more

Postgraduate Accommodation in Loughborough Q&A Webinar

19 March 2024, 12pm-1pm, Online

Come along for a webinar and Q&A session on postgraduate accommodation on and around the Loughborough campus. Whether you’re interested in the halls of residence or renting University-approved student houses in Loughborough itself, students and staff will be on hand to answer your queries.

Find out more

Higher Education Smart Campus Associations’ (HESCA) annual conference

18-19 March 2024, 9.30am-6pm (18th) & 9am-4pm (19th), Holywell Park Conference Centre

Loughborough University is pleased to be hosting the Higher Education Smart Campus Associations’ (HESCA) annual conference for 2024. This is an excellent opportunity to collaborate, share experiences, and learn from the work of other higher education institutions and various suppliers and industry experts for smart campus technologies.

Find out more

Quorn Food Tasting

19 March 2024, 11.30am, EHB Atrium

Quorn will be showcasing bitesize portions of their alternatives to meat dishes, offering you the opportunity to understand more about food choices and carbon emissions, as well as grabbing a free sample. Dishes include: ‘Meat half way’ chilli, new vegan burger, and a vegan beef curry.

Find out more

Futurecasting Workshop with Studio Hyte

19 March 2024, 3pm-6pm, Design School

Are you interested in futures thinking, science fiction, creative writing, sustainability, or speculative design? Come along for an introductory session to futurecasting where you will gain skills in defining, describing, and developing plausible future scenarios related to climate justice.

Find out more

Postgraduate Accommodation in London Q&A Webinar

20 March 2024, 12pm-1pm, Online

Come along for a webinar and Q&A session on postgraduate accommodation at the London campus. Students and staff will be on hand to answer your queries about the options available, what it’s like to live in one of the world’s most diverse and vibrant cities and more.

Find out more

IAS Seminar: Engaging the Entire Humanitarian Clean Cooking System: Unlocking Institutional Scale

20 March 2024, 12pm-1pm, International House/Zoom Webinar

This seminar will explore the state of the humanitarian energy sector, the role of clean cooking, and how the institutional scale may unlock more efficient and effective pathways to the completion of United Nations Sustainable Development Goal 7 – sustainable energy for all.

Find out more

Opportunities in China

20 March 2024, 2pm-4pm, U.122 (Brockington Extension)

Are you interested in living and working in China? Ambright Education Group are receiving applications from final-year students at Loughborough for the role of Assistant English Teacher in Chinese schools from September 2024 to June 2025.

Find out more

Writing funny characters for TV, radio, theatre and stand-up

20 March 2024, 2pm-5pm, SMB103 (Stewart Mason)

Join LU Arts for this writing workshop with experienced guidance from Carolyn Scott-Jeffs and Tom Stevenson. There will be an exploration of character comedy, followed by set exercises on creating new characters, developing existing characters, and how to make them funny in the context of your story. The session will conclude by sharing examples of work and receiving feedback.

Find out more

SDCA Postgraduate Pathways

20 March 2024, 5pm-7pm, LDS 0.17 (Design School)

Come along to this event to discover more about postgraduate study in the School of Design and Creative Arts (SDCA). Hear from the Dean of the SDCA, speak with current postgraduate students, and meet the postgraduate programme leads to find out about design and creative arts master’s degrees and PhD opportunities.

This event is open to both current SDCA students and those studying within other schools.

Find out more

Breakfast Study Cafes

21 March 2024, 8am-11am, DAV1109 (Sir David Davies)

Drop in for a morning study session, a free hot drink and some baked goodies. Use a study planner to set goals for the session and use the Pomodoro technique to help you achieve these during the first two sessions (8am-9am and 9am-10am). In the third session (10am-11am) you can work at your own pace.

Find out more

National Theatre Live: The Motive and the Cue

21 March 2024, 7pm-10pm, Cope Auditorium

Mark Gatiss and Johnny Flynn star as John Gielgud and Richard Burton in their infamous Hamlet rehearsal period in the 1960s. Filmed live on stage at the National Theatre, ‘The Motive and the Cue’ is a new play by Jack Thorne, directed by Sam Mendes.

Find out more

Exhibition: By some means or Other

28 February-22 March 2024, 12pm-2pm, Martin Hall Exhibition Space

This exhibition brings together five artists selected to take part in the national Artists Access to Art Colleges (AA2A) artist residency scheme in the School of Design and Creative Arts at Loughborough University. The work on display showcases a selection of their diverse projects ongoing since October 2023.

Find out more

Careers:

International Futures- UK Etiquette and Professional Behaviour

18 March 2024, 6pm-7pm, MS Teams

As an international Student understanding UK Etiquette and Professional behaviour, is essential to be successful in your Career Journey. This session will help you navigate and understand expectations about professional behaviour in the workplace. 

Find out more

Skill-Up: Business Planning

20 March 2024, 6pm-7pm, Start-Up Lab (STEMLab)

This week’s session will help you to examine all aspects and areas of your enterprise and what key considerations should be given for short and long term growth.

Find out more

Master’s Futures: Postgraduate Career Planning

22 March 2024, 1pm-2pm, EHB002 (Edward Herbert)

This session is designed to support Postgraduate students in creating a career plan, that allows them to determine their skills and interests, set career goals, and put actions in place. 

Find out more

CRCC member Jilly Kay speaks at the international symposium ‘Log Out!’ at the University of Toronto

Jilly Kay – the co-lead of our Media, Memory and History theme and Senior Lecturer in Communication and Media at Loughborough University – was an invited speaker at the University of Toronto on March 6^th, 2024.

The symposium, hosted by the Institute of Communication, Culture, Information and Technology (ICCIT), was entitled ‘Log Out! The Technopolitics of Refusal’, and focussed on tactics of refusal within our current era of techno-capitalism. Jilly presented a paper entitled “Andrew Tate for girls”: dark feminine influencers and micro-fascist mirror-worlds. She argued that the technopolitics of the manosphere – and its logics of bio-essentialism, evolutionary theory, political fatalism, and the ‘red pill’ philosophy – are increasingly mirrored by female dating influencers. This research forms part of her larger project on ‘reactionary feminism’ and the rise of the ‘femosphere’ – the loose collection of female-centric online communities and influencers which, she argues, is best understood as a gender-flipped version of the manosphere.

Speakers at the event also included Nicole Charles (University of Toronto), Leopoldina Fortunati (University of Udine), Gavin Mueller (University of Amsterdam), Sarah Sharma (University of Toronto) and Rinaldo Walcott (University of Buffalo), and a number of contributions by the University of Toronto doctoral students. 

During the trip to Canada, Jilly also gave a talk at Western University, to staff and students in the Sociology department.

Jilly Kay is a Senior Lecturer in Communication and Media at Loughborough University. She is a co-investigator on the project ‘Re-CARE TV: Reality Television, Working Practices and Duties of Care’ (2023-26), within which she leads the work package on reality television participation. She is co-lead of the Media, Memory and History research theme at Loughborough University, co-convenor of the Media and Gender research group, and co-editor of the European Journal of Cultural Studies. 

The world can't wait. And neither can we

Professor Nick Jennings has written an open letter to the sector asking that we collectively take a stand and change the narrative that’s currently so damaging to higher education.

He asks the UK’s universities to turn the tide and shape a narrative that’s truly reflective of the wide-ranging impact we have on individuals, regions and countries worldwide.

Read the full letter

Why Artificial Intelligence Can’t Replace CEOs

This article was originally published on Outlook.

When we reflect in years to come, we’ll probably agree that 2023 was a breakthrough year for Artificial Intelligence (AI). Powerful chatbots such as ChatGPT have sparked a society-wide surge of interest in AI technology; and all around the world people are pondering its implications, debating whether it will bring a positive revolution or the beginning of the end for life as we know it. 

Despite its recent rapid advancements, AI isn’t new. I’ve spent the last 30 years researching AI and we can trace its foundations back to at least the 1950 research paper ‘Can Machines Think’ written by the British mathematician Alan Turing. Over the course of the 70-plus years since, interest and advances in AI have come and gone. Today it’s so much more than a thought experiment, as it routinely impacts our daily lives. 

Some advocate grasping the opportunities with both hands, believing it will change the world for the better; then there are those who advise real caution, wary of the potential extent of its impact. Both sides are right and have valid points to make. Yes, AI is transforming society, and this will become ever more pronounced as the technology improves and we think of more creative ways to deploy it. 

But AI systems will not become all-powerful, take over the world, or lead to human extinction.  

In conversations I have, one of the common concerns is AI’s potential impact on people, particularly whether it will render jobs obsolete. While there will be increasing use of AI to automate some routine tasks within jobs, I see less scope for wholesale replacement of jobs. AI will also, of course, create new types of jobs.  

If we consider leadership roles, such as a CEO or a Vice-Chancellor, AI systems just don’t have the human elements that are crucial for effective leadership. AI systems are poor at social interactions; they don’t know how to be effective collaborators, good team players or robust challengers of human decisions. AI systems don’t inspire and motivate staff in the way that the best CEOs do. 

And there are issues with the way AI systems make decisions — most can’t readily explain why they made a particular decision — and chatbots in particular are prone to hallucination, which means they can give convincing, but entirely fictitious, answers. They have no intuition or insight about when they may be wrong. 

So, while it’s likely that AI will be used to enhance CEO roles, its inability to replicate fundamentally human qualities such as emotional intelligence, creativity, strategic vision and interpersonal skills limits its capabilities.  

In my opinion, CEOs should be thinking about how AI systems can better partner with people. This is a significantly understudied area. At the moment, many human-computer interactions are awkward. Computers have rigid interfaces and humans need to adapt to them. 

Computers need to be more flexible, better problem-solving partners, better collaborators, and better advice givers. AI systems will be most effective when they work in partnership with humans, making the most of the complementarity between the tasks that smart machines are good at and those at which humans excel. 

CEOs should be thinking, and learning, about how these powerful tools can enhance their work — and that’s where the higher education sector has a significant role to play. 

We have a duty to prepare our students to be purpose-driven people, part of a global workforce in which they routinely use AI tools in a responsible manner to help organisations perform better. The DigiLabs we’re creating at Loughborough University, for example, will ensure that our graduates are future-fit for the world of work in which digital skills, data analytics, and virtual and augmented reality play a key part. As employees or company CEOs, they’ll be able to reap the positive benefits of AI and machine learning.  

Overall, I believe AI systems will be positive for society, helping us tackle global challenges such as climate change, population health and productivity. But we need to consider how best to progress in a responsible way. 

AI will soon power even more of our lives. Early glimpses of this are evident today, but we have only just started to scratch the surface of what AI can do for our businesses.   

Navigating copyright in the Digital Age

Have you ever found a nice image on the great, wide web and decided to download and use it? Have you ever come across an array of Creative Commons licenses and their meaning was daunting or confusing? Hopefully the next few paragraphs will help you navigate copyright in the digital age.

So, what exactly is copyright? Copyright is defined as an exclusive economic right granted to the creator of original work to permit or prevent other people from using it. In plain language, copyright is a right given to a creator (human creator) to use the work created in any way shape or form they wish. They can sell it, bequeath it, or decide to give their copyright up and make it available for anyone to use without restriction. You might come across items that are licensed as Creative Commons Zero, those are free to be re-used without issues.

You can also find items that are in the public domain, not to be confused with publicly available. Public domain items are works, where copyright has come to an end, and they can now be used by the public without fear of copyright infringement. However, do be careful. Certain items can have trademarks attached to them, so they work differently.

How do you navigate this mishmash of reusable, free and all rights reserved works that you can find on the web? Well, there are some handy questions to ask yourself:

Be aware that anything that says “fair use” does not apply in the UK. In the UK we use the term “fair dealing”.

The ‘fair dealing’ principle in the UK, is much more restrictive than the US ‘fair use’ principle. In simple terms, the question to ask yourself when applying the ‘fair dealing’ principle is how would a fair-minded person use this material? The below infographic should help with ‘fair dealing’ use.

More information on ‘fair dealing’ can be found in the Fair Dealing: A quick guide on our repository.

Licenses are very useful when it comes to knowing what can or cannot be done with copyright materials. So here is a quick overview of the different licenses:

• All Rights Reserved (ARR): The most restrictive license, granting the copyright holder exclusive control over all aspects of the work’s use.

• Creative Commons (CC) Licenses: A family of open-content licenses that provide a flexible approach to copyright management. CC licenses offer different levels of permission, from non-commercial use to commercial exploitation with attribution.

• Open Government licenses: It covers works published by the UK government. The UK Parliament uses an Open Parliamentary license.

• Software licenses: Legal instruments governing the use and redistribution of software.

You can find more information on licenses in our Licenses section on the Copyright webpages.

Important to remember is the fact that materials found online have the same protection as physical materials, like books or paintings. Before you save and re-use, make sure you know what you can or cannot do with the material and most importantly of all, make sure to credit the author. If you still struggle with licensing and re-use of digital material, get in touch with Loughborough University’s Copyright and Licensing Manager.

Morality, Research and Debate

Morality, Research and Debate  

By Ginerva Grant  

In my capacity as institute representative for IDIG, my peers and I put on a debate in the parliamentary style which asked the question: ‘Would you support the use of cluster bombs in the conflict in Ukraine by the Ukrainian government?’ 

For those unaware, cluster bombs are a type of cluster munitions that the United States announced they were sending to Ukraine last July as part of a new aid package. These munitions are banned in over 100 countries for their high dud rate and violent dispersal.   

I don’t come from an international relations background. My experience is limited to the news, television shows, and the literature I have read and work I have done in aid of a post-graduate degree in the subject. As one of the selected debaters for the ‘pro’ side of the argument, research was required, so I employed the usual methods.  

This involved me drawing on information I remembered from news stories, opinion pieces, academic literature, as well as examining NGO websites. I even managed to find a technical guide to cluster munitions!   

Yet as I sorted through the articles to craft my own arguments, a singular intrusive thought saturated each attempt: ‘all wars are crimes’. I recognized it immediately for what it was, a quote from ‘The West Wing’, an American television series written by Aaron Sorkin, where the White House Chief of Staff realizes that in bombing a military target, he had, in fact, killed 11 civilians.   

I would search for a counter argument to reporting discrepancies in dud rates and it would be there whispering: ‘all wars are crimes’; I would move on to explain inefficiencies in unitary munitions or supply shortages and it would tap me on the shoulder with a simple insinuation. Was it meant to absolve me? Wars are, after all, lose-lose situations where the only thing being decided is who loses how much. Or was it a censure against casualness? My arguments seemed so logical and straightforward, that at the conclusion of my research, the opposing side seemed grounded in mere moral equivocations.   

My thoughts were so muddied by the end that only after a tea break was I able to right the ship and remember, mine was not to question the right or the wrong side of it but to argue my side the best, to foresee all possible counter-arguments and be ready to proudly address the other side with a jaunty, ‘this is why you are wrong’. So that’s what I did, nose to the grindstone and it produced an inconclusive result because though the pro-side was better argued, audience members remained unwilling to approve of the usage of cluster munitions in any way.   

Following the debate I briefly interviewed my colleagues on (1) how they felt about cluster bombing prior to their research (2) whether emotions played a role in the way they researched or the formation of their arguments (3) and if the debate changed their stance on cluster munitions. Both members of the con team were against cluster bombs prior to the debate and their stances did not change at its conclusion, though both believe their research was emotionally driven, one felt they maintained their rationality. My partner and I on the pro side entered the debate slightly left of neutral and exited it the same, though while my partner found his approach to be evenly rational, I found my own research to be a tumultuous trip between pragmatism and guilt.   

Dramatic, right?  

It was merely a debate over a decision that had been taken months ago that no one in that room had the power to influence.  

And yet…  

We don’t have the decision-making power, so we do this instead. Argue and debate because we all have opinions and, for an academic especially, nothing is better than someone with a well-argued and well-reasoned opinion. Arguing our point well is what we are trained to do, after all. So, when I took the stage on Thursday the 15^th of February, almost two years into the war in Ukraine, I argued to win. Because of course they had a right to use cluster munitions, they were deployed on their own land, no party involved was or is a member of the Convention on Cluster Munitions, ‘armchair’ assessments are superfluous, these munitions are important for tactical advancement-  

And on and on it goes.  

But whether it is civilians or soldiers that are dying, now or in the future, because of these munitions’ usage, by either side, there will be bloody and violent deaths.   

All wars are crimes.  

Because of course they are. 

This Week at Loughborough | 11 March

University Mental Health Day:

Low Sensory Room

14 March 2024, 10am-2pm, Chaplaincy Quiet Room (Edward Herbert Building)

The room will be a low sensory area where fidget toys and colouring books will be available to use.

Find out more

My Lifestyle

14 March 2024, 10am-2pm, EHB Atrium (Edward Herbert Building)

Drop by to meet friendly staff who can explain and direct you to any sporting or physical activity opportunity available to you on campus. Staff will be able to talk through the Loughborough Sport app and answer any questions you may have. There will also be a mini game to play.

Find out more

Anxiety: when this becomes a problem

14 March 2024, 10.30am-11am, EHB2.11 (Edward Herbert Building)

Anxiety is our body’s natural response to perceived threat and often leaves us with feelings of worry, fear, or unease. The Wellbeing Team will explore some ideas of how to recognise what is happening and strategies to begin managing different reactions.

Find out more

Video Room

14 March 2024, 10.30am-1.30pm, EHB2.09 (Edward Herbert Building)

A series of short films around subjects relating to different mental health problems will be shown. There may be some sensitive subjects in the films so there will be members of staff on hand to discuss any issues raised.

Find out more

Navigating the recruitment process

14 March 2024, 10am-12pm, Chaplaincy Innerspace (Edward Herbert Building)

The Careers Team will discuss navigating the recruitment process with a disability. The talk will cover adjustments and disclosure, amongst other related issues.

Find out more

LSU Classical Performance

14 March 2024, 12pm-1pm, EHB Atrium (Edward Herbert Building)

LboroStrings, LSU Classical’s student string quartet, was formed in 2022 and has since performed at various events and concerts. Their repertoire ranges from traditional classical pieces to contemporary pop covers.

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Sewing the Stress Away

14 March 2024, 12pm-2pm, Innerspace (EHB217), Centre for Faith and Spirituality

Join LU Arts on University Mental Health Day for a chance to unwind and create a simple canvas banner.

You will be given your own canvas banner to decorate with embroidery, felt, ribbons and beads. You can sew flowers, affirmations or something abstract, it’s up to you. You do not need any prior sewing experience; Penn will teach you some basic stitching techniques and will be on hand to offer help and guidance.

Find out more

Mindfulness Session

14 March 2024, 12.30pm-1pm, EHB2.11 (Edward Herbert Building)

Event hosted by Hayley Whelport (Cognitive Behavioural Therapist). It can be easy to rush through life without stopping to notice much. Paying more attention to the present moment, to your thoughts and feelings, and the world around you can improve your mental wellbeing.

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Laughter Yoga (staff)

14 March 2024, 12.30pm-1.15pm, Innerspace (EHB217), Centre for Faith and Spirituality

Laughing for no reason, just laughing. These sessions boost serotonin and leave you feeling good for the rest of the day! As part of University Mental Health Day, the Chaplaincy invites you to join one of these sessions, led by Chaplain Anthony Gimpel, combining playfulness, laughter, and breathing for pleasure and health. There are 15 spaces available for the staff sessions.

Find out more

Choose to disclose talk

14 March 2024, 1.15pm-1.45pm, EHB2.10 (Edward Herbert Building)

The Mental Health Support Team will provide an overview of the benefits and support available when a student discloses a mental health problem, followed by a Q&A and general discussion.

Find out more

Laughter Yoga (students)

14 March 2024, 1.45pm-2.15pm & 2.30pm-3pm,

Laughing for no reason, just laughing. These sessions boost serotonin and leave you feeling good for the rest of the day! As part of University Mental Health Day, the Chaplaincy invites you to join one of these sessions, led by Chaplain Anthony Gimpel, combining playfulness, laughter, and breathing for pleasure and health. For students, there are 10 spaces available per session.

Find out more

Sustainability Fortnight:

Clothes Swap

11 March 2024, 12.30pm-4pm, Royce Hall Common Room

This is a collaboration event between the Sustainability Team and the LGBT+ association to provide a space for donating unwanted clothes and picking up some new pieces. If you have spare clothes that you no longer wear or would like to get some new clothes in a sustainable way, come along to this LGBT+ friendly event.

Find out more

Repair Café

12 March 2024, 1.30pm-4pm, Martin Hall Cafe

The Repair Café is a space for you to bring any broken items for our volunteer repairers to attempt mending, and to offer you advice on how to perform future repairs. 

Find out more

Reclaiming the Runway: Sustainable Fashion Show

12 March 2024, 7pm, The Basement (LSU)

Reclaiming the Runway is a student-led Sustainable fashion show exploring and showcasing the way technology has changed the way we interact with fashion and how it is helping make fashion more sustainable. There will be 4 categories: Re-wear, Re-invent, Re-connect and Re-purpose, showing the different ways fashion, technology and sustainability interact and affect us, communities and the planet.

Find out more

Grime Scene Investigation

13 March 2024, 11am-4pm, Square outside Robert Bakewell Hall

This event is an opportunity to audit your waste and find out how successful each hall is at segregating their recycling. Waste will be collected from the halls and sorted through to identify who has segregated their waste the most efficiently into general waste and recycling.

Find out more

Mini Sustainability Fair

14 March 2024, 11am-3pm, The Atrium (Edward Herbert Building)

At the Mini Sustainability Fair, there will be multiple stalls set up in the Edward Herbert Building (EHB), each one offering a unique perspective on sustainability and the climate emergency. Leicestershire County Council will be attending to play the ‘How Bad Are Bananas’ game which is a fun, engaging, and educational activity highlighting the various carbon impacts of activities and the items we consume.

Find out more

Fruit Routes Spring Walk

15 March 2024, 2pm-3.30pm, Meeting at Barefoot Orchard

A scenic stroll around the fruit orchards and green spaces of campus with Fruit Routes Project Artist Mita Solanky and Sustainability Assistant Lottie Ambridge. This will showcase the locally grown fruit we have access to here on campus as well as encouraging spending time in nature to improve wellbeing.

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Smoothie Bike on the Lawn

15 March 2024, 2pm-4pm, Loughborough Students’ Union Lawn

An exciting opportunity for students to make their own smoothies by pedalling the bike, which is a sustainable source of energy! Fruit will be available to purchase on-site during the day for this activity. The event will be taking place on the Loughborough Students’ Union lawn which is the grassy area at the front.

Find out more

General:

IAS Seminar: Electric Vehicle (EV) Tribology & Technology

11 March 2024, 12pm-1pm, International House/Zoom

Institute of Advanced Studies (IAS) Visiting Fellow Dr Jonny Hansen will deliver a seminar on their research. This talk explores the key role of tribology in advancing electric vehicle (EV) mobility. Emphasising the intricate connection between the electrical and lubrication regimes in EV bearing contacts, the presentation highlights the challenges posed by electrified conditions to the traditionally considered relative safety of the elasto-hydrodynamic lubrication (EHL) regime.

Find out more

Master’s Admissions Q&A Webinar

12 March 2024, 12pm-12.45pm, Online

Come along for a webinar and Q&A session on applying for a master’s degree at Loughborough University. Students and staff will be on hand to answer your queries about the application process, personal statements, key deadlines and more.

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IAS Friends and Fellows Coffee Morning

13 March 2024, 10.30am-12pm, International House

The Institute of Advanced Studies (IAS) are hosting this informal gathering with coffee and cakes, where we will be joined by Open Programme Fellows Dr Yoel Asseraf and Professor Kalanit Efrat. Both are hosted by Professor Anne Souchon from the Loughborough Business School.

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Create & Connect

13 March 2024, 2pm-3.30pm, Collaboration Station (LSU)

LU Arts and the International Student Experience Team are running a 5-week programme for international students to help you connect with each other and do something creative in your spare time. The weekly sessions in the Students’ Union are a mixture of workshops and art activities with a weekly theme, run by one of our arts workers. In the final week, we will be delving into Easter fun and looking at getting creative with egg art!

Find out more

For the love of letters: Ford Madox Ford, correspondence, and the golden age of the postal service

13 March 2024, 4pm-5.30pm, Martin Hall (Room 117)/Online

In the late 19th and early 20th centuries, friends, family and lovers could keep in constant contact by postcard and letter. During the golden age of the postal service, Londoners could send and receive messages up to twelve times a day. This enabled the writer Ford Madox Ford to send a constant stream of love letters to his fiancee Elsie Martindale against her parents’ wishes, and later to stay in touch with their children while he travelled abroad.

Find out more

Futurology Conference – Reaction Engines

13 March 2024, 5pm-7pm, MS Teams

Reaction Engines will deliver a talk about future technologies in engineering consultancies and sustainable practices. This conference is one of four online conferences with speakers from engineering and technology companies who will be discussing topics from leading technologies in their industry, sustainability, their company role and employability.

Find out more

IAS Seminar: Manifesting Chutzpah in business

14 March 2023, 12pm-1pm, International House/Online

Institute of Advanced Studies (IAS) Visiting Fellows Dr Yoel Asseraf and Professor Kalanit Efrat will deliver a seminar on their research, fully titled ‘Manifesting Chutzpah in business: How Chutzpadik behaviour affects advertising effectiveness and export performance’.

Chutzpah helps you stand out. This is particularly evident in advertising (through differentiation), and exporting (increasingly predicated on entrepreneurship). Yet, knowledge of Chutzpadik behaviour in business in general, and advertising and exporting in particular, is fragmented.

Find out more

Jewellery Workshop

14 March 2024, 6pm-8pm, The Treehouse (LSU)

Hosted by enterprising student Elodie Delens Jackson, an opportunity for students to learn how to make their own jewellery from scratch.

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Flix Cinema Screening: ‘Ferrari’

14 March 2024, 7pm-9.30pm, Cope Auditorium

‘Ferrari’, directed by Michael Mann, starring Adam Driver, Penélope Cruz, Shailene Woodley and Patrick Dempsey. During the summer of 1957, bankruptcy looms over the company that Enzo Ferrari and his wife built 10 years earlier. He decides to roll the dice and wager it all on the iconic Mille Miglia, a treacherous 1,000-mile race across Italy.

Find out more

How to be an ally for people experiencing the menopause

15 March 2024, 3pm-4pm, EHB110B (Edward Herbert Building)

Join this panelist event on what it is to be an ally and what allyship means to people experiencing menopause. Panelists for the event will be Eef Hogervorst, Aakif Imthiyaz, Emma O’Donnell and Oliver Hooper, who will share their thoughts insights, research, and experience regarding menopause and also provide attendees with practical support tips.

Find out more

Exhibition: By some means or Other

28 February-22 March 2024, 12pm-2pm, Martin Hall Exhibition Space

This exhibition brings together five artists selected to take part in the national Artists Access to Art Colleges (AA2A) artist residency scheme in the School of Design and Creative Arts at Loughborough University. The work on display showcases a selection of their diverse projects ongoing since October 2023.

Find out more

Careers:

Insight Global Wants Loughborough Graduates!

12 March 2024, 10am-4pm, James France Exhibition Area

Come along and speak with Insight Global on Tuesday 12th February, where you can hear more about their Graduate Sales Programme! Insight Global will also be giving out FREE merchandise to those they speak with. 

Find out more

East Midlands Conversations: Applying for work with a disability

13 March 2024, 1pm-2pm, MS Teams

In this session you will hear from speakers about their experiences around managing their disability in the recruitment process and at work, identifying positive changes that can be made in the workplace, top tips and advice around sharing information about a disability and asking for adjustments and more.

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Talent Match – Summer Internship Launch Event

14 March 2024, 12pm-1pm, EHB104 (Edward Herbert Building)

Are you a motivated first, second, placement year or final year student or 2023 graduate seeking real-world experience over your summer vacation? We invite you to our Summer Internships Launch Event!

Find out more

Five minutes with: Elaine Beaken

What’s your job title and how long have you been at Loughborough?

I’m the Careers Development Co-ordinator and also the Cayley Warden. I’ve worked here 22 years – I started in HR as a HR Officer, moved to the School of SSH as a Student Admin Manager and am now in Careers Network.

Tell us what a typical day in your job looks like?

I am fairly new to my substantive role as Careers Development Co-ordinator. However, a typical day at present involves organising a timetable of events for the new term or coaching students through one-to-one sessions on careers-related matters either by individual appointments or at the East/West Park Hub. In my role as a Warden there is no typical day. I help with signposting on various issues such as heating issues, water leaks or student wellbeing issues. At this time of year I’ll be working closely with the Student Accommodation Centre to agree which students will be returning to halls next year.

What’s your favourite project you’ve worked on?

Cayley move in day is my favourite day of the year. Greeting new students into the hall is the most rewarding part of my role. Most students arrive very nervous, anxious and apprehensive (as do their parents/carers), and my role is to provide a warm, friendly welcome and to reassure them that the way they’re currently feeling is normal and that everyone is in the same boat. That evening at dinner in the hall it’s lovely to watch them making new friends.

When I first started in HR, I was asked by the Registrar to put together a Flexi-Time Policy and trial it, I was very happy that the University adopted the policy and it’s still running today.

What is your proudest moment at Loughborough?

This is a hard question! Apart from graduating myself having completed the CIPD, I’d say the proudest moments have been in my role as Warden. Once I’d been a Warden for three years, I saw my students graduate and them keeping in touch with me via social media makes me really proud of them. I was also super proud of the Admin Team (the A Team) in SSH for the way we managed to support each other and deliver a high quality of service to our students and academics during Covid.

Tell us something you do outside of work that we might not know about?

I’m sure anyone who knows me knows I love dancing. I attend a dance class once a week called On Broadway where we learn a dance to a Broadway song over four weeks. It’s a lot of fun and a good way to make friends and destress.

What is your favourite quote?

“He who dares wins” – Del Boy!

I live by this and like to push myself out of my comfort zone. I don’t stay still for long!

If you would like to feature in ‘5 Minutes With’, or you work with someone who you think would be great to include, please email Soph Dinnie at S.Dinnie@lboro.ac.uk.

Beyond the Bin: Inside Enva's Waste Management Site

This is a guest blog, written by Sai Kulkarni, who is one of Loughborough University’s Sustainability Ambassadors, and is also a Doctoral Researcher in the Department of Geography & Environment, Loughborough University.

Along with a team of Sustainability Ambassadors and the Sustainability Assistant from the University’s Sustainability Team, I recently had the opportunity to visit the Enva Waste Disposal Site in Nottingham to observe waste management practices first-hand. Welcomed by Louis Guest, we were briefed on the operations, detailing the process from waste collection to recycling.

Our tour began with donning safety gear and stepping onto the site, where we witnessed the bustling activity of waste management in action. One particularly impactful moment was observing the enormity of the waste collected at the site. We were amazed by the scale of operations and the meticulous segregation techniques employed to divert materials from landfills. From cardboard to metals, every type of waste was sorted with precision, ensuring maximum recycling efficiency. The segregation process, which involved a ballistic separator to separate 2D and 3D materials, further demonstrated Enva’s commitment to complete segregation. It showed us just how big of an impact waste management has on our world, and it’s something we won’t be forgetting anytime soon.

Louis also mentioned Enva’s innovative use of Refuse Derived Fuel from biodegradable materials for energy production, exported to Sweden and Denmark, showcasing their sustainability efforts.

This visit provided valuable insights into the waste management process, including the role of Enva in managing Loughborough University’s waste output. Learning about the destination of our waste and the recycling process further emphasized the importance of responsible waste management.

Overall, this visit to the Enva Waste Disposal Site was eye-opening, to say the least. We often chuck things away without a second thought, but seeing the mountains of waste in one place was a real wake-up call. It got me thinking about how we could make a big difference by just sorting our waste at home.

Nik, one of our Sustainability Ambassadors, shared his reflections: “Seeing the whole waste disposal process gave me a better appreciation for how much work goes into making sure as much waste as possible is recycled, from complex sorting machines to manual sorting. One thing I learnt was the importance of reducing how much waste we produce; whilst it is important to recycle as much as possible, it is even better to reduce our waste by reusing, repairing, and trying to purchase items with less packaging. Louis Guest from Enva was extremely informative, taking us through each step of the recycling process and explaining how each machine works”.

This article is in support of UN Sustainable Development Goal 12 ‘Responsible consumption and production’.  To find out more, click here.

The importance of sustainability at Loughborough University from a student’s perspective

This is a guest blog, by Katie Edwards, the new student Campus and Sustainability (CAS) representative for Robert Bakewell hall. This blog was written as part of the hustings process, where new representatives are elected for hall committees, and will contribute to the Green League rankings.

There are many reasons why we need to be more sustainable here at Loughborough University. Some of the main reasons are creating a healthier environment, slowing climate change, and preserving our planet. Studies show that the Earth’s biocapacity is declining, and many of the resources we currently rely on are not infinite. Therefore, it is extremely important to be more sustainable to preserve the number of resources we are using up. We need to be able to save and protect these resources for ourselves and future generations.

 Loughborough University is well known for having a green and biodiverse campus which has many social and environmental benefits. This is extremely important because nowadays so much of our waste ends up in oceans and landfills where it is affecting the environment and its biodiversity. We are unconsciously destroying our planet.  

Here at the university, we need to act in a more socially responsible way to be able to make a positive impact against climate change and striving for net zero. We can achieve this by spreading climate change awareness and helping people to become more sustainable. As a community we need to adapt to create a better future. 

We can easily become more sustainable by introducing a few simple elements into our lifestyle such as:

• Recycling
• Taking shorter showers to save water.
• Turning off lights when not in use to save energy.
• Travelling using the bus to reduce carbon emissions.
• Limiting food waste by meal planning and not over buying food.
• Shopping sustainably by buying second hand clothing because the textiles & fashion industry is the second biggest contributor to climate change (Sustain Your Style, 2024).

There is no better time to act than now, because waiting only limits our options.

Please visit this link to watch a video which inspired some of the points discussed in this blog post. https://youtu.be/EbZcQe9J-EE?si=I-NQEZKK0IMg7PVI

This article is in support of the United Nations Sustainable Development Goal 13: Climate Action. To read more click here.

If you’d like to write a blog for us to support the Student Green League, email enviroassist@lboro.ac.uk with your topic suggestion.

Seen and Heard: A Lesson in Resilience and Embracing Inclusion

Growing up as the youngest of three girls, I was always encouraged to consider other people’s perspectives and to understand diverse experiences – a lesson instilled in each of us by our late mother. She was a strong yet compassionate woman who always demonstrated a level of mental toughness I admired, and this early exposure to empathy and inclusivity, laced with a fierce sense of justice, laid the foundation for my lifelong commitment to understanding and acceptance.

In 2014, I was introduced to the concept of Universal Design for Learning (UDL) – a framework for inclusive teaching and learning that resonated with me strongly. Since then, I have actively incorporated the key principles of multi-modal learning in my teaching practices. However, it wasn’t until I was 40 years old when I discovered I have ADHD that I realised why UDL held such resonance with me. Suddenly, the challenges I had faced throughout my life, but particularly in my academic journey, became clear. I’d always known I had to work hard to achieve good grades at school and I had assumed this was just how it was for everyone, but since learning that ADHDers have to work twice as hard as neurotypical people, I felt validated: concentrating for long periods, sitting still and remembering key information never came easily to me, and now I knew why.

Navigating the academic landscape with ADHD comes with its own unique set of challenges: for example, one of the traits of ADHD is rejection sensitivity dysphoria (RSD), which means we take rejection super personally. As an academic, rejection is a frequent occurrence in the job – grant applications, paper publications, bored-looking students as you try desperately to deliver the most engaging lecture of your life (but feel constrained by the directive to deliver two-hour sessions and get timetabled in the graveyard shift)…I could go on. My point is this: it takes a lot of resilience to stay the course and a daily effort to overcome the constant internal chatter that says you’re “not good enough”.

It was this experience of going through the process of coming to terms with my diagnosis and finding my way in a new world that really brought the importance of inclusion to the fore. My line manager, my colleagues, and my School have all truly embraced the meaning of creating an inclusive work environment, and for that, I could not be more grateful. I have never felt more seen, heard, and crucially supported than I have in this past couple of years. I finally understand that my “butterfly brain” is a strength as a scientist, my sensitivity is a gift in empathising with my students, and my poor working memory is not my fault. I also understand that just because I can do twice as much work in half the time, doesn’t mean I should – and it certainly can’t be sustained. That way, burnout lies! This entire experience has shown me the transformative impact of genuine acceptance and support in the workplace, and I am committed to “paying it forward” by extending this acceptance to support others.

So, when the opportunity arose to apply for a role as Equity, Diversity and Inclusion (EDI) Lead for Learning & Teaching in our School, I knew instantly I wanted to apply, and I have been so lucky to work alongside Dr Chris McLeod in this role as co-lead, to drive forward the strategy to foster a truly inclusive teaching and learning ecosystem within our School. As a team, we are dedicated to inspiring inclusion and empowering others to embrace diversity, to create a culture where everyone, regardless of their background, feels valued and included.

As we celebrate International Women’s Day, I invite you to draw inspiration from others around you, considering their experience, their resilience, and their commitment to inclusion. Together, we can create a world where everyone feels seen, heard, and empowered to thrive.

Dr Mhairi (Vari) Morris, Senior Lecturer in Biochemistry

More information about the International Woman’s Day programme at Loughborough University.

DRN2024 Drawing Repetition; Rhythm & Syncopation

13th March 2024 11.00-13.00 (GMT)

The first in the series of events exploring Drawing Repetition.

Tickets are available here: https://buytickets.at/drawingresearchgroup/1178385

This panel brings together researchers investigating the rhythmic trace in contemporary practice, in relation to repetitive, variable, sequential, and choreographic acts of drawing. 

Kelly Cumberland’s research explores repetition and difference in terms of a series of rhythmic formulations, which constantly change between stillness and movement when looking at a drawing. Her presentation will consider how the ‘gathering’ and ‘dispersal’ of rhythm and pattern within drawing highlight structural variations and possibilities. In relation to her dissected drawings and biomorphic installations, she will share aspects of working methods that enable haptic spaces to evolve through the multiplication and reduction of marks. And with reference to works that capture evolutionary shapeshifting cellular imagery in various sculpted and spatialised black and white worlds, she will expand upon how these recordings of sequence and behaviours, result in a rendition of changing forms and their various expansions and contractions.

Dr Joanna Leah’s presentation will propose that the repetitious and choreographic acts of drawing violently and energetically resist form as a force of alteration.  Drawing on the ‘formless’ methods of Bois and Krauss (1997), she will consider how the rhythmic beat of repetition is like breathing time. Performed in acts of language, this repetition might be encountered in ‘cut, cut, cut’ or ‘push, push, push’, as the forces of a vital rhythmic beat that suspends the work in a temporal encounter, that resists completion and is ever open to deviation. With reference to three works of drawing with air, water and light, her presentation will demonstrate repetitious actions mapped in one place, in a method that layers numerous moments on top of one another, as a means to process one place and one moment.  

Danica Maier’s site-specific drawings merge textiles, fine art, and text, to function as tools for exchanging ideas across these domains, and emphasise the fusion of mark-making with, and as, writing. Her performative talk will discuss the unrepeating-repeat as a core method within her practice; mimicking a formal presentation, she will convey and embody how the unrepeating-repeat can prompt shifts in perspective, through a circularity that has subtle yet meaningful variations.  Critically underlying her method, is the perceptual shift engendered by ‘aspect-seeing’ (Wittgenstein 1953). In the context of drawing, she tactically engages this notion of an unrepeating-repeat and uses subtle shifts to hide and reveal meanings, with the intention of giving viewers an experience of perspectival seeing and understanding. Through these drawn environments, Maier proposes, the subtle variation of the unrepeating-repeat can operate as soft rebellion or seductive illuminating tool.   

The session will be chaired by Serena Smith.

Biographies

Kelly Cumberland is an artist and PhD practice-based researcher at the University of Leeds. She is exhibiting and presenting nationally and internationally and is also an academic acquiring an extensive portfolio of teaching experience both at undergraduate and postgraduate level and has been lecturing since 2001. 

https://kellycumberland.art/

Dr Joanna Leah is an artist, researcher and Senior Lecturer at Leeds Beckett University whose practice explores choreographic tactics in diagrammatic drawing, writing, installation, and performance to investigate movement patterns and systems.  Joanna’s work explores expanded drawing practices to fracture the narratives of place, ecologies and systems, poetic gestures as spatial critiques.

https://www.joannaleah.com/

Danica Maier is an artist and Associate Professor at Nottingham Trent University, draws from her background in painting and textiles in projects like “Returns,” exploring post-industrial landscapes and craft skills. “Bummock,” which delves into unseen parts of archives and collaborating on “Score: Mechanical Asynchronicity “, creating visual-musical graphic scores using historical lace patterns. Recent chapter, ‘The Unrepeating-Repeat,’ features in the anthology ‘Pattern and Chaos’ by Intellect Publishing.

https://www.danicamaier.com/

Serena Smith is an artist, writer, and doctoral candidate at Loughborough University. Drawing on a transdisciplinary field, lived experience in the printmaking studio, and genealogies of knowledge that inform the artisan practices of lithography, her ongoing research explores the language of stone lithography.http://www.serenasmith.org/

This Week at Loughborough | 4 March

National Student Money Week:

The Super Saving Treasure Hunt

4-10 March 2024, Loughborough Campus

During Student Money Week, you can also take part in a treasure hunt around campus. The treasure hunt clues will be based on key information linked to financial literacy and topics including the cost of living, student loans, and bursaries.

Find out more

Ready, Steady, Save! Student Money Fair

4 March 2024, 11am-2pm, James France Exhibition Space

Are you ready to take control of your finances and become a budgeting expert? Join the Student Money Fair, the ultimate event to empower you with money-saving tips and tricks.

Find out more

Save money, reduce food waste with Gumbo

5 March 2024, 1pm-2pm, MS Teams

As part of Student Money Week we are excited to have Jacob Strauss running a session on reducing food waste and saving money. He will share how Gumbo can do this to support you. 

Find out more

Hints and Tips to Finding Part-Time Work Opportunities

5 March 2023, 12pm-1pm, CC021 (James France)

This session will focus on work opportunities that can help to supplement your finances while studying.  During the hour workshop we will cover a range of areas designed to help you in your search and provide practical advice.

Find out more

Maximise Your Money

7 March 2024, 12pm-1pm, MS Teams/Phone

This session will help educate you on how to budget, provide you with top tips for maximising your money and highlight the key support services available to you at Loughborough University.

Find out more

Finalist Futures: Finances After Graduation

12 March 2024, 12pm-1pm, MS Teams

Are you a final year student and considering what is next after graduation? There can be lots of changes and understanding how to maximise your money can help you get set for your next step!

Find out more

International Women’s Week:

International Women’s Day 2024 Launch Event

4 March 2024, 12.30pm-1.30pm, Pilkington Library

To mark the start of International Women’s Day, an event that occurs globally on 8 March every year to highlight the work of incredible women who have and do campaign for women’s rights.

Maia, Loughborough University’s Women’s Network, will be hosting a week of exciting events around the theme of ‘inspiring inclusion’.

Find out more

Placard Making Workshop for International Women’s Day

4 March 2024, 4pm-6pm, Council Chambers (LSU)

We are inviting participants to consider what makes them feel empowered. To do this, you will be provided with prompts and guidance on how to make a protest poster. Using examples of handmade protest posters to explore general themes and the use of colour to help with expressing your ideas intentionally.

Find out more

Self Defence Class – EmpowerHER at Loughborough (staff)

5 March 2024, 12.30pm-1.30pm, Martial Arts Centre

This session is exclusively for Loughborough staff. It aims to boost confidence and impart valuable skills. This event is part of the EmpowerHER schedule.

Find out more

Maia: Meet the new co-chairs

5 March 2024, 12.30pm-1.30pm, Edward Herbert Building Atrium

Maia, the University’s Women’s Network, invites you to this lunchtime connect over coffee event hosted by Maia’s new co-chairs and other committee members.

Find out more

‘You think like a woman!’ Professor Ksenia Chmutina, Claudia Parsons Memorial Lecture Series

5 March 2024, 1.30pm-2.30pm, WPT003 (West Park Teaching Hub)

The Claudia Parsons Memorial Series returns for International Women’s Week 2024 with Professor Ksenia Chmutina’s lecture entitled ‘You think like a woman!’: A personal reflection on failures, friends, and a fight for justice from a disaster scholar perspective.

Find out more

Women in Sport: Coffee and cake catch up

5 March 2024, 2pm-2.30pm, Edward Herbert Building Atrium

As part of Loughborough EmpowerHER week, join Loughborough Sport for a coffee break with other women in sports or those aspiring to join the sports community. This is a chance to connect with like-minded individuals, gain inspiration, and forge valuable connections. There will be coffee and cake for everyone to enjoy.

Find out more

International Women’s Day Campus March

6 March 2024, 12.30pm-1.30pm, Hazlerigg Fountain

Loughborough Students’ Union will be joining Maia, Loughborough Women’s Network on a march around campus, starting and ending at Hazlerigg Fountain, to mark International Women’s Day and to embody the theme of inspiring inclusion. All staff and students are welcome.

Find out more

Maia: Connect over coffee (London)

6 March 2024, 3pm-4pm, Future Space (London Campus)/Online

Come and grab a drink, find out more about Maia, and meet other members. This is also an opportunity to discuss ways you can get involved in the Maia network and input into the planned photography project happening in the Spring.

Find out more

International Women’s Week: Connect over coffee

7 March 2024, 11am-12pm, Edward Herbert Building Atrium

Maia, Loughborough University’s Women’s Network, invites all staff and students to this informal networking opportunity in celebration of International Women’s Week. Maia welcomes engagement from all colleagues across campus regardless of gender because, “gender equality is a human right, not a female fight.”

Find out more

Self Defence Class – EmpowerHER at Loughborough (students)

7 March 2024, 12.30pm-1.30pm, Martial Arts Centre

Exclusively for Loughborough students, this session is for all experience levels, aiming to boost confidence and impart valuable skills. Don’t miss this opportunity to unleash your inner strength!

Find out more

International Women’s Day Walk (London campus)

8 March 2024, 12pm-1pm, Loughborough London campus

Come along for an International Women’s Day walk along the canal side, where we come together to create a safe space for women and allies. Take some time out of your day to connect with others and honour women’s achievements worldwide.

Find out more

UV Zumba – EmpowerHER finale event

8 March 2024, 12.30pm-1.30pm, Martin Hall Theatre

Women and non-binary students and staff are invited to this event led by our friendly activators. Come and dance along with UV and disco lights. This event is part of the EmpowerHER schedule.

Find out more

Maia: Movie and pizza night

8 March 2024, 4.30pm-8.30pm, Pilkington Library

To mark the end of a week of exciting events for International Women’s Day, the Maia Network are hosting this movie and pizza night. Children are welcome but please let us know in advance so we can screen a suitable film.

Find out more

General:

DR Managing Unhelpful and Critical Thinking

4 March 2024, 2.30pm-4pm, Graduate House (Training Room)

This session is designed to provide you with some information and practical skills to help you be less critical and more compassionate towards yourself. It will explore both self-compassion and self-criticism and how these traits can impact our thinking and our behaviour.

Find out more

Speech Bubble

4 March 2024, 7.30pm, The Lounge (LSU)

Come along for a relaxed and friendly evening of performance poetry showcasing the best spoken word talent on campus. As well as the open mic slots, Speech Bubble will feature a professional poet.

Any Loughborough University student or staff member can perform at this event but please book a slot in advance as places are limited.

Find out more

IAS Friends and Fellows Coffee Morning

5 March 2024, 10.30am-12pm, International House

The Institute of Advanced Studies (IAS) are hosting this informal gathering with coffee and cakes, where we will be joined by the third Residential Fellows of this academic year, Dr Benjamin Robinson, along with Open Programme Fellows Dr Jonny Hansen and Dr Yuzhou (Jodie) Sun.

Find out more

Managing Anxiety

6 March 2024, 11.15am-12.45pm, BRI 2.12 (Bridgeman Building)

In this workshop we will explore some ideas of how to recognise what is happening and strategies to begin the manage different reactions.

Find out more

IAS Seminar: ‘Militant Africa’ in the Twentieth Century…

6 March 2024, 12pm-1pm, International House/Zoom

Institute of Advanced Studies (IAS) Visiting Fellow Dr Yuzhou (Jodie) Sun will deliver a seminar on their research, fully titled ‘‘Militant Africa’ in the Twentieth Century: Modern China’s Historical Discourses of War and Military in Africa’.

Find out more

General Assembly: An open forum for all staff

6 March 2024, 2pm-3pm, EHB110A&B/MS Teams

General Assembly is a forum open to all staff at the University. For the 23/24 academic year, a new approach to General Assembly has been established. Termly sessions will now take place instead of annually, this will be the second assembly this academic year. In this session, our Vice-Chancellor Professor Nick Jennings will be joined by Professor Dan Parsons and Jennifer Johnson.

Find out more

Queer Nature Walk

6 March 2024, 1.30pm-3pm, Meeting at Barefoot Orchard (near Pilkington Library)

Join LiLi Kathleen Bright and take a different look at the plants and trees on campus on this fun and relaxed queer nature walk, which is open to all.

We’ll be looking at plants with queer associations, both scientifically and culturally; for example, yew trees changing sex, violets association with Sappho. We’ll also be talking more generally about queer botany, e.g. use of language – seed producing flowers rather than female flowers.

Find out more

Create and Connect

6 March 2024, 2pm-3.30pm, Collaboration Station (LSU)

LU Arts and the International Student Experience Team are running a 5-week programme for international students to help you connect with each other and do something creative in your spare time. The weekly sessions in the Students’ Union are a mixture of workshops and art activities with a weekly theme, run by one of our arts workers. In the fourth week, we will be following in the footsteps of the artist Vincent van Gogh, who was born in March.

Find out more

Progress to Postgrad

6 March 2024, 2pm-4pm, James France Building

Unlock the gateway to your professional aspirations with Loughborough University’s career-enhancing postgraduate study options. Whether you envision expanding your expertise, delving deeper into your field, or pursuing advanced research opportunities, our diverse range of postgraduate degrees await.

Find out more

Futurology Conference – Ford

6 March 2024, 5pm-7pm, MS Teams

Ford will deliver a talk on extended reality (XR) in engineering and manufacture of automotives.

This conference is one of four online conferences with speakers from engineering and technology companies who will be discussing topics from leading technologies in their industry, sustainability, their company role and employability.

Find out more

Flix Cinema Screening: ‘Priscilla’

7 March 2024, 7pm-9pm, Cope Auditorium

‘Priscilla’, directed by Sofia Coppola, starring Cailee Spaeny, Jacob Elordi, Dagmara Dominczyk and Ari Cohen.

Based on Priscilla Presley’s memoir, when teenager Priscilla Beaulieu meets Elvis Presley at a party, the man who’s already a meteoric rock ‘n’ roll superstar becomes someone entirely unexpected in private moments: a thrilling crush, an ally in loneliness, and a gentle best friend.

Find out more

Exhibition: By some means or Other

28 February-22 March 2024, 12pm-2pm, Martin Hall Exhibition Space

This exhibition brings together five artists selected to take part in the national Artists Access to Art Colleges (AA2A) artist residency scheme in the School of Design and Creative Arts at Loughborough University. The work on display showcases a selection of their diverse projects ongoing since October 2023.

Find out more

Careers Events:

Get into Teaching: Talk About A Career In Teaching Over A Coffee

5 March 2024, 10am-4pm, Outside Careers Hub East

The Explore Teaching Advisers will be on hand to answer any questions you may have about a career in teaching, whether it be just an idea or something you want to pursue further.

Find out more

Breakfast Study Cafes

7 March 2024, 8am-11am, D102 (James France Building)

Do you want to boost your productivity whilst on campus? Come along to the Student Success Academy’s Breakfast Study Cafe, running fortnightly on Thursday mornings this term.

Find out more

International Futures: Working in the UK for International Students

7 March 2024, 12pm-1pm, MS Teams

In this session you will learn about typical UK working cultures including common organisational structures, communication styles and ways of working.

Find out more

“If at first you don’t succeed”: An example of how early years practitioners encourage children to try again in mathematics learning interactions.

Written by Natalie Flint, Postdoctoral Research Associate at the Centre for Early Mathematics Learning (CEML). Her interests are in how learning interactions unfold in early years education settings. There is a link to the CEML website at the end of this blogpost for more information about the research happening in the centre. Edited by Dr Bethany Woollacott.

“If at first you don’t succeed, try, and try again” is a classic idiom that conceptualises a general attitude to how we approach hurdles and barriers throughout our lives. Moments which could potentially be interpreted as ‘failures’ are to be reinterpreted as ’learning opportunities’ – particularly in education contexts. Here, we explore how Early Years practitioners encourage children to try again in mathematics learning interactions.

The Science of Conversation

Conversation Analysis is a systematic method used for analysing ordinary, naturally occurring interactions, focussing on action, or what we do with words, and sequence, or the organisation and structure of talk. Through the analysis of action and sequence, we can learn how real interactions unfold (see Clift, 2016).

“Conversation Analysis is a systematic method used for analysing ordinary, naturally occurring interactions, focussing on action, or what we do with words,and sequence, or the organisation and structure of talk.“

In the study we discuss here, we used Conversation Analysis to evaluate the interactions children in the early years were having with practitioners, their families, their peers, and the world around them. In particular, we explored a specific interactional moment in mathematics learning interactions: what do practitioners do to encourage children to try again? We analysed video data from naturally occurring preschool/classroom interactions in English education settings with 3–4-year-old children. Conversation Analysis enabled us to examine exactly how these children’s learning interactions played out.

How to Encourage a Child to Try Again

To examine how these interactions unfold, we consider interactions to comprise a number of ‘moves’ framed as IRE or IRF patterns, exemplified in the diagram here. IRE and IRF patterns are well-documented in education (see Mehan, 1979; Sinclair & Coulthard, 1975).

In our study, we were interested in what can happen in the third turn (highlighted in the diagram): once a practitioner has initiated and a child has given an incorrect response, how does the practitioner encourage the child to provide another response and try again? This classic structure is typical in early years classrooms, but advice on how to formulate evaluations, feedback and follow-up in early years contexts is scarce. Our study aimed to capture some of this feedback to understand which types of feedback are most effective in encouraging a child to ‘try again’.

The following example exemplifies an IRE/IRF pattern observed over multiple extracts. In this particular extract, two teachers are sat with a group of children at the start of the day for circle time and have just talked about the day of the week and the date. Teacher-1 initiates with a question about what month they are in. (Talk transcribed in square brackets “[ ] “ is spoken in overlap).

Here, the IRE/IRF sequence is initiated by teacher who asked the group “what month are we in”. One child, Maisie, responds quickly (as is illustrated in the transcript by “=”), with a month, but not the month they are currently in. It is at this point that we see some evaluation, feedback or follow-up. Both teachers give feedback which is encouraging and supportive at lines 6-9.

Their initial feedback to Maisie’s answer acknowledges that Maisie’s attempt is of the right category of answer (i.e., Maisie answers “June” rather than “Monday”). The teachers do not attempt to correct Maisie, which often occurs when an answer is treated as a typical repair (i.e., some issue with speaking, hearing or understanding that participants aim to deal with as swiftly as possible – which we see in all types of talk – not just in interactional contexts or with children). Instead, they simply acknowledge the attempt and evaluate it.

Following this initial evaluation of her first answer, Maisie attempts again. After another attempt from Maisie, the teacher begins to give feedback which scaffolds and guides the child to getting the answer (although this is initially cut off as Maisie attempts a third guess). After more than one attempt, the teacher provides feedback which prompts Maisie to draw on a particular area of knowledge. Here, Teacher-1 reminds Maisie of the name of the previous month, thus encouraging her to orient to her knowledge of the sequence of the months of the year. This prompt requires the children to do more than ‘guess’ by naming a month, but instead prompts them to remember sequences and patterns that they might know. This prompt encourages Maisie to draw on this area of knowledge, thus leading to her (and another child) to getting the answer at lines 17-18. Following this answer, Teacher-1 praises the child for finding the answer and repeats the answer.

In sum, the teacher offers encouraging support following the first attempt, and scaffolding encouragement following further attempts. And it is this that ultimately encourages the child to find the answer. Once the child reaches the answer, the teacher gives praise and confirms the answer.

“…the teacher offers encouraging support following the first attempt, and scaffolding encouragement following further attempts.“

Upgrading Feedback

The IRE/IRF structure is one that may be familiar to many practitioners. However, knowing how to give useful feedback that encourages children to try again can be difficult to navigate. Here we recognise a pattern of initial encouraging feedback that does not attempt to guide or scaffold after a first attempt, and further feedback that guides and scaffolds the child to find the answer after another attempt.

In this example, the teacher gives encouraging feedback which allows the child to try again, and following another attempt, provides a reformulated question which scaffolds the child to find the answer for themselves. This practice allows the child to find the answer by providing additional information so that the child can use this information and work out the answer.

We want to thank the nurseries/schools, practitioners, and children for participating in this research. We are grateful to the educational practitioners with whom we co-designed the game, and those who helped with the piloting phase. This work was partially supported by UKRI Economic and Social Research Council [grant number ES/W002914/1]).

References

Clift, R. (2016). Conversation Analysis. Cambridge University Press.

Mehan, H. (1979). Learning Lessons. Harvard University Press.

Sinclair, J. M. H., & Coulthard, M. (1975). Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford University Press.

Visual depictions of the Rohingya crisis: Exodus, cultural othering, genocidal aggression—and audience aversion to graphic portrayals  

Talk by Professor Erik Bucy – US-UK Fulbright Scholar in Communication and Media, Loughborough University 

Respondent, Dr Ronan Lee – Leverhulme Trust Early Career Fellow, Loughborough University London 

26th March 2024, at 2-4pm, in U1.22 Brockington Building at Loughborough University and on MS Teams 

The Centre for Research in Communication and Culture (CRCC) and the Challenges to Democracy and the Public Sphere (CHADS) platform are co-organising the event at Loughborough University Midlands campus.

Professor Erik Bucy is the US-UK Fulbright Scholar in Communication and Media and Fellow of the Institute of Advanced Studies at Loughborough University, is delivering the talk; which will be followed by Dr Ronan Lee‘s response. Ronan is working on the Rohingya genocide in Myanmar. The talk will be chaired by Professor James Stanyer.

The talk explores how the genocide of the Rohingya in Myanmar has been visually framed in the news and understood by audiences. It develops an inventory of visual frames used in coverage of the crisis and addresses the consequences that viewer interpretations of images of conflict and mass displacement can have for humanitarian support and perceptions of event severity

The Rohingya people of Myanmar (formerly Burma) have been described by the UN as the ‘most persecuted ethnic group in the world’. Yet despite recognition of the Rohingya’s attempted eradication as a genocide, this humanitarian crisis is rarely the subject of intensive news coverage and largely flies under the radar of international media. When the Rohingya’s plight does appear in the news, media coverage tends to portray this religious and ethnic minority as a displaced people fleeing their native Myanmar rather than depicting the reality of genocide and the gruesome visual truth of systematic, violent elimination. To document how an ongoing genocide is visually framed in news and understood by audiences, this article develops an inventory of visual frames used in coverage of the crisis, then employs a ‘picture prompt’ method of soliciting responses from viewers to document how these frames are received and interpreted. Analysis of 2132 responses from 533 online participants reveals stark differences in viewer evaluations of more graphic portrayals compared to mundane depictions of the crisis. The study summarizes the consequences that viewer interpretations of images of conflict and mass displacement can have on humanitarian support and perceptions of event severity.

Erik Bucy is the Marshall and Sharleen Formby Regents Professor of Strategic Communication in the College of Media and Communication at Texas Tech University. For the 2023-24 academic year, Bucy is appointed as a US-UK Fulbright Scholar in Communication and Media and Fellow of the Institute of Advanced Studies at Loughborough University. His research focuses on visual political communication, news literacy, misinformation and public opinion about the press. The focus of his Fulbright research project is a book-length study of media accountability and news evaluation at peak moments of press scrutiny.  

Ronan Lee is a Leverhulme Trust Early Career Fellow at Loughborough University London working on Asian politics and history, the Rohingya, Myanmar, genocide, hate speech and citizenship. Dr Lee’s book “Myanmar’s Rohingya Genocide: Identity, History and Hate Speech”, published in 2021 was banned by the Myanmar military junta. He was awarded the 2021 Early Career Emerging Scholar Prize by the International Association of Genocide Scholars. Ronan has a professional background in politics and media. He was formerly a Queensland Member of Parliament and served on the front bench as Parliamentary Secretary in Justice, Main Roads and Local Government portfolios.

James Stanyer is a Professor of Communication and Media Analysis in the Department of Communication and Media at Loughborough University and the Director of the Centre for Research in Communication and Culture.

From the Vice-Chancellor – February 2024

In my newsletter this month: High profile visitors on campus, new international postgraduate scholarships, the new Culture and Creativity strategy, LGBT+ History Month, and an exciting brand campaign set to be launched.

University welcomes influential visitors

The University has welcomed a number of high profile and influential visitors this month. 

Staff, students, alumni and guests from regional and national businesses gathered at Loughborough Business School (LB) to hear the Bank of England Governor, Andrew Bailey, give an overview of the state of the banking sector as part of LB’s Distinguished Speaker series. Mr Bailey’s lecture focused on the future issues that are important for banks and for broader monetary and financial stability. 

Professor Lucy Chappell, Chief Scientific Adviser for the UK Department of Health and Social Care, visited the University’s Centre for Lifestyle Medicine and Behaviour (CLiMB) and the Peter Harrison Centre for Disability Sport (PHC), before joining colleagues at the National Rehabilitation Centre (NRC) currently being developed at Stanford on Soar, on the outskirts of Loughborough. Through their pioneering research, the three centres will, or already do, impact positively on the people’s health and wellbeing. 

Andrew Griffiths MP, Minister of State for Science, Research and Innovation, was joined by Loughborough MP Jane Hunt on a visit to the National Centre for Combustion and Aerothermal Technology (NCCAT), where they learned about the Centre’s work, including the Rolls-Royce-led project with easyJet to develop hydrogen combustion engine technology capable of powering a range of aircraft. The Minister also heard about our ambitions for The Hydrogen Works – a Loughborough-led strategic partnership to create a hydrogen superpower in the East Midlands to help address the challenges to deliver energy security, net zero and reduce Britain’s productivity gap. 

Then last week a group of students from Kenya, senior colleagues and I welcomed His Excellency Ambassador Manoah Esipisu, the High Commissioner of Kenya, to the University. We discussed current research linked to the region, such as sustainable energy solutions, child nutrition and social development, as well as future opportunities. Dr Sola Afolabi and Dr Hibbah Osei-Kwasi, our International Special Envoys for Sub-Saharan Africa, presented our plans for building further partnerships in Kenya and the East Africa region.   

Visits and events such as these are important contributions to our strategic aims and themes. They expand our network of influential contacts, allow us to showcase the University to people who can have a positive impact on what we do, and grow the number of individuals that can speak positively about and with knowledge of Loughborough.

New international scholarships announced

This month we announced a new scholarship package to support international students who are looking to study for a master’s degree. The Global Impact Scholarships have been developed to enable bright students from the Least Developed Countries to study at Loughborough by removing financial barriers that might prevent them from applying. We want to attract high calibre graduates with the ability and commitment to lead and drive sustainable change within their communities following their studies. 

When looking to study abroad, students can often be deterred by the costs involved. By providing the funding to cover the majority, if not all of their tuition fees, those who receive one of our Global Impact Scholarships will be able to fully immerse themselves in the experience we offer here at Loughborough, without worrying about financial pressures. 

The provision of scholarships such as these support several objectives within our International Engagement and Impact core plan; they enhance our global reputation and profile and, as a consequence, enable us to diversify our international student population and foster an inclusive community.

Culture and Creativity Strategy launched

Culture and creativity are part of all our lives. They enrich our understanding and appreciation of the world, introduce us to new ideas and new ways of living, and support our mental health and wellbeing.  

They are also essential components of the experience we offer to both our students and staff. This month we launched the University’s Culture and Creativity strategy. Through its seven goals it will support the delivery of many of our wider University strategic aims. For example, it will nurture our students’ creativity as part of their University experience to enhance their learning and skill development and add value to their future employability; it will amplify our research through public engagement and enable us to forge new partnerships; and it will enable us to celebrate the diversity of our community. 

We know that a significant proportion of our staff and students regularly engage with the cultural activities on offer at the University through LU Arts, from NT Live screenings and music tuition to pottery and creative writing evening classes. These activities are important to personal development and wellbeing, and the new Strategy will enable us to enhance our cultural opportunities still further.

LGBT+ History Month marked at the University

Each year our LGBT+ Staff Network and Students’ Union Association work incredibly hard with colleagues across the University to put together an outstanding programme of activities to mark LGBT+ History Month – and the events throughout February were as poignant, thought-provoking and engaging as ever. 

The theme for this year’s History Month was Medicine, focusing on the contributions of LGBT+ people to healthcare and the health inequalities still faced by the community today. 

At the keynote event, Jacob Stokoe shared his experiences as a pregnant trans person and the hurdles he faced in accessing maternity services. Jacob was joined by Loughborough alumna Lisa Vine, a former Chair of the Students’ Union LGBT+ Association and now an award-winning LGBT+ advocate, and Katie Neeves, a photographer and TV presenter who describes herself as a woman on a mission, to show that it’s not only OK but actually cool to be trans.  

We had a display in the library of articles and research from our archives, showcasing LGBT+ experiences of, and contribution to, medicine through the years. Our Academics’ and Doctoral Researchers’ work covers a wide variety of issues: from pregnancy loss in lesbian and bisexual women, to dementia support for caregivers in the LGBT community. 

And throughout the month the Hazlerigg Building was illuminated with the colours of the rainbow. 

LGBT+ History Month enables us to mark achievements, successes and progress, but it also allows us to reflect on the prejudice, discrimination, intolerance and abuse still faced by the community today. 

Sometimes in this area we have to have difficult conversations about issues that generate real depth of feeling. There are often differing and incompatible views. One such example is that the University is currently exploring partnership options in Saudi Arabia. I believe that we should discuss the associated issues openly and honestly as a community. I recognise that participating in these discussions takes courage and my colleagues and I are always grateful for the open and authentic way in which such engagement occurs.

Exciting brand campaign to be launched

Next month we will begin to roll out a major brand campaign that aims to raise the University’s global profile. Through advertising, digital content and media coverage, for instance, we’ll target a range of audiences, including academics, employers, policymakers and prospective postgraduate students, to encourage them to study, partner or work with us. 

The campaign is a significant initiative under Project Reputation, one of the six enabling projects that have been established to consider the operational changes that are needed to ensure we are well placed to progress our strategic aims. 

The campaign will include an advertisement in the Times Higher Education early next month. I won’t reveal the concept just yet, but I think it’s really exciting and will help us to position ourselves as a bold, ambitious university that seeks to make change for a better world.

CRCC welcomes visiting professor Dr Innocent E. Chiluwa

Professor Chiluwa will be visiting Loughborough University for the next six months and collaborating with members of the Language Social Interaction and Political Communication themes at the CRCC. 

Innocent Chiluwa is a Professor in Applied Linguistics (Discourse Studies), Media & Communication. He was the head of the Department of Languages (and later) Dean of the College of Leadership and Development Studies at Covenant University, Nigeria. He is a visiting Scholar at the Department of Languages and Intercultural Studies, Heriot-Watt University, Edinburgh. He is a Georg Forster Senior Fellow of the Alexander von Humboldt Foundation (AvH) and was a Humboldt scholar and visiting professor at the Department of English, University of Freiburg in Germany. He has published books and edited volumes in media studies, social media and society, discourse and conflict studies and deception studies. He has also published extensively in reputable peer-reviewed journals and contributed several chapters in books and encyclopaedias. He is on the Editorial Boards of Discourse & Society (SAGE), Journal of Multicultural Discourses (Routledge), Journal of International and Intercultural Communication (Taylor & Francis) and Humanities and Social Sciences Communications (Springer Nature).

A few words about his research from Dr Chiluwa:

‘My research in the last 5 years has focused on the investigation and analyses of political and conflict discourses in the media and Internet – especially discourses produced by social movements, minority groups, civil societies, rebel groups and terrorist organizations in the form of resistance, protests, activism or dissent and their wider implications for peace and security. Discourses that show evidence of linguistic violence, language aggression and hate speech have been of special interest to me.

In 2022, I received funding from the Centre for Advanced Internet Studies (CAIS, Bochum), to investigate the impact of digitisation on online equality campaigns of women’s rights groups in Africa (Nigeria and Ghana) and Europe (Germany and Norway). Part of the results of that study has just been published in New Media & Society: https://doi.org/10.1177/14614448231220919

The current study entitled: “Social media activism and women’s rights advocacy for political participation in Africa and the United Kingdom” is a continuation of the CAIS study and will examine online campaign discourse structures on women’s political empowerment in other Commonwealth African countries like Kenya, Tanzania, Botswana and Uganda, and compare them with those of their counterparts in the England, Scotland, Wales and Northern Ireland. My choice of these countries is basically based on online visibility of the groups under study. Specifically this study will examine the character of modern women’s rights advocacy groups (WRAG) in the light of conflict theory and new social movement theories; compare digital campaign approaches, including social media platforms mostly used by WRAG in Africa and the U.K.; analyse the discourse structures of campaign discourses (i.e., discourse analysis of online campaign discourses). Is there a resistance to the British colonial legacy on women’s political empowerment in Africa? The study will also examine the impact of new media technology on gender campaigns and interrogate whether there are lessons from the U.K. women’s groups in the light of greater achievement of British women in modern U.K. legislative governments.

I hope to obtain data from the social media accounts of the WRGs under study covering the period between 2019 and 2023. This time covers the period of main national elections in the countries. This study will contribute to our understanding of the impact of social media on women’s rights campaigns in Africa and the U.K. as well as highlight methods in qualitative discourse analysis of the social media campaign data. Hopefully, the research outcomes will be of interest to graduate students, scholars and practitioners in linguistics, media and communication, sociology and social Psychology.’

Please see below for Dr Chiluwa’s recent publications:

Chiluwa, I. (2024). Discourse, digitisation and women’s rights groups in Nigeria and Ghana: online campaigns for political inclusion and against violence on women and girls. New Media & Society (SAGE).https://doi.org/10.1177/14614448231220919

Chiluwa, I. & Ononye, C. (2024). The #PantamiMustGo political activism: a textual analysis of narrative agency in protest discourse. Discourse Studies 26 (2) https://doi.org/10.1177/14614456231221076

Chiluwa, I. (2023). #EndSARS protests and the search for social justice in Nigeria: Examining activist discourses on police brutality, politics and human security. Protest 3(2), 200-224 (Brill).https://brill.com/view/journals/prot/3/2/article-p200_003.xml

Awopetu, I. & Chiluwa, I. (2023). Resistance in visual narratives: A multimodal CDA of images of the #EndSARS protests in Nigeria. Visual Communication Quarterly 30(3), 157-169 (Taylor & Francis). https://doi.org/10.1080/15551393.2023.2232296

Ononye, C., & Chiluwa, I. (2023). ‘There’s still something positive about the Niger Delta ecology’: Metaphor and ideology in the Niger Delta poetic discourse. Language and Literature, 32(3), 275-296. (SAGE). https://doi.org/10.1177/09639470231158694

Aminu, P. & Chiluwa, I. (2023). Reinventing identity and resistance ideology in protest narratives: The case of Oduduwa secessionist group on Facebook. Journal of Language Aggression and Conflict 11(2), 200-225 (John Benjamins). https://doi.org/10.1075/jlac.00078.ami

Chiluwa, I. (ed). (2022) Discourse, Media and Conflict: Examining war and resolution in the news. Cambridge: Cambridge University Press.

Chiluwa, I. & Chiluwa, I. M. (2022) ‘Deadlier than Boko Haram’: Representations of the herder-farmer conflict in the local and foreign press Media, War & Conflict 15(1), 3-24 (SAGE). (First published online in 2020)

Chiluwa, I. (2022) Women’s online advocacy campaigns for political participation in Nigeria and Ghana. Critical Discourse Studies, 19(5), 465-484. (Taylor & Francis). DOI: 10.1080/17405904.2021.1999287

Chiluwa, I. (ed). (2021) Discourse and Conflict: Analysing text and talk of conflict, hate and peacebuilding. London: Palgrave Macmillan.

Chiluwa, I. (2021) Resisting corruption in the Nigerian legislature: A critical discourse analysis of news and opinion articles on legislators’ salaries. Discourse & Communication 15(5), 519-541 (SAGE).

CRCC Member Natalie-Anne Hall publishes book on Brexit, Facebook, and Transnational Right-Wing Populism

The 2016 “Brexit” referendum heralded an age in which disinformation and divisive messaging spread on social media play a significant role in politics. The world is still grappling with how to deal with the impact of this on the health of democracy and society.

While the majority of research in this area has focused on observing or monitoring online content, this approach leaves something out. It separates that content from the people who post, see and interact with it, and the contexts in which they do so. This means we still know relatively little about people’s experiences of engaging with misleading, hateful, discriminatory, or extreme content. To understand why such messaging appeals (or does not appeal) to people, and the impact that it has on them, we need to seek experiences and interpretations from users themselves.

In her recently published book Brexit, Facebook, and Transnational Right-Wing Populism published by Lexington Books, CRCC member Dr Natalie-Anne Hall documents the first study to connect right-wing populist online content with offline lives. The book draws on an innovative, multi-method study with “pro-Brexit Facebook users” after the referendum. Hall recruited 15 Facebook users who had publicly shared at least one pro-Brexit post within the past month, conducted two in-depth interviews with each, and observed what they posted to Facebook over a one-month period. The aim was to understand why people engaged in pro-Brexit Facebook use and what it meant to them.

The study was set within the divisive context of post-2016 Britain. At that time, Brexit was a prominent, daily topic in the news. Theresa May was struggling to negotiate an exit deal in the face of parliamentary, EU, and public opposition. Meanwhile, Remain supporters decried the result of the referendum as invalid, as a potential economic and diplomatic disaster, and a social disaster in the form of a triumph of racist attitudes.

Although the post-referendum period has seldom been the focus of populism research, these conditions were ripe for exploitation by right-wing actors using the typical populist devices of people-centrism and anti-elitism. By claiming that the democratic mandate or “will of the people” was under threat and that metropolitan elites and those with political power did not have the interests of “the people” at heart, politicians, media, and other nefarious actors were able to fan the flames of discontent among the Brexit supporting public. On Facebook, dozens of pages and groups emerged around support for Leave, some with hundreds of thousands of followers, calling for something to be done about the “traitors” allegedly derailing Brexit.

As Brexit, Facebook, and Transnational Right-Wing Populism demonstrates, this provided the opportunity for the racist and illiberal attitudes that were crystallised by Brexit to continue to be salient online in the aftermath of the referendum. The connected affordances of social media allowed the pro-Brexit “milieu” on Facebook to become integrated with a vast array of right-wing causes, populist and far-right voices and ideologies, from around the world. This enabled online support for Brexit to be about more than Euroscepticism or even Britain.

In this milieu, insidious links were constantly being drawn between things like gender rights and multiculturalism; political correctness and “open borders”; or European integration and media bias. For the users who were participating in this milieu, an interest in Brexit became merely a starting point for the development and articulation of an array of concerns that bore no obvious relation to the issue of Britain’s membership in the EU.

The analysis in the book reveals that these interconnections were facilitated by the discursive devices of White victimhood and what Hall calls ‘Right victimhood’. While White victimhood is well-documented in the study of online racist movements, Right victimhood is a newly significant and overlooked discourse. It claims that progressive cultural and minority rights agendas are malevolent oppression of those with conservative views. Right victimhood legitimises hostile attitudes towards minoritised members of society by demonising the movements that advocate their protection. Right victimhood is seen in rhetoric about “cancel culture” and the “wokerati” that has entered the vernacular of mainstream politicians.

On Facebook, these transnationally-shared victimhood sensibilities connected the pro-Brexit Facebook milieu to the conspiracy theories of the Great Replacement and Cultural Marxism popular with the transnational far-right today. In this way, the “mainstream” political issue of Brexit acted as a catalyst for engagement with more extreme and international forms of right-wing politics.

Hall’s findings have important implications for how we understand the role of social media platforms in engagement with right-wing populist politics globally, and in the propagation of the exclusionary, illiberal, and racist ideas that are inseparable from right-wing populism. They are evidence of the strength of the transnational far and populist right’s reach, enabled by the algorithmic affordances of social media. The book should serve as a warning to policymakers and civil society. In 2024, this will be ever more important, as the world goes to the ballot box amidst increasingly sophisticated online manipulation tactics and dog-whistle “culture war” political rhetoric.

Bio:

Natalie-Anne Hall is a Lecturer in Social Sciences at Cardiff University. She was a postdoctoral research associate on the Everyday Misinformation Project at Loughborough University and holds a PhD in Sociology from the University of Manchester.

This Week at Loughborough | 26 February

LGBT+ History Month:

Pilkington Library LGBT+ History Month Display

1-29 February 2024, Pilkington Library

This year’s Library display explores the theme of Medicine, looking at LGBT+ experiences in and contributions to Medicine through history. The display also showcases articles and research from the Loughborough archives and relevant works currently held in the Library collection.

Find out more

LGBT+ History Month Keynote Talk: Experiences in Healthcare

27 February 2024, 2pm-4pm, SMB017 (Stewart Mason Building)

The LGBT+ Staff Network invites staff, students, and members of the Loughborough community to come along to this LGBT+ History Month keynote event on this year’s theme of ‘Medicine – #UnderTheScope’.

There will be three fantastic guest speakers at this year’s keynote event. They bring a wealth of lived experience, knowledge and expertise, and are trans activists and advocates.

Find out more

How to be a Christian ally to LGBT+ community

29 February 2024, 1pm-2pm, EHB209 (Edward Herbert Building)

Are you a progressive Christian? Do you want to be a better ally to LGBTQ+ people, but don’t know where to start? Join the University Chaplaincy for bible study, conversation, and to reflect on how Christians can be more active in their allyship.

Find out more

Careers Fest:

Teach First: Learn more about the top graduate schemes whilst getting a free bag of sweets to take away!

26 February 2024, 10.30am-3pm, Outside Careers Hub East

Teach First, a Times Top 100 Employer, are sweetening the start of 2024 with their Pick and Mix stand on Monday 26th February. Learn more about one of the top graduate schemes in the country from recruiters whilst getting a free bag of sweets to take away!

Find out more

Leap Ahead with your LinkedIn

26 February 2024, 12pm-1pm, SMB017 (Stewart Mason Building)

Find out how to leverage LinkedIn opportunities such as connecting with new people, creating your personal brand and even how you can secure a placement through LinkedIn! G Team Academy will walk you through how you can set up and thrive on LinkedIn through simple and manageable activities!

Find out more

IBM Alumni Employer Panel Event

26 February 2024, 5pm-8.30pm, EHB001 (Edward Herbert Building)

IBM Alumni’s will offer you insight into their company with a panel of employees in varying grades/roles. Free refreshments and dinner will be available to those that attend!

Find out more

Public Sector Employer Panel Event

26 February 2024, 5pm-8.30pm, EHB001 (Edward Herbert Building)

Public Sector employers will offer you insight into their company with a panel of diverse employees of varying grades/roles. Organisations attending the panel include Linklaters LLP, Ministry of Justice, HM Prison and Probation Service. Free refreshments and dinner will be available to those that attend!

Find out more

Future Talent Programme: Creative Package

26 February 2024, 6.30pm-7.30pm, SMB017 (Stewart Mason Building)

The Future Talent Programme’s creative package is a tailored offer for you to access 1:1 career advice, expand your network, attend industry focused events and complete a 2-day work experience on the London campus through the Creative Hackathon.

Find out more

Elevate Your Prospects – Elevate Your Applications

27 February 2024, 1pm-2.30pm, WAV037 (Wavy Top Building)

These 4 interactive sessions are tailored especially to first and second year students. In this session you will get an overview of how to elevate your CV and Cover Letter for the job you want.  You will also gain an understanding into what employers are looking for and the skills to use in interviews. 

Find out more

Hear How You Can Teach Abroad in 2024 With Impact Teaching!

27 February 2024, 6pm-7pm, WAV011 (Wavy Top Building)

Learn more about the fantastic opportunities they have for teaching abroad. They have an exciting new summer camp programme in the US. You can earn $2,000 over the summer at the camp! They also have opportunities to teach abroad in China, Thailand, Vietnam, Poland and Hungary.

Find out more

Juggling Competing Priorities Workshop

27 February 2024, 6pm-7.30pm, WPL201 (STEMLab)

Come along to the Student Success Academy’s Juggling Competing Priorities Workshop. Here, you can take part in activities and learn techniques to help you confidently balance your studies, hobbies and job applications.

Find out more

International Students – How to find employers that will sponsor

27 February 2024, 6.15pm-7.15pm, EHB001 (Edward Herbert Building)

It is vital to understand the best ways to find employers who sponsor jobs in the UK so you can discover the right jobs, apply for those roles and improve your success rate. Attend this session, where we can help you to navigate the UK employment market and streamline your search! 

Find out more

Master’s Futures: Creating a Postgraduate Style CV

28 February 2024, 12pm-1pm, SCH.0.01 (Schofield Building)

Find out how to create a Postgraduate Style CV that makes you stand out from the crowd! At this session you will hear what employers are looking for, learn about CV structure, understand how to tailor your CV, and gain hints and tips of how to stand out from the crowd.

Find out more

Get Ahead Together: Success in your second year

28 February 2024, 1pm-2.30pm, Wavy Top Building

Get Ahead Together is a group mentoring programme for first year and foundation students which helps you to gain first-hand insights and exclusive tips from experienced peer mentors and achieve success in your first year and prepare for the transition into your second year. Attendees will receive a free weekly meal and a workbook.

Find out more

Finalist Futures: Impressing at Interviews

28 February 2024, 2pm-6pm, G.0.06 (G Block)

This session will cover the various formats of interviews and the question types you might encounter, the differences between good interview answers and bad ones, a segment on practising your interview responses and techniques in a safe environment with other students, plus much more!

Find out more

Skill-Up: Public Speaking & Pitching Yourself

28 February 2024, 6pm-7.30pm, Start-Up Lab (STEMLab)

This week’s session will provide structure, tips and guidance on how to develop your confidence in public speaking and pitching yourself skills.

Find out more

Get Ahead Together: Success in your second year

28 February 2024, 6pm-7.30pm, Stewart Mason Building

Get Ahead Together is a group mentoring programme for first year and foundation students which helps you to gain first-hand insights and exclusive tips from experienced peer mentors and achieve success in your first year and prepare for the transition into your second year. Attendees will receive a free weekly meal and a workbook.

Find out more

Virtual Mock Assessment Centre

28 February 2024, 6pm-7.45pm, MS Teams

Attend this virtual Mock Assessment Centre, where you’ll hear first-hand what to expect and how to prepare effectively. Employers from a range of top organisations will be attending. This event is delivered by our experts in Careers Network. 

Find out more

Elevate Your Prospects – Elevate Your Interview Skills

29 February 2024, 1pm-2.30pm, D201 (James France Building)

These 4 interactive sessions are tailored especially to first and second year students. Join us to gain the confidence, knowledge, and techniques needed to excel in any interview scenario. Elevate your interview skills, elevate your opportunities!

Find out more

START-Up Fund Information session

29 February 2024, 2pm-3pm, MS Teams

The LEN Team will be hosting Start-up Fund Information sessions to help you prepare for your application. The Start-up Fund (SUF) is not just a grant; it’s your key to unlocking up to £5000 in support for your business ventures, whether they be existing enterprises, developed ideas, or groundbreaking new concepts!

Find out more

In-Person Mock Assessment Centre

29 February 2024, 6pm-8.15pm, James France Exhibition Area

Attend this in-person Mock Assessment Centre, where you’ll hear first-hand what to expect and how to prepare effectively. Employers from a range of top organisations will be attending. This event is delivered by our experts in Careers Network. Free pizza will be available for those that attend. 

Find out more

PowerPoint Presenting – Tricks to perfecting your PowerPoint

1 March 2024, 12pm-1pm, N004 (Haslegrave Building)

This interactive session is designed so you will be able to practice some tips and tricks to get the perfect presentation, ask questions and learn about the power of PowerPoint.

Find out more

General:

RAeS – Lockheed Martin Space in the UK

27 February 2024, 7.30pm-9pm, U020 (Brockington)

This talk by Grant Lewis (Project Manager, Lockheed Martin) will provide an overview of the Lockheed Martin Space business area before moving on to discuss the critical importance of space to the United Kingdom and the need for the UK to have its own space launch capability.

Find out more

IAS Seminar: Being active in Ghana – A CLiMB Ghana study

28 February 2024, 12pm-1pm, International House/Zoom

Institute of Advanced Studies (IAS) Visiting Fellow Dr Daniel Boateng will deliver a seminar on their research. Using a survey, the study aims to assess a range of feasible physical activities available to Ghanaians and evaluate adults understanding, attitudes, and behavioural patterns towards physical activity.

Find out more

Book Club: Fiona and Jane by Jean Chen Ho

28 February 2024, 12.30pm-1.30pm, AST Office (Level 3, Pilkington Library)

Join the University Book Club run by staff from Pilkington Library for a discussion of Jean Chen Ho’s debut novel Fiona and Jane.

Find out more

Peace Cafés

28 February 2024, 1.30pm-2.30pm, WAV040 (Wavy Top) & U006 (Brockington)

In order to promote healing, fellowship and community, the Chaplaincy will be organising two Peace Cafés – one each for members of the Jewish and Muslim communities. The Peace Cafés will be focused on community and healing. They will not be a forum for political debate.

The cafés will be facilitated by members of the University Chaplaincy Team. Refreshments will be provided.

• For Jewish staff and students – WAV040 (Wavy Top)
• For Muslim staff and students – U006 (Brockington Extension)

Find out more

Exhibition: By some means or Other

28 February-22 March 2024, 12pm-2pm, Martin Hall Exhibition Space

This exhibition brings together five artists selected to take part in the national Artists Access to Art Colleges (AA2A) artist residency scheme in the School of Design and Creative Arts at Loughborough University. The work on display showcases a selection of their diverse projects ongoing since October 2023.

Find out more

Flix Cinema Screening: ‘The Boy and The Heron’

29 February 2024, 7pm-9.30pm, Cope Auditorium

‘The Boy and The Heron’, directed by Hayao Miyazaki and starring Soma Santoki, Masaki Suda, Aimyon and Takuya Kimura.

Mahito, a young 12-year-old boy, struggles to settle in a new town after his mother’s death. However, when a talking heron informs Mahito that his mother is still alive, he enters an abandoned tower in search of her, which takes him to another world.

Find out more

Five minutes with: Liam O'Connell

The Graduate Management Trainee (GMT) Scheme is open to current Loughborough University staff as well as recent graduates.

Current GMT, Liam O’ Connell, provides some insight into his experience.

What was your job at the University before applying to become a GMT?

I was a Food and Beverage Assistant in the Catering Team within Estates and Facilities Management. My responsibilities included bartender duties, catering dining halls and sporting events and table service for functions.

What made you want to apply to the scheme?

I wanted to explore diverse career paths, leverage my strengths and identify areas for professional development. The scheme’s six tailored placements provide this opportunity and the University’s commitment to exposure to senior leaders and strategic projects fuelled my passion to contribute meaningfully.

Did you have any reservations as a current staff member?

I had some nerves, as is normal when starting a new job, but working on campus for eight years provided a solid foundation. It’s a really supportive environment so any doubts I had were short-lived.

What have you learned from being a GMT?

Communication and authenticity are paramount. I’ve gained confidence in expressing my thoughts and have learned the importance of stepping out of my comfort zone. The scheme emphasises flexibility and offers so many opportunities for professional development.

What has been your favourite project so far?

In my initial placement as a Data Analyst and User Experience Office in the Library, I led a data audit and contributed significantly to a Library spaces survey. This project helped to shape Library services in line with its strategy. Currently, we’re planning an innovative flagship event to promote the University-wide strategy and this has been an exciting opportunity to be creative.

What impact are you hoping for the scheme to have on your career?

It’s already been transformative. The responsibility and support have facilitated crucial skill development and I anticipate continued growth throughout my remaining placements.

Find out more and apply to the Graduate Management Trainee Scheme.

If you would like to feature in ‘5 Minutes With’, or you work with someone who you think would be great to include, please email Soph Dinnie at S.Dinnie@lboro.ac.uk.

"Being anti-racist is relevant to everyone's role": Reflections on Race Equality Week

I participated in the Race Equality Matters 5-Day Challenge at the start of February. I also encouraged my entire team to do the same and made this easy for them to do by having a dedicated person download the challenges and email them out to the whole team. A daily reminder makes it so much more likely that people will engage. Sometimes that journey of development and reflection just needs a little nudge.  I don’t know how many people from the team participated, it isn’t something I wanted to monitor in a performative way.

Instead, I wanted to make it easy for people to engage with an agenda that they might otherwise consider to be for “the EDI Team” or not related to their job. Being anti-racist is relevant to everyone’s role. But it is not always immediately obvious what it means. And being anti-racist is different to not being racist.

I found the bite-sized resources to be a really clever way to engage with an anti-racist agenda. I mean, who can’t spare five minutes of their day to learn something new about a topic that matters so much?

This year, the focus of my learning was around understanding, recognising and gaining confidence in calling out harmful behaviours (these are called microaggressions in the material but we had a useful email exchange within the team about why this is not a good term – so we agreed to think about them as harmful behaviours).  I think the reality is that we will witness harmful behaviours – be that around race, power or anything else. It’s easy to look at the floor, pretend you haven’t heard it or be a bystander and I expect most of us know a time where we did just that.  My personal takeaways were some useful techniques for following up on incidents where I have witnessed harmful behaviours:

1. Probing questions to the person who made the comment to help them reflect on their behaviour rather than being instantly defensive. We learn more through reflection than attack and defence. So, a simple question “What made you say that?” could really start to shift the dial.
2. Importantly, following up with the person who experienced the harmful behaviour. They will likely be feeling hurt or lonely following the event and it may not be the first of the day, week, or month. So, if we have witnessed harm, we have a duty of care to check on the person and see what we can do to help them.
3.  I would encourage all staff who have not already done so to take 20-30 minutes over the next week to review these five-day challenges which can be found at: 5 Day Challenge – Race Equality Matters

Amanda Silverwood, a member of Miranda’s team commented: “I think it’s really important for managers to expressly give their team permission to spend a part of their working day participating in EDI activities. It shows that you believe that EDI is everyone’s responsibility and that it impacts everyone’s work.   

“The Race Equality Matters 5-day challenge is the perfect activity. It’s low-pressure, accessible and something that everyone can find time to do. It also has meaningful outcomes with practical steps that people can implement immediately such as actively seeking out a book, film or podcast based on a different culture from your own.”  

Miranda Routledge
Director of Strategic Planning and Chief of Staff

Working outside of academia - the benefits of a different perspective

Written by Tanya Gleadow. Tanya is a doctoral researcher at Loughborough University. Tanya’s PhD research combines her decade of teaching experience with her previous career in STEM and computing outreach, looking at how the current computer science curriculum influences ideas about data science education. Edited by Dr Bethany Woollacott.

This post is a reflective account of my recent three-month placement with the Department for Education. The placement was part of a PhD pilot scheme funded by the Economic and Social Research Council Doctoral Training Partnership who are also funding my PhD. The scheme enabled me to fully focus on the placement by facilitating a three-month extension to my PhD studies. For more information on UK Research and Innovation funding opportunities, please use the link at the end of this blogpost.

Introduction

Most of us interact with policy makers at arm’s length, and when a possibility to work within the heart of policy presented itself, it was a unique opportunity to gain a different perspective to that of academia. Usually, we are on the outside looking in, or at the business end of a policy putting it into practice. So, what really goes into making educational policy?

The role

The placement involved working on live projects alongside experienced officials and other experts to facilitate analysis and advice to those across the government. It involved assessing existing research and expert advice from a range of sources and synthesising that evidence into formats suitable for policymaking audiences. I was using my academic research skills in a fast-paced environment – no waiting months for a review process. I might be giving a presentation in a few days, but the reasoning and research still had to be as thorough as for a conference paper. I thought that governmental work would move slowly like academia does, but it moves at a rapid pace, constantly refining through several iterations. As with academia, high standards of rigour are expected.

My takeaways

From the experience, I gained a lot of confidence in my reasoning and persuasion skills. Giving presentations to policymakers and having to defend my work felt like excellent practice for a viva! In addition, the work involved collaborating with a range of experts which gave me valuable experience in writing for different audiences and working with others to achieve common goals. The breadth of expertise you have access to as a civil servant allows you to ask a lot of questions to some very interesting organisations.

“Giving presentations to policymakers and having to defend my work felt like excellent practice for a viva!“

The experience made me reflect on the accessibility of our research to others, and on how best to include those from outside the ‘academic bubble’, such as publishing Open Access and using less academic language, even if this means publishing somewhere that is outside of traditional academia. In the Civil Service you have access to training and experiences that may not be available to you at a university – for instance I was able to access ONS (Office for National Statistics) training and improve my skills in understanding and communicating data and statistics to the public.

So… what really goes into making educational policy?

Through the internship, I noted that policy work involves a lot of thorough research, coming up with potential solutions, and exploring them with people and organisations who have faced similar challenges. It also gives you a chance to test ideas and defend them against a panel of questions from others in government. This was an excellent opportunity to improve my written and verbal communication and, in turn, take written and verbal feedback. Often in academia we are speaking to similarly oriented minds in our narrow research areas, yet in a policy context I found myself working very broadly to build overviews and context to a particular problem. Standing back from the detail and being able to perceive a project’s situation and direction was a chance for reflection, and I feel that it would be a beneficial exercise within an academic setting too. I would encourage others to look outside their field to see where their work could be applied to wider contexts.

“I would encourage others to look outside their field to see where their work could be applied to wider contexts.“

I also realised that different thinking was valuable in this context – being able to generate ideas rapidly and problem-solve, as well as being able to explore ideas at pace, were all key to exploring policy development.

In summary

This placement away from my academic work not only improved my ability to research and explain, it also strengthened my existing skills in a different context. Being able to step back from my “day job” and into a different environment gave me a sense of perspective it might have been hard to gain otherwise. I look forward to taking these new and developed skills back into my role in academia and sharing them with my colleagues and peers, and I would whole-heartedly recommend this experience to anyone looking for a fresh perspective.

Placements can be hosted by any organisation for the funding pathway via the DTP, but you can also look at the UK Research and Innovation funding opportunities if you are not part of a Doctoral Training Partnership.

Uncovering the key factors influencing negotiation behaviour

By Elizaveta Lapina

Exploring the extent of cultural influence on negotiation processes, along with the role of personality traits, academic background, and religious affiliation.

Regardless of one’s profession or status – be it a businessperson, teacher, salesperson, or diplomat – the process of negotiation is inevitable. Negotiations are strongly influenced by cultural differences that shape the way we communicate, perceive situations, and resolve disagreements.

My research specifically examined the intersection of cultural differences, personality traits, field of study, and religious affiliations and their influence on negotiation styles. The main purpose was to identify how the most important cultural differences influence negotiation behaviour. A better understanding of cultural differences can help us better appreciate effective negotiation strategies. To investigate this, I designed and surveyed 107 university students.

It is already known that some cultures favour direct communication, while others lean towards a more indirect approach. Attitudes towards time and punctuality also differ from culture to culture. More importantly, each culture has its own set of norms and values that determine what is considered fair or acceptable during negotiations.

In academic circles there exists lively debate around two main points of view: whether culture is the primary factor influencing negotiation style, or if it is just one of several factors. Research has shown that cultural differences complicate negotiations, often leading to misunderstandings. However, some scholars argue that culture is just one piece of the puzzle, with individual differences, power dynamics, and situational factors also playing a significant role.

Through my research, I surveyed university students of different nationalities, fields of study and beliefs, both online and offline. Despite initial interest, some online participants forgot to complete the questionnaire. On the contrary, face-to-face data collection proved to be more effective. The bulk of the data was gathered from the British Library, resulting in the respondents being surveyed direct.

The survey built on previous research and explored negotiation styles and factors such as cultural background and personality traits. After collecting responses, statistical techniques were used to organise and analyse the data, to understand key characteristics and significant differences, or relationships between variables. 

From the survey and wider analysis of the topic, I concluded that culture is not a major factor in negotiation, although cultural differences do influence the negotiation process. For example, people consistently chose either high-context or non-context negotiation styles, emphasising the importance of these styles in decision-making processes. High-context cultures, such as in Arab countries and China, tend to favour indirect communication, place a high value on context and hierarchy, and value long-term relationships. Conversely, low-context cultures, such as those in the US and Germany, prefer direct and clear communication that focuses on short-term relationships. Furthermore, evidence found that American students exhibit a higher propensity to take risks in negotiation, while their German counterparts were more risk-averse. Chinese students favoured a more formal negotiation style, while German students tended to prefer a more informal style.

The study showed that psychological characteristics had the most significant impact on the negotiation process. Emotional stability, in particular, significantly influenced two types of negotiation behaviour: communication style and time sensitivity.

Those with higher emotional stability often used indirect communication and were time-sensitive, preferring to close the deal quickly. Extraversion and agreeableness significantly influenced their approach to negotiations. Individuals who scored higher on these qualities tend to take a more emotional approach to negotiations.

Openness to experience and emotional stability were also key predictors of a rational approach to negotiation. Individuals who scored higher on these qualities often favoured rational tactics. Openness to experience also significantly influenced preference for more generalised forms of agreement. Extraversion and agreeableness significantly predicted risk-taking propensity. More extroverted individuals were likely to take more risk, while more accommodating individuals tend to be risk averse.

The research also found that a person’s field of study, religion, and gender had some influence on negotiation tendencies. Business and economics students showed a significantly higher tendency to take risks in negotiation compared to other majors. Males, meanwhile, were more inclined to take a rational approach while females were more inclined to choose an emotional approach.

In conclusion, the study suggests that negotiation behaviour is influenced by many overlapping factors. Although culture plays a role, its influence is neither uniform nor deterministic. Psychological characteristics are more significant in predicting negotiation behaviour. There are, however, gaps and limitations in the current findings. By applying a nuanced approach and dynamic methodology, future research can provide a clearer picture of the cultural complexities of negotiation behaviour. An improved appreciation of this will enable negotiators to navigate cross-cultural interactions more easily in an increasingly globalised world.

Ukraine and the Kurdish Question: A Dissertation Reflection

In 2024 Will Marshall was one of two winners of IDIG’s prize for best dissertation. In this blog post, he reflects on both his dissertation and the lessons he would pass on from writing an award-winning dissertation.

Choosing My Topic

As a student on the MSc Security, Peace-building and Diplomacy course, I decided to write a dissertation that compared the conflicts and political situations in Ukraine and Kurdistan. The start of my research corresponded with the one-year anniversary of the Ukraine conflict, the consequences of which reverberated across the world and the study of international relations.

However, the majority of coverage seemed fixated with macro-analytical perspectives on the war’s global repercussions: the impact on Europe, East vs West tensions, energy markets, responses by the superpowers, realignments of global alliances. Absent from this coverage was consideration of how the conflict was changing smaller, more specific conflicts and political situations. 

At this time, I was also studying debates about state secessionism and the global barriers to the independent recognition of aspiring regions. In this area of study, the case of Iraqi-Kurdistan, with its significant historical injustice, alongside the exceptional resilience and fortitude displayed against adversarial forces simply through the autonomous region’s existence, drew my attention.

Based on these elements, I decided to research how the Ukraine conflict was impacting the independence prospects of Iraqi-Kurdistan. The motivation of this decision was two-fold, firstly; explore in more detail one of the wider global consequences of the Ukraine conflict. Secondly; add to the existing analysis of the contemporary status of Iraqi-Kurdistan’s independence struggle, and the prospects of alleviation for the stateless denigration of the Kurdish people.

Researching my Topic

I began by developing a framework centred upon a key concept within state recognition discipline: remedial secession, specifically in reference to its legal precedence that developed following the anomalous case of Kosovo in July 2010. The Kosovan case is unique in the field of international law, as the International Court of Justice legally advised the permission of Kosovo’s secession from Serbia, without the normatively implemented conditional presence of de-colonisation or foreign invasion within the case, contradicting previous convention.

Instead, it was argued that Kosovo’s secession was legitimate due to the systematic addressment, or ‘remedy’, it represented against the oppressive subjugation ethnic Kosovans faced through retained existence within the state entity of Serbia. Central to this ruling, however, was the advocation of the US and Western powers in favour of Kosovo. This adds a dimension, and perhaps condition, to remedial secession of ‘the politics of recognition.’ It suggests the notion that legal deployment requires significant support from existing international powers.

Designing a framework around remedial secession and the Kosovan case meant firstly identifying the impacts the Ukraine conflict had on Iraqi-Kurdistan to assess whether these impacts made the prospect of the region’s independence through the vehicle of remedial secession, and indeed political advocation of such action by international powers, more or less likely.

To be able to argue the conflict had increased the prospects of independence would therefore require evidence showing the conflict had instigated a great risk of persecution for the Kurdish populace within the wider state entity of Iraq, alongside evidence of international actors showing greater political motivation to advocate for the secession. The intention of this process was to add a degree of validity to the research’s findings, as its argumentation would subsequently be predicated on an existing legal precedence and real-world contextual background.

However, the unexplored nature of the dissertation question meant secondary sources were going to be an inadequate source of evidence. I decided the best way forward would be to conduct interviews. Securing interviews with individuals with the relevant credentials and authority to speak on the matter was a difficult process. However, through careful research and perseverance, I was able to secure several interviews. The information they supplied was indispensable to my overall analysis and research findings.

Summary of My Findings

My hypothesis was that the Ukrainian conflict had enhanced Iraqi-Kurdistan’s independence recognition prospects. This view was based on the work of Mikulas Fabry, who developed the idea within the state recognition discipline that great-power conflict, such as was the case in Ukraine, served to create ‘cracks to the barriers of recognition’. This notion was coupled with personal observations of political opportunities associated with Iraqi-Kurdistan’s possession of oil, alongside a global polarisation that allowed for geo-political manoeuvring by the Iraqi-Kurdistan region.

However, research findings soon displayed the inverse to be true. For example, the Iraqi-Kurdistan region’s possession of oil did not deliver international leverage. This was caused by a significant lack of internal political cohesion by the region’s main political parties (the Kurdish Democratic Party and Patriotic Union of Kurdistan), which was the result of disputes over the oil sector. Iraqi-Kurdistan’s segregated governmental structure between the KDP and PUK meant it lacked the institutional integrity and political capability to effectively capitalise on the global economic opportunity presented by the energy market politics of the Ukraine conflict.

I soon found other empirical examples. Each pointed to the damage to independence aspirations caused by political factionalism within Iraqi-Kurdistan itself. This also led to a loss of investment and engagement in the region as international powers diverted attention elsewhere during the Ukraine conflict. In this sense, the conflict was drawing away the material capacities of international actors, which was having a detrimental impact on the region’s independence prospects.

This notion was most strikingly displayed in my own conversation with one interviewee who had previously worked for the UK Diplomatic Service in Ebril, in Iraqi-Kurdistan. They recalled an instance, shortly after the Russian invasion, wherein a US diplomat had bluntly informed Kurdish officials “look what’s going on, we do not have the bandwidth for this, there’s a war in Europe”. For several years the US had attempted to mediate and find reconciliation between the KDP and PUK, with limited progress made. The Ukraine war meant leaving the historically antagonistic Kurdish parties to their own devices. Without a stable political settlement, the notion of the region being granted remedial secession was subsequently implausible.

It was therefore evident the Ukraine conflict had not boosted but instead infringed the prospects for an independent state recognition of the Iraqi-Kurdistan region. The chance of remedial secession was fleeting, through a combination of the Iraqi-Kurdistan’s troubled political dynamics and the Ukraine conflict relegating the region’s importance to international actors. This does not mean the Kurdish fight for independence will stall. As remarked by one of my interviewees; ‘it will always be the fire in the hearts of the Kurds to be free’, their cause has lasted over a century, and will no doubt continue to persist until that ultimate ambition is reached.

Lessons for Others

The process of researching my dissertation was challenging, at times stressful and demoralising, but ultimately very rewarding. I would offer the following points of advice:

Decide on a topic early

• This is one of the hardest steps. Once you have decided on a topic you can begin work on moulding the question and building your research incrementally, it allows the other steps to fall into place more naturally. Quickly deciding on a topic will allow you the freedom to explore it, which will lead to you adapting your initial ideas. The alternative is jumping between topics, which delays you exploring a topic in-depth.

Ask a Question to Which You Want to Know the Answer

• A personal curiosity for what you are researching is a great motivational element that will help push you through the inevitably extensive research process, which otherwise may become arduous and disengaging. If you are interested in finding the answer, it will likely mean the topic is relevant, original and dynamic in its content.

Accept the Limitations of Your Research – and Address Them

• One of the mistakes I made in my undergraduate dissertation was neglecting the gaps in my research when forming conclusions. You have a limited word-count and timeframe, so cannot address every element your question raises. This is okay, just ensure you acknowledge the gaps, and even mistakes you made, somewhere in your dissertation.

Expand Your Research Beyond Desk-Based Approaches

• If applicable, broaden your research beyond the existing literature base. It may seem like creating more work for yourself, but it will introduce new dimensions to your dissertation. If your question is unique and original, chances are you will not necessarily find literature that directly addresses it. Alternative research methods, such as interviews and surveys, will allow you to gather referenceable sources and data that will directly support your arguments. You may also discover information that makes you rethink your question or where you want your research to go.

Incorporating fitness around working life

Finding the right balance between work and personal wellbeing can be challenging and when our calendars get busy, it’s easy to neglect our health.

Many of us spend hours sitting every day at our desks, in the car and watching TV. Incorporating fitness into your daily routine not only helps maintain good health but can also improve productivity, concentration, and overall job satisfaction.

Some of the benefits of regular exercise include:

• Reduced risk of major illness: Research led by the University of Sydney, Australia, in collaboration with other major institutions including Loughborough University, found that short bursts of daily activity are linked to reduced cancer risk
• Stronger bones and muscles
• Better fitness and energy
• Improved mood and brain function
• Lower stress and better sleep

Research at the University has also found that playing sports benefits team function and organisational productivity, as well as employee health.

Find out more about the benefits of exercise on our wellbeing.

Challenge yourself to incorporate at least twenty minutes of exercise into your daily routine

Here are some practical ways to seamlessly integrate fitness, making it an enjoyable part of your day:

• Schedule dedicated time in your diary for exercise just as you would for any work-related task and treat this as a non-negotiable part of your routine.
• Take active breaks throughout the day, this could be short workouts, stretching, or quick walks.
• If possible, consider alternative commuting options that involve physical activity such as walking or cycling to work, using public transport with a walk to the station, or parking a bit further away.
• Suggest a walking meeting with a colleague instead of sitting across a table.
• Every time you make or answer a call, get up and walk around, this will add to your daily step count.
• Use your lunch break to take a walk, run or even go for a quick gym or swimming session.
• Try simple desk exercises and stretches which can help combat the negative effects of prolonged sitting.

Quick but effective workouts

• 7-minute workout: a scientifically proven full-body workout
• 5-minute desk break workout: no equipment required
• 14-minute office break yoga practice
• 10-minute chair-based workout

Apps and resources that can help to plan, motivate and give you fitness ideas

• Couch to 5K – NHS running programme for beginners that will assist you in gradually progressing toward running 5km in just 9 weeks
• Active 10 – Tracks your steps and helps you to set active goals
• We are Undefeatable – Has great advice on getting active for those living with disabilities and health conditions
• Activity Alliance – Exercise advice, workouts, videos and activity guides to support disabled people to be and stay active

The key to incorporating fitness into your working life is to find activities you enjoy. Whether it’s dancing, cycling, swimming, or yoga, choosing activities that bring you joy will make it easier to stick to a routine. Experiment with different activities until you find what resonates with you.

You can try out a variety of sports at the University through the MyLifestyle programme, a free and inclusive recreational sport and physical activity offer, open to everybody of any ability. There is a series of sports and activities taking place during a weekly timetable including UV zumba, wheelchair basketball, yoga, and much more. These sessions are a great opportunity to keep fit, meet new people and have fun. There are also staff sport sessions you can join, taking place on a weekly basis including badminton, squash and football.

Don’t be discouraged if you don’t feel immediate benefits from adding fitness to your routine, if you can focus on forming new habits then results will develop over time.

Playing Politics: Public Diplomacy in Football 

By Eamonn West, Winner of the 2022 Dissertation Prize in the Institute for Diplomacy and International Governance, Loughborough University London 

The blurring of politics and international relations into more mundane aspects of our daily lives has always proven extremely interesting to me. It’s easy to write off international politics as focused on grand conferences between superpowers or diplomatic deliberations on issues on the other side of the world. Yet, the interconnected world of today facilitates a level of public diplomacy never seen before and is fascinating.  

Thailand’s government funds Thai restaurants and chefs abroad to help establish their international presence through gastro-diplomacy, IKEA works in unintentional tandem with Sweden to improve Sweden’s global image, and Denmark even recreated their whole country in the video game Minecraft and allowed people to download it for free. Establishing a presence in the international public’s consciousness and expanding soft power has become a critical objective of a nation-state’s diplomatic ambition- and is a fresh, exciting and understudied aspect of international relations. However, while states may aim to improve their soft power through unique and modern methods, this is not always the case- soft power campaigns can backfire, shining a negative light on the state and causing soft disempowerment.  

Sport is a particularly useful medium to communicate with a global audience due to both it’s scale and popularity, as well as the intense emotional bond it causes, resonating with people regardless of geography or social dividers. While all sports are observing an increase in state involvement, football- as the world’s most popular game- acts as an excellent case study for the broader ramifications of this trend in sport. As a football fan myself, I’m particularly drawn to the involvement of states in the sport I love, especially as it is an exponentially increasing trend. Thus, I decided to focus my dissertation on the role of public diplomacy within football specifically.  

Originally I had the intention to analyse the involvement of specific states within football, and evaluate their various strategies, successes and failures; however, it became apparent early in the research process that their strategies were often similar and intertwined. As such, therefore, my dissertation instead focused on evaluating the different methods states use to increase their involvement in football. I identified three primary methods: hosting sporting mega-events, sports club ownership, and sports club sponsorship. On top of this, I also identified three primary actors which used these methods; the UAE, Saudi Arabia, and Qatar, who would remain my focus throughout.  

The role of mega-events in football and sports through the lens of international relations has much more research than other aspects, despite this arena of public diplomacy being heavily understudied. It is understandable why; they seize global international attention and can prove to be an efficient tool in presenting a tailored image to the outside world. The primary benefit and risk attached to mega-events is the level of attention and discussion surrounding them. While they can prove to be colossal events which put their respective countries on the map, they can also bring significant focus on the negative aspects of the country. Qatar’s 2022 World Cup is a recent clear example of both soft power gain and soft disempowerment- being both a great success in establishing Qatar’s brand internationally, yet marred with major attention on their human rights violations. 

Both sports club ownership and sports club sponsorship benefit from the institution the state is attaching itself to. Mega-events are highly effective, but short term- they bring global attention, but for a limited period of time, and thus require a broader, comprehensive strategy to be a part of. Conversely, the strength of sports club ownership and sponsorship is the long-term and medium-term attachment that it brings. Mega-events primarily influence perceptions over the course of the event itself, whereas club ownership and sponsorship benefit from influence whenever their club plays, week in, and week out. They even benefit in the off-season, with discussions about clubs due to transfers, with specific players from countries bringing localised attention from new regions.  

There are several strategies within sponsoring or purchasing specific clubs; the UAE model of the City Football Group purchases numerous clubs across the globe, creating international networks which benefit each other, as well as diversifying the nation’s image across football. Qatar instead has focused primarily on one club- Paris Saint-Germain, utilising its location in Paris to strengthen diplomatic ties with France, and co-opt the fashion-focused brand of the city. Both sponsorship and ownership perform similar roles but diverge around cost and direct attachment to the club- sponsoring a club is cheaper, but carries less potential for association- therefore reducing risk but also the potential benefits. 

Overall, I thoroughly enjoyed researching this topic and exploring deeper into the sport which consumes far too much of my life. The links between states and sports seem only set to deepen, and I believe much greater academic attention should be paid to this growing realm of public diplomacy.  

Reflections on the Writing of my Dissertation 

By Christian Scott, Winner of the Runners Up 2022 Dissertation Prize in the Institute for Diplomacy and International Governance, Loughborough University London  

Espionage has always been a subject matter that has interested me, stemming back to my love of James Bond films as a child. However, I think that it is a topic that is often mischaracterised, considered in a negative context as a manner for one nation to steal secrets from another. Whilst this is sometimes the case, I believe there are also many examples of espionage being used in a far more positive sense to try to gain information to prevent, de-escalate or end conflicts and improve diplomatic relations. It is also true that spies do not often receive the credit they deserve for their role in shaping key events due to the secrecy in which they operate. My dissertation focused on the importance of one such spy: Oleg Gordievsky in ending the Cold War which so easily could have concluded with the use of nuclear weapons without his contributions.  

Gordievsky is an inspirational man who risked his life on a daily basis for over 10 years in working for Britain covertly because he believed in the values of a democratic society which we now enjoy the benefits of. He is still under 24/7 surveillance living in the UK as he is still a potential target of Russian retribution, particularly following the attempted assassination of another former military intelligence officer who worked for Britain named Sergei Skripal. 

I had wanted to write about Gordievsky ever since reading ‘The Spy and the Traitor’ by Ben Macintyre, which describes Gordievsky’s life and incidentally is a must-read. I had wanted to interview Macintyre as he is one of the few people to have actually met Gordievsky and talked to him in detail in the researching of his book but unfortunately, he was unavailable for an interview. As such I needed another method of research. I determined to research Gordievsky’s impact through an examination of Margaret Thatcher’s speeches towards the USSR in the period before and after she began receiving intelligence briefings regarding the USSR from Gordievsky. This may seem an unusual way to measure the influence of a spy on UK public policy, but due to the secrecy of his work, very little has actually been published about Gordievsky from official UK government sources. Despite the general availability of much of Thatcher’s speeches online, most are within the confines of PMQ’s or interviews where many others are speaking, this meant that all 292 sources within the chosen time period of 1979-1985 had to be manually edited to prevent the skewing of collected data.  

Thatcher had been called the Iron Lady, due to her tough stance on communism and constant criticisms of the USSR’s leadership in the years up to 1983. Just two years later however, Thatcher had declared Soviet leader Mikhail Gorbachev ‘A man one could do business with’ and had secretly urged the US to cease its aggressive rhetoric towards the USSR leading to significantly improved diplomatic relations. The discourse analysis utilised demonstrated that Gordievsky was pivotal in causing that shift in Thatcher’s thinking and vastly improving the West’s relationship with the USSR. Incidentally, I was very fortunate that in writing this dissertation I had the supportive presence of my supervisor Dr Tim Oliver who aided me in defining my objectives and providing me with the support I needed to produce the study. 

However, the aim of this study other than to illustrate Gordievsky’s importance to world history, was to highlight how espionage can be used in conflict resolution. This is particularly pertinent at present, as this should be considered by Western nations in Russia’s current conflict with Ukraine. At a time when global politics is increasingly being seen in the zero-sum manner of the Cold War era, with rising tensions between NATO, Russia and China, it seems a good time to reflect upon how we interact with other people and nations, as well as how our efforts; overt or secretive, should be focussed on trying to improve understanding and collaboration, rather than aiming to gain superiority over others. 

This Week at Loughborough | 19 February

International Week:

International Day Stall

19 February 2024, 12pm-4pm, The Basement (LSU)

Attendees can expect to explore different cultures through food, performances and games representing the variety of cultures present around campus.

Find out more

International Creative Fair

20 February 2024, 12pm-5pm, The Basement/The Treehouse (LSU)

Students will be able to share their culture with other students on campus through teaching them how to make arts and crafts.

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Careers Fest:

4 Steps to Successful Presentations

19 February 2024, 12pm-1pm, CC014 (James France Building)

Students who attend this session will be provided with a voucher for a free lunch! This workshop will allow you to learn top tips to planning your presentation, how to develop your presentation skills and develop your confidence when presenting. 

Find out more

Spring Careers Fair

20 February 2024, 11am-4pm, Sir David Wallace Sports Hall

Employers will be exhibiting their employment opportunities in all sectors, and the Careers Fair is open to students from all disciplines and year groups. This is your last opportunity to meet with representatives from numerous organisations, all under one place this academic year. Organisations such as Unilever, Aldi, AWE, Textron Specialized Vehicles, City Year, Siemens, Civil Service Fast Stream and many more will be attending.

Find out more

AFBE x Balfour Beatty Engineering Transition Event

21 February 2024, 1pm-6pm, DAV030 (Sir David Davies Building)

Balfour Beatty and the Association For BME Engineers (AFBE) will be running a Transition Event. This will give you the opportunity to practice your interview skills, hear the inspiring careers of engineering leaders and recent graduates, boost your assessment centre performance and network with like-minded professionals and peers.

Find out more

Get Ahead Together: Ultimate Student House Survival Workshop

21 February 2024, 1pm-2.30pm, Wavy Top Building

The session will cover where should I live, overcoming challenges of student living, first hand advice and tips from mentors from your academic school on their experiences. Attendees will receive a free weekly meal and a workbook full of useful resources and tips.

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Masters Futures: Building Your Network to Develop Your Postgraduate Career

21 February 2024, 6pm-7pm, MS Teams

For many postgraduate students networking can seem intimidating, but this session will help you develop your confidence and knowledge of networking skills.

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Get Ahead Together: Ultimate Student House Survival Workshop

21 February 2024, 6pm-7.30pm, SMB017 (Stewart Mason Building)

The session will cover where should I live, overcoming challenges of student living, first hand advice and tips from mentors from your academic school on their experiences. Attendees will receive a free weekly meal and a workbook full of useful resources and tips.

Find out more

Breakfast Study Cafe

22 February 2024, 8am-11am, West Park Teaching Hub (008)

The Academic Success Team are hosting Breakfast Study Cafes to help you set aside time to study and increase your productivity whilst on campus. Drop in for one or all the sessions starting at 8:00 am, 9:00 am, and 10:00 am and study with structure.

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Elevate Your Prospects – Elevate Your Networking

22 February 2024, 1pm-2pm, D002 (James France Building)

These 4 interactive sessions are tailored especially to first and second year students. This session will give you the skills you need for successful networking including some hints and tips with LinkedIn and advice on how and where to find opportunities. 

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Group Coaching on Procrastination

22 February 2024, 6pm-7.30pm, WAV011 (Wavy Top Building)

In a small group you will work through the GROW model of coaching to help you set some actions around beating your procrastination beast. This session is overseen by two Coaches who will facilitate your group discussions.

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Word Wizardry – Tricks to formatting large documents with ease

23 February 2024, 12.30pm-2pm, U.0.05 (Brockington Building)

This session will cover details on how to do lots of these things that will help make your document look and feel structured, professional and effective.

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LGBT+ History Month:

Pilkington Library LGBT+ History Month Display

1-29 February 2024, Pilkington Library

This year’s Library display explores the theme of Medicine, looking at LGBT+ experiences in and contributions to Medicine through history. The display also showcases articles and research from the Loughborough archives and relevant works currently held in the Library collection.

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Feminism and Trans-liberation

20 February 2024, 1pm-2pm, MS Teams

Some people perceive a conflict between the needs of feminists and the trans community but, like the distrust of immigrants sown among the working class, this is a conflict contrived by those who actually hold the power and who would prefer marginalised groups to fight among themselves than work together for systemic change. This webinar looks at why these groups should resist this divide-and-conquer tactic and work together to break down gender stereotypes and patriarchal norms.

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Screening of ‘Boy Erased’ (2018)

21 February 2024, 5.15pm-7.45pm, Seminar Room 1 (Pilkington Library)/Online

Based on a true story, the son (Lucas Hedges) of a Baptist preacher (Russell Crowe) is forced to participate in a church-supported gay conversion program after being forcibly outed to his parents. The screening will be followed by a discussion of the themes, which will be held in person and online.

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How to be a Christian ally to LGBT+ community

22 February 2024, 1pm-2pm, EHB209 (Edward Herbert Building)

Are you a progressive Christian? Do you want to be a better ally to LGBTQ+ people, but don’t know where to start? On Thursdays, during LGBT+ History Month, join the University Chaplaincy to reflect on how Christians can be more active in their allyship. Join these sessions for bible study and conversation, thinking about allyship as Christian discipleship.

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Queer Arts and Crafts – Keith Haring painting

23 February 2024, 1pm-3pm, SCH.0.04 (Schofield Learning Zone)

Painting session inspired by the work of Keith Haring (pop artist and social advocate for queer rights). All materials will be provided, no experience necessary. 

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General:

Critical Thinking Workshop

19 February 2024, 6pm-8pm, EHB001 (Edward Herbert Building)

This workshop is an exclusive opportunity for Part A students of Black heritage to elevate your critical thinking skills to maximise your chances of securing your best degree outcome.

In this session you will:
• Understand what critical thinking is and why it is important in achieving a first class degree
• Be able to explain the difference between analysis and evaluation
• Know how to apply critical thinking when reading journal articles and academic texts

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Super Work From Home Webinar

21 February 2024, 1pm-2pm, MS Teams

Working from home can play havoc with our eating habits and exercise routine, with knock-on effects for sleep, mood, and energy levels. The Super Wellness five-step plan is here to help you navigate the pitfalls and put in place habits that work for you whilst supporting mental and physical health.

This webinar will cover:

• Putting a structure in place – weekly, daily, and tricks to keep focused
• Creating your healthy environment at home – getting rid of temptations, stocking up on alternatives you can enjoy, and using ’nudging’ to make healthy habits easier
• Trying out new recipes including ideas for breakfast, snacks, lunch and dinner, and things to make with kids
• Cultivating positive relationships and mental wellbeing

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Create and Connect

21 February 2024, 2pm-3.30pm, Collaboration Station (LSU)

In the third week, our theme will be the UK, which is a fantastic opportunity to reflect on what this nation means to you and to capture it on paper.

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National Theatre Live: Vanya

22 February 2024, 7pm, Cope Auditorium

Andrew Scott (Fleabag) brings multiple characters to life in Simon Stephens’ (The Curious Incident of the Dog in the Night-Time) radical new version of Chekhov’s Uncle Vanya.

Hopes, dreams, and regrets are thrust into sharp focus in this one-man adaptation which explores the complexities of human emotions.

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Students Sustainability Hackathon

23 February 2024, 9.15am-12.45pm, Loughborough University Stadium

This event is open to those with an interest in sustainability and anyone with a desire to network and contribute to something special.

The Students Sustainability Hackathon gives you the chance to voice your opinion and pitch ideas to some of the key figures at the University. Bringing together students, the Sustainability Team, and University academics, in a one-off event to get creative and be proactive in thinking about the future of Sustainability at the University, but also how our role as a university impacts the natural world and the global community. 

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Vigil in support of Ukraine

23 February 2024, 2pm-4pm, Hazlerigg Fountain

It will be the day when we will be honouring the members of the Armed Forces of Ukraine who have fought and fallen and remembering those civilians who were tragically killed. The commemorative day will start with speeches from the Chaplaincy, Vice Chancellor, and members of the Ukrainian Society followed by a vigil around the Loughborough University campus.

Find out more

Imprint/Dismantle

10-21 February 2024, 12pm-2pm, Martin Hall Exhibition Space

Discover the work of Loughborough University’s Graduate Artists for 2023/24. Step into the captivating realm of Imprint/Dismantle, where the works of Loughborough’s three graduate artists converge in a dynamic investigation of perception and transformation. 

Find out more

Practical guidance for writing Your Equity, Diversity and Inclusion (EDI) PDR Objectives

As employees, you are asked to have an EDI objective in your PDR each year.  Essentially this is to help create fairer, more inclusive, and equitable working practices for all and move away from the notion that EDI is only practised by a few, well-intentioned individuals, to a place where ‘EDI is everybody’s business.’

The context for the EDI PDR Objectives

All employees must work within the parameters of UK Law.  In this instance, it is specifically the Equality Act (2010) and the Public Sector Equality Duty (PSED). The Duty requires all public bodies to proactively take steps to:

• Foster and promote good relations between those with protected characteristics and those who do not
• Eliminate discrimination, victimisation, and harassment
• Advance equality of opportunity between groups of people of diverse backgrounds and with diverse needs.

Loughborough University’s ‘Creating Better Futures. Together’ Strategy

Our University Strategy states: “We will prioritise activities that identify and remove systemic inequities, associated with protected characteristics and marginalised groups, as well as promote and progress equity and inclusion.”

Therefore, to make a conscious effort to ensure the above is at the forefront of planning and decision making we are asking for all colleagues to put EDI at the forefront of their day-to-day activities. By everyone having an EDI objective we stand a much greater chance of achieving the above ambitions.

Setting your EDI Objective

To set your EDI Objective, or to help team members set theirs, it helps some people to think about areas where protected and marginalised groups/individuals are either not thriving, succeeding, or represented in your area of work, for example. You may know this from individual disclosures of discontent, staff and student survey results or not being able to attract and retain diverse people/groups in your team/teams.  Once you have identified an area where EDI input is required, you are now ready to think about what you would like to achieve with respect to that area of work. Below are three real-life work examples to illustrate this point.

Example 1. A number of students have complained that you as their lecturer do not intervene when other students make jokes about groups from protected and marginalised backgrounds. You also do not enquire why people from these groups are not happy taking part in certain activities, namely ones with the ‘name callers’.  In the email to you, the students said they were confused as they had heard you state that “this is an inclusive institution where discrimination will not be tolerated.” You secretly acknowledge the students’ complaints are valid but often do not feel equipped to intervene. What objective can address this for the lecturer?

Example 2. A senior manager who frequently chairs interviews for grade 8 and 9 posts. A panel member stated Black candidates were overly scrutinised in an interview and judged on criteria that were not in the person specification. They reported this to the person in charge of recruitment in HR. When the senior manager and HR reviewed their recruitment data, it showed Black candidates at this level seldom made it past the interview stage and on the rare occasion they were offered the post they declined. The HR person agreed to investigate this practice. What objective can address this for the senior manager?

Example 3. A manager sent out an anonymous annual questionnaire for team members to complete regarding the extent to which they felt they could bring their true selves to work, in terms of the food they ate, the way they spoke, the clothes they wore and how able they were to admit to making mistakes. When the results came back and management analysed the data, it showed a significant number of people commented they did not feel they could bring their true selves to work due to their religious practices never being acknowledged, their hidden disabilities, being attributed to people ‘milking the system’ and comments such as, why can’t we have a straight Pride Month. What objective can address this for the management team?

Choosing your EDI Objectives

When you have identified areas where groups such as the above are not for whatever reason (reasons can be multi-varied and complex) thriving, succeeding or represented then you can decide what you want to achieve or change. The change will form the basis of your PDR Objective.

Below are examples of objectives you could set to address similar issues in your own practice.

Objective 1 – To improve my skill and confidence to challenge inappropriate behaviours in a teaching setting over the next 12 months.

Actions to ensure this objective is successful:

• Learn more about Bystander Intervention to understand how and when it is safe to intervene with discriminatory behaviours
• Have conversations about the bystander role and discriminatory behaviours with your team. Listen to how others have intervened in similar situations
• Attend the Inclusive Practitioner training and discuss and reflect on learning with your team
• Regularly remind yourself of this objective
• Ask your students if they feel your practices are fair and inclusive.

Objective 2 – All Interview panellists including the hiring/senior manager to undertake biases training and read discriminatory material relevant to recruitment processes before they sit on a grade 8 &9 recruitment panel.

Actions to ensure this objective is successful.

• Ensure all panellists have undergone HR recruitment training
• Make sure all panellists are educated about the ways anti-blackness presents in the hiring process and attend unconscious bias awareness training
• Complete the Belonging and Inclusion online resource
• Capture feedback, especially from Black candidates after the interview process to determine their perception of the process
• Regularly review recruitment data including offers to Black candidates and acceptance from Black candidates.

Objective 3 – To improve cultural competence and diversity awareness knowledge, as it relates to creating more diverse and inclusive work cultures and spaces by the next annual questionnaire.

Actions to ensure this objective is successful:

• For the manager and staff to complete anti-discriminatory Belonging and Inclusion online training
• Offer the manager and staff the opportunity to attend relevant Learning and Development workshops such as Disability Confidence
• The manager should provide colleagues with opportunities to discuss how valued they feel
• The manager should attend and allow staff to attend EDI events (advertised in University-wide communications) during work hours
• Consider hosting cultural awareness days
• Invite all managers in the Department to go on the Inclusive manager training session
• To find time to discuss questionnaire results with colleagues and decide on the next course of action with colleagues.

Summary

This blog has focused on the following to help ensure Loughborough University colleagues act in equitable ways, embrace and celebrate diversity, whilst creating an environment where people from diverse backgrounds are successful and represented in all aspects and areas of the University:

• Reason for setting EDI objectives
• The Equality Act (2010)
• The University Strategy
• Identifying objective areas
• How to set objectives
• Actions to take to ensure success

Appendix 1: Glossary of terms

Objectives – Something you plan to achieve
Equality Act – Anti-discriminatory legislation
Public Sector Duty – Makes sure public authorities and organisations promote equality in every aspect of their day-to-day business.
Systemic – Relates to a system eg that behaviour only exists because the system allows and upholds it.
Protected Groups – Groups that the law says it is unlawful to discriminate against.
Inequities – Lack of fairness or injustice.
Marginalised groups – Groups that experience discrimination and exclusion.

Appendix 2: Additional anti-discriminatory Resources

Europe Votes: CRCC hosted a high-profile event on European Elections

The CRCC’s Political Communication strand recently hosted a two-day event at the Houses of Parliament and Loughborough London. The event formed part of a European Union funded European Elections Monitoring Center (EEMC) project devoted to creating the first ever continental wide archive of electoral advertising covering all 28 member states and currently holding nearly 15000 items freely available through the EEMC website. Founded and led by Professor Edoardo Novelli of Roma Tre University, the Center has involved more than 50 teams in universities and institutes from across the continent with specialist interests in political communication and election campaigns. The EEMC’s UK representatives Dominic Wring and Nathan Ritchie are currently finalising Europe Votes, an edited volume featuring chapters analysing the development of EU Elections in nine member states from the first campaign in 1979 to the most recent in 2019.

Following a tour of Parliament, an EEMC delegation comprising several contributors to Europe Votes participated in an expert panel session featuring members of both Houses and the Center’s Director. Chaired by Dominic Wring, the event took a retrospective look at how EU election campaigns have evolved over forty years. Professor Novelli talked about the EEMC’s various projects and demonstrated the value and importance of its latest work identifying and collating archival material from across Europe. Guest speakers Baroness Joyce Quin and MP Alyn Smith drew on their experiences as candidates and former Members of the European Parliament who successfully contested the inaugural and most recent elections respectively.  Baroness Quin, who subsequently served as an MP and Minister for Europe and has contributed the Foreward to Europe Votes, explained how the European Parliament has come to be an increasingly important representative forum in the years since she was a member. Alyn Smith drew on his service to reflect on how MEPs from different countries and political groupings campaign and work together for common purposes. Both speakers welcomed the creation of the EEMC project, recognising its critical role in preserving the memory of EU election campaign material that can all too readily be lost if ephemera of this kind are not archived for posterity.

The event held at the London Campus was introduced and hosted by our colleague Helen Drake, Professor of French and European Studies and Director of the Institute for Diplomacy and International Governance.  Contributors to Europe Votes from different member states gave talks on the EU election experiences in their respective nations. Presenters included Edoardo Novelli, Melissa Stolfi (University of Rome Tre) Bengt Johannson (University of Gothenburg), Anne Jadot (University de Paris Est), Alexandre Borelli (University de Lorraine), Christine Holtz-Bacha (Friedrich-Alexander University), Sergio Perez Castaños (University de Burgos), Stamatis Poulakidakos (University of Western Macedonia), Orsolya Szabó Palócz and Péter Stumpf (both University of Szeged). The discussions covered various subjects, notably the prominence of domestic issues in EU election campaigns compared with the attention devoted to more pan-European affairs. Other topics considered included the professionalization of campaigning, changes in the visual styles and imagery, and the evolution of populist messaging across member states.

The organisers would like to thank: Baroness Joyce Quin and MP Alyn Smith for their illuminating talks; Jane Hunt MP and her team for hosting our visit to Parliament; Helen Drake and London colleagues for their warm welcome; Edoardo Novelli and Melissa Stolfi for their pioneering work leading the European Election Monitoring project; Sandy Robertson and Paddy Smith (from the Policy Unit), Mirva Villa and Demi Wilson for their invaluable support; and our presenters and attendees for their contributions to Europe Votes and collegially participating in the engaging discussions that took place over both days.

Reflections on anti-racism, allyship and action over words

As we mark not only Race Equality Week 2024 but also as I approach my four-year work anniversary at Loughborough, it felt like an appropriate time to reflect on my own experiences of supporting anti-racism at the University.

For anyone who knows me, I am not someone who can easily stand still, both in a personal and professional context. If things need to be done and are not in my mind moving quickly enough then I often grow increasingly impatient to the point where I tend to just “crack on” and do something.  Likewise, I get deeply frustrated when opportunities are missed or even worse when claims are made about progress and performance which are not backed up by real impact and evidence. This is true of any project but particularly in relation to our EDI mission.    

Having spoken candidly to colleagues and friends from different ethnic backgrounds over the past several years, this sense of frustration is not only magnified tenfold for them but is deeply personal and can dredge up painful memories based on lived experiences. I like to think of myself as an ally, someone who is very comfortable to call out unacceptable behaviour or, more positively, work to create spaces where different voices are elevated. But the fact remains that I am a white man in a senior leadership position, I have the luxury of choice as to the extent to which I engage, in whether I’m passive or active. 

Since I re-joined the University in June 2020, it’s been a privilege to be closely involved with the Race Equality Charter and some excellent related anti-racism initiatives.  More recently as part of the University Leadership Group, I have been involved in the development of the new University Strategy.  I am delighted to say that the clear commitment to EDI that runs through this for all staff and the tangible steps that are being taken such as embedding EDI commitments into the PDR process, mean that being anti-racist is no longer optional.  We cannot nor should we abdicate the responsibility each and every one of us has to proactively make Loughborough a place where all members of our community feel that they belong.

As part of Race Equality Week, I have been engaging with the 5-Day Challenge culminating in The Big Promise.

The 5-Day Challenge consists of five activities, taking five minutes each day, over five days. These include crucial themes such as identifying and addressing microaggressions; understanding different views and cultures; and ensuring that praise and recognition is delivered inclusively.

The Big Promise particularly resonated with me because it speaks very openly about how “PR gesturing” is not only meaningless but the damage it can do in this space. That the promise itself is a public commitment to positive change and action, not just words, which has to be measurable and for which leaders are held accountable.

The promise can relate to one or more of seven distinct actions, which include having in place a published zero-tolerance policy to racism and microaggressions and a clear action plan for the recruitment, retention and promotion of ethnically diverse staff.

By coincidence I was in India on behalf of the University during Race Equality Week and so it felt particularly pertinent to be engaging with such thought-provoking content. As I met with stakeholders to tell them about the Loughborough community of which we are so proud and that is a great destination for prospective students and partners, it made me reflect even more on how far we still have to go and my own personal contribution to this.

I like to think I am a sociable, compassionate and inclusive leader who makes the time to educate myself about key issues. Whilst the 5-Day Challenge reassured me and reinforced much of what I already know, the Big Promise did make me stop and really question whether I am consciously doing enough each day to play my part in combatting systemic racism. I fear I have become complacent, and in response, I need to refocus where I put my efforts to make a real difference to those members of our community for whom this is not a choice. 

Martyn Edwards
Director of Marketing and Advancement

This Week at Loughborough | 12 February

Para Sport Takeover Week:

Panel Discussion – Para Sport at Loughborough

14 February 2024, 4.30pm-5.30pm, Function Room, Holywell Stadium

This panel discussion is open to all where you will hear students, athletes and those working in the field talk about Para Sport at Loughborough.

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Para Sports Day

17 February 2024, Loughborough Campus

IMS will be hosting a Para Sports Day, where halls will battle it out to become champion in several Para Sports including wheelchair tennis, wheelchair handball, new age curling and walking football.

Find out more

Careers Fest:

EY Adventure Awaits

12 February 2024, 10am-3pm, Outside Careers Hub East

Our ‘EY Adventure Awaits’ Spring campaign gives students the opportunity to delve into the world of EY in a hands-on and exciting and immersive way, through exciting AR games, quizzes and giveaways, and more!

Find out more

International Futures – UK Etiquette and Professional Behaviour

12 February 2024, 12pm-1pm, Schofield

This session will help you navigate and understand expectations about professional behaviour in the workplace. 

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UBS: Find out more about their ‘Unlock your Potential’ competition over a free hot drink, and the chance to win a £1000 Apple Voucher!

13 February 2024, 10am-3pm, Outside Careers Hub East

UBS will be promoting their new competition called ‘Unlock your Potential’. Students that enter the competition will receive a free hot drink and can be in with a chance of winning a £1000 Apple Voucher & a personal mentoring session with UBS.  

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How to Succeed in Group Work: Understanding Others

13 February 2024, 12pm-1pm, CC029A (James France)

This session will help you understand others, gain top tips for group work success and provide you with take away strategies to improve your group work at university and in the workplace. 

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Elevate Your Prospects – Prepare For The Fair

13 February 2024, 1pm-2.30pm, MS Teams

Join us for a comprehensive session designed to help you make the most of this event and stand out to potential employers. We will be covering how to prepare before you arrive, how to interact with employers whilst there and the most effective ways to follow up after the event with employers. 

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Time Management 101

13 February 2024, 6pm-7.30pm, WAV011 (Wavy Top Building)

Come along to the Student Success Academy’s Time Management 101 Workshop where you can take part in activities and learn techniques to schedule and prioritise your time effectively.

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Mock Assessment Centre

13 February 2024, 6pm-8.15pm, West Park Hub

Attend this in-person Mock Assessment Centre, where you’ll hear first-hand what to expect and how to prepare effectively. Employers from a range top organisations will be attending. Free pizza will be available for those that attend. 

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Get Ahead Together: Assessment Resilience

14 February 2024, 1pm-3pm, WAVB01 (Wavy Top Building)

Get Ahead Together is a group mentoring programme for first year and foundation students which helps you to gain first-hand insights and exclusive tips from experienced peer mentors and achieve success in your first year and prepare for the transition into your second year.

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Prepare, Pursue, Progress

14 February 2024, 1pm-5pm, U.0.06 (Brockington Building)

Attend a ‘Managing My Wellbeing’ workshop by the Wellbeing team, an ‘Academic Success’ session with the Academic Success Coaching team, and learn about ‘Finding The Balance’ with FTP Peer Mentors.

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Finalist Futures: Making Successful Applications

14 February 2024, 2pm-4pm, SMB1.03 (Stewart Mason)

First impressions count! Employers receive hundreds of applications. How can you make sure that yours stands out? This session will cover top tips on how to make a successful application.

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Get Ahead Together: Assessment Resilience

14 February 2024, 6pm-8pm, SMB017 (Stewart Mason Building)

Get Ahead Together is a group mentoring programme for first year and foundation students which helps you to gain first-hand insights and exclusive tips from experienced peer mentors and achieve success in your first year and prepare for the transition into your second year.

Find out more

International Futures: How to create a UK-Style CV

14 February 2024, 6pm-8pm, SMB017 (Stewart Mason Building)

This workshop will help you learn how to write a UK-style CV, which will make you stand out to employers. You will learn what a UK style CV should like, the importance of creating a good-quality CV and other hints and tips along the way.

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The Fire Service’s day: Look inside the fire engine and receive further information about opportunities available

15 February 2024, 10am-4pm, Shirley Pearce Square

Speak to firefighters, look inside the fire engine, and try on the full fire kit! At the same time, you can receive further information about our office departments, ranging from Finance, ICT, HR, Media, and many more!

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Elevate Your Prospects – Elevate Your Job Search 

15 February 2024, 1pm-2.30pm, U.0.06 (Brockington Building)

These 4 interactive sessions are tailored especially to first and second year students. In this session you will learn how to effectively search for those all important opportunities.

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LGBT+ History Month:

Pilkington Library LGBT+ History Month Display

1-29 February 2024, Pilkington Library

This year’s Library display explores the theme of Medicine, looking at LGBT+ experiences in and contributions to Medicine through history. The display also showcases articles and research from the Loughborough archives and relevant works currently held in the Library collection.

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Queer Arts and Crafts – Origami Flowers

13 February 2024, 1pm-2pm, SCH.0.04 (Schofield Learning Zone)

Come along to this Origami Flowers making session, which will also touch on the symbolic use of flowers in the queer community across history. As St Valentine’s is the day after, people can make flowers for their loved one(s)/themselves.

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Post-It Note Poetry13 February 2024, 1pm-3pm, The Lounge (LSU)

Grab a post-it note, let your thoughts flow, and weave your poetic expressions on the theme of LGBT+ History. Join this drop-in workshop to create your own poem on a post-it note. Arts worker Anna Loughran will be present to facilitate, prompt and provide guidance on how to write short poems.Find out more

How to be a Christian ally to LGBT+ community

15-29 February 2024, 1pm-2pm, EHB209 (Edward Herbert Building)

Are you a progressive Christian? Do you want to be a better ally to LGBTQ+ people, but don’t know where to start? On Thursdays, during LGBT+ History Month, join the University Chaplaincy to reflect on how Christians can be more active in their allyship. Join these sessions for bible study and conversation, thinking about allyship as Christian discipleship.

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Staying Alive: Pride, Prejudice and LGBTQ+ Television in the 1980s

15 February 2024, 4pm-5pm, Seminar Room 1 (Pilkington Library)

How were LGBTQ+ people represented on screen in the early eighties, between the election of Margaret Thatcher and the advent of HIV/AIDS? In this session, we’ll look at excerpts from one of Channel 4’s earliest and most controversial gay-oriented programmes ‘One in Five’, to see why it divided the gay community and prompted MPs to call for the new station to be shut down.

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General:

Creating a Hydrogen Superpower in the East Midlands

12 February 2024, 8.30am-10am, LUSEP (Science and Enterprise Park)

This breakfast networking event is for all interested in how a future hydrogen economy develops, from producers to users and anywhere along the value and supply chain.

Loughborough University, in partnership with the University of Nottingham and the East Midlands Freeport, invites you to share challenges, concerns and insights in hydrogen and its implications and opportunities for the regional economy. 

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RAeS – Selling Airlander by George Lan

13 February 2024, 7.30pm-9pm, U020 (Brockington Building)

Royal Aeronautical Society (RAes) ‘Selling Airlander’, a lecture by George Lan, Executive Director – Sales, Hybrid Air Vehicles. The lecture will cover a general aircraft overview, discuss markets and give a programme update for both Airlander 10 and 50.

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IAS Seminar: Using oesophageal balloon catheters to measure respiratory muscle function

14 February 2024, 12pm-1pm, International House/Zoom

Institute of Advanced Studies (IAS) Visiting Fellow Viviana Shiffman MSc will deliver a seminar on their research titled ‘Using oesophageal balloon catheters to measure respiratory muscle function: the how and why’.

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Sustainable Fashion Show: Fabric Stitching

14 February 2024, 1.30pm, Council Chamber (Hazlerigg Building)

To prepare for the Sustainable Fashion Show on Tuesday 12 March, LSU Enterprise is running a fabric stitching workshop for the student designers and anyone interested in becoming one.

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Create and Connect (weekly sessions)

14 February 2024, 2pm-3.30pm, Collaboration Station (LSU)

LU Arts and the International Student Experience Team are running this five-week programme for international students to help you connect with other international students and do something creative in your spare time.

In the second week, delve into the theme of ‘love’ (for anything) and let your heart guide your creations.

Find out more

International Day Of Women and Girls in Science – Celebration Event

14 February 2024, 2.30pm-4.45pm, CC021 (James France)

A panel of female academics from across the School will participate in a roundtable discussion on their academic journeys and will touch on topics around women’s participation in science and their contributions. There will be opportunities to pose questions and comments to the panel on the day.

Find out more

Flix Cinema Screening: ‘Bottoms’

15 February 2024, 7pm-9pm, Cope Auditorium

‘Bottoms’, directed by Emma Seligman, starring Rachel Sennott, Ayo Edebiri, Havana Rose Liu and Nicholas Galitzine. Unpopular best friends PJ and Josie start a high school fight club to meet girls and lose their virginity. They soon find themselves in over their heads when the most popular students start beating each other up in the name of self-defense.

Find out more

Startup Support Series – Setting Up For Success

10 January-14 February 2024, 10am-12pm, Careers and Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

Startup Drop-in Sessions

10 January-14 February 2024, 12pm-2pm, Careers & Enterprise Hub, Loughborough Town

You can book one of these weekly drop-in sessions which offer a welcoming space to help you in your startup journey. You can find out more about the help, support and funding you can get and any other topics that help support you in progressing your business to succeed.

Find out more

Startup Support Series (evenings) – Setting Up For Success

11 January-15 February 2024, 5pm-7pm, Careers & Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

Exhibition: Imprint/Dismantle

10-21 February 2024, 12pm-2pm, Martin Hall Exhibition Space

Step into the captivating realm of Imprint/Dismantle, where the works of Loughborough’s three graduate artists converge in a dynamic investigation of perception and transformation. 

Find out more

Five minutes with: Lisa Brooks-Lewis

Lisa Brooks-Lewis gives insight into what it is like to do an apprenticeship alongside your job, as part of National Apprenticeship Week.

Find out more about apprenticeships at Loughborough University.

What is your current job role?

I am the Social Impact and Inclusivity Manager in the Equity, Diversity, and Inclusion (EDI) Services.

Tell us about your apprenticeship role?

I am on the last element of the apprenticeship in Strategic Leadership. So far I have completed modules in Business Ethics, Strategic Information Systems, Organisational Resources and Strategic Marketing.  

What inspired you to do an apprenticeship?

Having worked within the University for nine years, I was really interested in learning more about strategic drivers in Higher Education, learning how to analyse our current position institutionally and looking for interventions to support the University’s strategic priority of creating a vibrant and inclusive environment. This course supports my skill set of problem-solving, working with stakeholders and identifying solutions based on frameworks or theory.  

What is it like doing this alongside your job?

I have a very supportive academic mentor and line manager, Veronica Moore, who has supported and enabled me to work alongside stakeholders both internally and externally to fulfil the demands of the apprenticeship. My EDI services colleagues are extremely supportive, they listen to me talk about my learning. Taking on studying, working, being a mum and being neurodiverse means that I must ensure I organise myself and use assisted technology to support this activity. Some days are harder than others.  

What is your favourite project you’ve worked on within your apprenticeship?

Recently, as part of my role stemming from the apprenticeship, I started undertaking an audit of special category data, how this data links to the EDI work across the University, the governance structures, information systems and how this data is used currently. I’m hoping to use this to support our strategic endeavours moving forward making short-term and longer-term recommendations.  

What do you hope to do with your apprenticeship in the future?

As I move into the final element of my apprenticeship, I hope to continue on to the master’s. I hope to continue to support the strategic priorities within Equity, Diversity and Inclusivity. 

If you would like to feature in ‘5 Minutes With’, or you work with someone who you think would be great to include, please email Soph Dinnie at S.Dinnie@lboro.ac.uk.

Our Green 2023 Resolutions - What Happened Next?

Guest blog by Helen Taller, on behalf of Loughborough University’s Legal Services team. This post follows on from our previous entry where we identified a series of green pledges to help reduce our negative impact on the world and support progress towards net-zero.  

As we know, a key theme of the University strategy (Creating Better Futures. Together) is Climate Change and Net Zero. Whilst we, alongside other teams across the University, continue to embody our values in our working lives, we are also keen to embody these in our lives beyond Loughborough University. By using the WWF carbon footprint calculator, we each picked out resolutions and pledges for 2023… 

• Recycle soft plastics that are not collected at kerbside collection services, by keeping them out of the general waste and collecting at home to take to supermarkets with soft plastic recycling collection points.  According to the Big Plastic Count that was undertaken last year by Greenpeace, nearly 100 billion pieces of plastic packaging are thrown away by UK households every year.   
• Increase biodiversity in the garden through wildflower planting.  This will keep the birds, bees and the butterflies happy – but as a bonus might boost your mood too! 
• Reduce meat consumption by incorporating regular meat free days into our weeks – According to the UN, global meat consumption must fall if we are to fight climate change. 
• Start buying household cleaning products from zero waste shops to reduce reliance on single use plastic packaging and support local businesses. 
• Buy no ‘new’ clothes / shoes in 2023 – second hand only.  According to a report by the charity wrap, £140 million worth of clothing is sent to landfill in Britain EACH YEAR.  The availability of second-hand clothing / goods has never been greater – with Vinted, Depop, Gumtree, Facebook Marketplace and of course charity shops to name a few – there are plenty of options! 
• Buy fresh produce from local shops and businesses instead of supermarkets to reduce plastic packaging and food miles and increase the proportion of organic fruit and vegetables that we buy. 
• Reduce wasted water by saving the runoff when waiting for water to get hot and using in other ways – for example to water plants, boil veg, etc.  This UNICEF article has some more ideas on ways to save water. 
• Start using a wonky veg box scheme to reduce wasted produce and unnecessary packaging. 

We were hoping to see these pledges become new habits through 2023, as well as inspiring colleagues to make a green pledge of their own. So how did we do… 

• Recycling Soft Plastics: Now that we separate our soft plastics (things like plastic wrapping), we were shocked by the vast amount of small plastics a young family gets through! Whilst supermarkets are increasingly offering means of recycling these at their stores, it isn’t always easy to access or quick to actually do – for instance posting individual soft plastics into the recycling unit rather than just popping them all into a bag. Recycling soft plastics is definitely possible – but not yet as easy as it could be! 
• Enhancing Biodiversity: Protecting space in our gardens for wildflower planting was relatively straightforward. We are yet to see the full rewards of this in light of other work being done in our gardens – however we are hopeful for some beautiful flowers in the spring whilst also increasing biodiversity! 
• Reduced Meat Consumption: We have had mixed success in ensuring at least half of our weekly meals are vegetarian. Using ‘Wonky Veg Boxes’ (reduced price veg that is grouped together because it doesn’t necessarily look perfect – but tastes the same) was a good way to go about this – for the most part. Whilst they are great value, there is sometimes a lack of variability in the boxes – trying to make meals for the week from just a box of carrots was not straightforward as you can imagine. We found that setting a number of meat-free meals per week was a happier middle ground here. Using the ‘Too Good To Go’ app was a quick win in this area – reducing food waste (for a reduced price) from local shops and cafes. We learnt that a surprising numbers of colleagues around campus are using Olio – another app which further minimises food waste by making specific food items available to reserve or collect.  
• Zero-Waste & Local Shopping: A couple of the team tried Hello Fresh boxes in an effort to eat healthier and minimise food waste – but were disappointed by the large amounts of non-recyclable packaging in the boxes. By contrast, shopping locally for fruit and vegetables was more successful. We had assumed that buying from a local greengrocers would be far more expensive, but found that the produce is not only cheaper but often lasts longer and tastes better! 
• No ‘New’ Clothes: We’re pleased to report that this was a great success! It has indeed been possible to not purchase any new ‘1^st hand’ clothes. By using apps like Vinted and Depop, we have been giving clothes a second life. It also doesn’t hurt that we could specifically search for the kind of item we needed – definitely one that we would recommend to colleagues.  

Having reflected as a team on how we have (both successfully and unsuccessfully) stuck to our pledges, we hope that colleagues are inspired to have these discussions within their own teams and to get involved in doing something! To lean on the rhetoric of our last blog post: 

After all, “to do good, you actually have to do something”  

(Yvon Chouinard, founder of the company Patagonia).   

If you have any questions or thoughts you’d like to share with us – please do let us know (B.Mason4@lboro.ac.uk).   

This article is in support of UN Sustainable Development Goal 12 ‘Responsible consumption and production’.  To find out more, click here.

This Week at Loughborough | 5 February

LGBT+ History Month:

Pilkington Library LGBT+ History Month Display

1-29 February 2024, Pilkington Library

This year’s Library display explores the theme of Medicine, looking at LGBT+ experiences in and contributions to Medicine through history. The display also showcases articles and research from the Loughborough archives and relevant works currently held in the Library collection.

Find out more

LGBT+ History Month 2024 – Launch Event

5 February 2024, 5.15pm-7pm, The Lounge (LSU)

This year, we open LGBT+ History Month with the illumination of our iconic Hazlerigg Building with the colours of the rainbow. All are welcome at this event for members of the Loughborough LGBT+ community and allies to get together over food and drink to celebrate the month ahead. We will hear words of reflection from representatives of the LGBT+ Staff Network and the LGBT+ Student Association, along with a member of the University Senior Leadership Team.

Find out more

What is gender?

7 February 2024, 3pm-4pm, MS Teams

This session will explore the concept of gender as a social construct, how gender and sex are interrelated but different, and how neither is binary. The session will invite people to reflect on their own experiences of gender.

Find out more

Careers Fest:

Breakfast Study Cafe

8 February 2024, 8am-11am, WAV041 (Wavy Top Building)

Do you want to boost your productivity whilst on campus? Come along to the Student Success Academy’s Breakfast Study Cafe, running fortnightly on Thursday mornings this term.

Find out more

General:

Exhibition: Within and Without Home

5-16 February 2024, 10am-4pm, Charnwood Arts

Within and Without Home is a collection of creative work by doctoral researchers in the HOME Centre for Doctoral Training at Loughborough University. The PhD projects are focused on home and homelessness, aiming to approach the problem in a creative way, from multiple perspectives.

Find out more

University Choir Taster Session

5 February 2024, 7pm-9pm, Cope Auditorium

The Choir has just started learning new repertoire ahead of their next concert in May so now is the perfect time for potential new members to come along and give it a go – especially now that exams are over!

The rehearsal on Monday 5 February will be a taster session to give you a chance to sample the new music – modern and ancient classical pieces with a smattering of lighter items. All welcome, just turn up on the night, with no commitment or obligation to join afterwards. You’ll be sure of a warm welcome from Music Director Eleanor Graff-Baker and existing members. No prior singing or choir experience is necessary.

Find out more

Create & Connect

7 February-13 March 2024, 2pm-3.30pm, The Collaboration Station (LSU)

LU Arts and the International Student Experience Team are running a five-week programme for international students to help you connect with each other and do something creative in your spare time. The weekly sessions in the Students’ Union are a mixture of workshops and art activities with a weekly theme, run by one of the arts workers.

Find out more

Flix Cinema Screening: ‘How To Have Sex’

8 February 2024, 7pm-9pm, Cope Auditorium

‘How To Have Sex’, directed by Molly Manning Walker and starring Mia McKenna-Bruce, Lara Peake, Enva Lewis, and Shaun Thomas. Three British teenage girls go on a rites-of-passage holiday, drinking, clubbing and hooking up in what should be the best summer of their lives. 

Find out more

Year of the Dragon Celebration Lunch

9 February 2024, 12pm-2pm, The Treehouse (LSU)

The Race, Ethnicity and Cultural Heritage (REACH) Staff Network Group with the help of the Student International Group has organised this celebratory lunch for Lunar New Year.

Find out more

Exhibition: Imprint/Dismantle

10-21 February 2024, 12pm-2pm, Martin Hall Exhibition Space

Step into the captivating realm of Imprint/Dismantle, where the works of Loughborough’s three graduate artists converge in a dynamic investigation of perception and transformation. 

Find out more

Startup Support Series – Setting Up For Success

10 January-14 February 2024, 10am-12pm, Careers & Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

Startup Drop-in Sessions

10 January-14 February 2024, 12pm-2pm, Careers & Enterprise Hub, Loughborough Town

You can book one of these weekly drop-in sessions which offer a welcoming space to help you in your startup journey. You can find out more about the help, support and funding you can get and any other topics that help support you in progressing your business to succeed.

Find out more

Startup Support Series (evenings) – Setting Up For Success

11 January-15 February 2024, 5pm-7pm, Careers & Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

From the Vice-Chancellor - January 2024

In my first newsletter of 2024: Looking ahead to the coming year, technology to enhance the student experience, outcomes from the Staff Experience Survey, research to address regional health inequalities and a Living Well inquiry. 

A look ahead through 2024 

I want to begin my first newsletter of 2024 by looking ahead to some of the exciting developments and events that will happen this year. 

In March, Professor Dan Parsons, Pro Vice-Chancellor for Research and Innovation (R&I), and Jennifer Johnson, Director of R&I, will hold a series of roadshows to enable staff to learn more about the University’s R&I vision, as outlined in the core plan. The plan for Equity, Diversity and Inclusion (EDI) is expected in the spring, with the Sporting Excellence and Opportunity core plan due in the summer. 

The University Sustainability Strategy, which is being led by the Associate Pro Vice-Chancellors (APVCs) for Climate Change and Net Zero, Dr Kathryn North and Professor John Downey, is due in the spring. The strategy will guide the delivery of the objectives within our Climate Change and Net Zero theme and cover all aspects of University life, from our research and innovation to the way we develop and manage our facilities and estates.  

In the autumn we’ll admit our first cohort of ONCAMPUS Loughborough students to our undergraduate and taught postgraduate programmes. The ONCAMPUS initiative – which delivers academic programmes through our partnership with Cambridge Education Group, to prepare international students for progression into university – is a key action within our International Engagement and Impact core plan.  

From July to September, we’ll be cheering on a delegation of Loughborough-linked athletes at the Paris 2024 Olympic and Paralympic Games. In the build up to the Games, the University will host ‘kitting out’ for ParalympicsGB athletes and support staff, who’ll collect their official Adidas kit from the Loughborough campus before heading off to Paris. 

And at some point this year we’re likely to have a General Election, providing an opportunity for academics in the Centre for Research in Communication and Culture to again undertake news audits of the coverage, showcasing our research expertise across the country and beyond.  It’s certainly going to be another busy year.

Holoportation technology to enhance students’ educational experience  

It’s always good to see Loughborough described as ‘trailblazing’, which is how The Guardian reported our use of the new holoportation technology being piloted on campus. We are the first university in the UK to incorporate this AI-powered tech that projects lifelike avatars into our education offering. 

The technology enables us to live-beam guest speakers from global universities and industry into lectures to give talks and answer students’ questions, just as if they were in the room together, giving students and staff access to professionals they may not otherwise have the chance to engage with. 

It can be used for presenting 3D digital objects for close inspection as they can be rotated and studied in more detail than through current methods. Similarly, students will be able to showcase their own work – such as product designs or fashion shows – to broader audiences. 

We will also be able to use the tech to present pre-recorded messages and talks, from industry partners and alumni, for instance, and provide interactive guidance and information for prospective students, their parents and guardians at recruitment events, such as the University open days. We have already used the technology to capture our Chancellor Seb Coe, giving a ‘virtual’ welcome to those who’ll attend our next open days. 

The new technology will significantly enhance the learning experience for our students and aligns with our strategic aims to strengthen our sector-leading student experience through the use of the latest digital technologies. The technology could also contribute to our sustainability strategy as part of our Climate Change and Net Zero strategic theme by removing the need to fly in guest speakers and reducing the amount of materials used by students in building their prototype designs. 

Results of the 2023 Staff Experience Survey 

Last November we undertook our second Staff Experience Survey to gain an insight into how colleagues feel about working at the University. More than 2,300 people completed the survey – approximately 62% of the staff population. Thank you to all those who took the time to share their experiences. Your feedback will help us to understand what we’re doing well and, importantly, where we could improve.  

The survey questions were grouped under nine themes: purpose, our values, autonomy, enablement, leadership, reward and recognition, wellbeing, EDI (equity, diversity and inclusion) and engagement. Overall scores for all the themes showed improvements compared to the 2022 staff experience survey, with ‘autonomy’ and ‘leadership’ showing the largest increases, of three points each, in favourable responses. The ‘purpose’ theme had the highest overall score, with 81% of respondents responding favourably.  

This year, we included questions on our values: 76% of respondents said they understood the University values and 50% said they saw the values being upheld in other’s behaviour.  

We have also been able to benchmark the University’s performance against that of other UK universities. Loughborough exceeds the higher education benchmark in six themes, however feedback on ‘our values’, ‘wellbeing’, and ‘reward and recognition’ scored slightly lower than the benchmark data. 

Further details of the results – including a breakdown of the response rates across the Schools and Professional Services and the responses for each question – will be made available online shortly. 

The results of the survey are certainly pleasing, but we are aware that there are areas that need to be addressed to improve our staff experience. Project Expectations, for example, has a dedicated workstream linked to ‘reward and recognition’ – through this we are reviewing the benefits we offer, following the Employee Benefits Survey we undertook in September 2023; we have undertaken a benchmarking exercise on pay; begun to roll-out a new long-service awards initiative; and expanded the annual Vice-Chancellor Awards, which recognise the incredible work of staff across the institution.  

Through the workstreams linked to leadership we are reviewing the line management structure in Schools, have implemented termly General Assemblies, and revised the PDR process.

At a local level, the leadership teams in Schools and Professional Services will be sharing results for their areas with their staff and be required to develop and implement their own action plans in response to the feedback from the survey. 

Working in partnership to tackle regional health inequalities 

The government-funded National Institute for Health and Care Research (NIHR) has awarded £5.25m to the Public Health team at Leicestershire County Council, to enable the council to work with universities in the East Midlands, including Loughborough, to look at ways to reduce health inequalities across the county.  

The funding will enable us to continue our impactful research that will change lives for the better. Loughborough’s participation in the initiative is being spearheaded by Professor Lauren Sherar from the School of Sport, Exercise and Health Sciences. 

With high levels of asthma, cancer, obesity and heart disease across the county, the research will hopefully contribute to a reduction in these conditions and the causes of inequality. The priorities for the research will be identified by communities within Leicestershire to ensure that the research is relevant and meaningful to local areas and the inequalities they face. The research and resulting action will then become part of the day-to-day business of the council to bring about sustained culture change.  

The funding has been awarded through the NIHR’s Health Determinants Research Collaborations (HDRC), which use research findings to understand how decisions impact on health and health inequalities. This important work maps directly on the University’s strategic aim of delivering improvements to public health and wellbeing. It also aligns to the Health, Wellbeing and Sport theme of the Universities Partnership initiative – a civic agreement between Loughborough, De Montfort and Leicester universities, as well as the city and counties of Leicester, Leicestershire and Rutland, to work together for the benefit of local people and the prosperity of the region. 

Living Well inquiry launched by the Policy Unit 

Next month the University’s Policy Unit will launch a Living Well Inquiry, looking into what is needed to live well in 21st century Britain. It aims to bring together research from a variety of disciplines throughout the University under one overarching banner to provide a guide for action for the next government. 

The Inquiry will have four key themes – Smart Living, Clean Living, Healthy Living and Dignified Living. Researchers from across the University will be able to contribute to the Inquiry by using their research, attending events and participating in podcasts, for instance.  

Two Co-Fellows have been appointed to run the inquiry – Dr Holly Collison-Randall, a Senior Lecturer in the Institute for Sports Business at Loughborough University London, and Dr Mark Monaghan, a Reader in Criminology in the School of Social Sciences and Humanities. 

The Inquiry is an opportunity for Loughborough to drive new thinking about Living Well, influence debate by influential groups, and promote the interdisciplinary and innovative research being conducted across our three strategic themes.    The Living Well Inquiry work programme is currently in development. If you wish to take part, please contact the Policy Unit team.

When 77 = 11 + 33: A response to recent ZDM articles

Written by Dr Ian Jones and Dr Emine Şimşek. Ian is a Reader in Educational Assessment and Head of the Department of Mathematics Education here at Loughborough. His thesis submitted in 2009 proposed a substitution view of the equals sign that is distinct to the more widely reported sameness view. This blog post is a response to recent articles in ZDM that suggested substitution is in fact not so different to sameness after all. Emine is a former member of the CMC whose thesis submitted in 2019 was a comparative study on how textbooks and teachers influence students’ views of the equals sign. She is currently at the Turkish Ministry of Education. Edited by Dr Bethany Woollacott.

We submitted this short note to ZDM (an international mathematics education journal) in response to recent articles they had published. Unfortunately, the journal informed us that they have a policy against publishing responses to articles appearing in their journal, so we are instead posting it here.

Introduction: children’s understanding of the equals sign

It is widely reported that many children view the equals sign (=) as an instruction to perform arithmetic operations and then write down the answer. This is called the “operational” view, and contrasts with viewing the equals sign as meaning the value on the left is the same as the value on the right. This is called the “relational” or “basic relational” view, or as we shall call it here the “sameness” view. The operational/sameness dichotomy is a stable result that has been observed across many contexts and learners (e.g. Şimşek et al.⁵).

Jones and Pratt⁴ proposed a substitutive view of the equals sign that is complementary to and distinct from the sameness view. They defined the substitutive view in terms of interpreting a presented equation as a rule for making substitutions. For example, given i² = –1, then where we encounter i² we can substitute –1, and vice versa.

In a recent issue of ZDM (linked at the end of this blogpost), three articles^1,2,3 considered the substitutive view of the equals sign, arguing to a lesser or greater extent that the substitutive and sameness views are effectively indistinct because the latter necessarily implies the former. Their views conflict with Jones and Pratt⁴ who proposed the substitutive view (i.e., that one side of the equals sign can be replaced by the other) as complementary and distinct to the widely reported sameness view (i.e., that each side has the same value). In the following, we respond by summarising the published evidence in support of the distinctiveness of the sameness and substitutive views of the equals sign, and showing that this evidence withstands the arguments presented across the three ZDM articles. Specifically, differences of opinion about the distinctiveness of the two views seems to derive from how a substitutive view of the equals sign is defined.

Evidence that substitutive and sameness views are distinct

There are three sources of evidence that the sameness and substitutive views are distinct. First, Jones and Pratt⁴ presented a study in which secondary students attempted arithmetic computer puzzles that contained equations, such as 31 = 30 + 1, that could be used to make substitutions of expressions towards a task goal. For example, after selecting 31 = 30 + 1, the students could click any other occurrence of 31 (or 30 + 1) and it changed to 30 + 1 (or 31). Jones and Pratt noticed that students seemed not to be paying attention to sameness when making substitutions to achieve the task goal. They investigated this directly by creating solvable puzzles containing untrue equations, such as 77 = 11 + 33 and other absurdities in the example puzzle shown below, and found that students attended to making substitutions without noticing the lack of sameness.

Second, Jones et al.⁶ adapted items from an instrument⁷ in which students rated the ‘cleverness’ of presented definitions of the symbol =. Earlier versions of the instrument contained definitions reflecting an operational view (e.g., “= means the answer to the problem”) or a sameness view (e.g., “= means that both sides have the same value”), and Jones et al.⁶ added definitions reflecting a substitutive view (e.g. “= means that one side can replace the otheræ). Jones et al.⁶ administered the instrument to students in England and in China, finding that there were three clear views of the equal sign as predicted: operational, sameness and substitutive. They found this result using a Principal Components Analysis which revealed a three-factor solution cleanly reflecting the three views of the equals sign, shown in the table below (taken from Jones et al.^{6, p. 170}).

The third piece of evidence showing that the sameness and substitutive views are distinct is that offered by Şimşek et al.⁸. They administered an instrument containing definition items like those described above, as well as algebra items, to secondary students. Some of the algebra items were “typical” of secondary examinations (e.g. “What is the value of y if 5y + 3 = y + 15?”) and some were “conceptual” (e.g. “If e + f = 8 then e + f + g = __”, from Brown et al.⁹). Şimşek et al.⁸ reported that student endorsement of operational and sameness definitions, but not substitutive definitions, predicted performance on the typical items. Conversely, endorsement of substitutive definitions was the sole predictor of performance on the conceptual items. The detailed results are in the table below taken from Şimşek et al.^{8, p.30}. As stated by Donovan et al.³, consistent findings have been independently observed by Szkudlarek et al.¹⁰.

Challenges from the recent ZDM articles

Kieran and Martínez‐Hernández² argued that sameness and substitution are effectively indistinguishable:

“it is precisely because 30 + 1 is the “same” as 31 (i.e., by the addition structure, 30 + 1 = 31, and by symmetry 31 = 30 + 1) that the substitution is tenable. From this perspective, exchanging depends on the support of sameness” (p.1225)

Kieran and Martínez‐Hernández² further stated:

“substitution follows logically from the sameness conception” (p.1136)

Donovan et al.³ agreed:

“substitution does not constitute a wholly different conception of mathematical equivalence but rather logically follows from the sameness conception. That is, two amounts can be swapped or substituted because they represent the same values” (p.1211, italics in original).

It is certainly true that sameness implies substitution, but not that substitution requires sameness. Above we gave the example of 77 = 11 + 33 for which sameness does not hold, and yet Jones and Pratt⁴ reported students replacing 77 with 11 + 33 (and vice versa) in order to solve arithmetic computer puzzles. As Donovan et al.³ put it, “students were able to use the given equations 30 + 7 = 37 and 50 + 8 = 58 as rules for making notational transformations to the expression 37 + 58 without considering the “sameness” of the sides of the equations” (p.1200). We therefore agree with Kieran and Martínez‐Hernández² that “holding a substitutive view without a sameness view is potentially problematic” (p.1136), but this observation supports rather than diminishes the distinctiveness of the two views. Kieran and Martínez‐Hernández² also suggested that “Taking a cue from our students who referred to both truth-value and exchanging with the singular term of ‘sameness”, we suggest that invisible sameness is integral to activity” (italics in original, p.1226). However, as Kieran and Martínez‐Hernández² also pointed out, lack of precise language might lead to students not using terminology regarding exchanging or substituting; but this does not imply that exchanging depends on the support of sameness.

This difference of opinion over the degree of distinctiveness of the substitutive and sameness views resides in how the former is defined. For Kieran and Martínez‐Hernández²,  the substitutive view is independent of the symbol = and instead relates to knowledge of arithmetic facts. So, when a student, Miguel, justified the truth of 7+7+9=14+9 by saying “I did it by adding seven and seven … which is fourteen, the same than there [right side]” (p.1217), Kieran and Martínez‐Hernández² interpreted this as Miguel substituting, or exchanging, 14 for 7 + 7. Donovan et al.³ also followed a definition grounded in knowledge of arithmetic facts rather than in presented equations: “A substitutive view also allows one to replace 21 in the expression 21 + 9 with 11 + 10, because 21 = 11 + 10” (p.1200).

A substitutive definition based on knowledge of arithmetic facts differs from the definition of the substitutive view given by Jones and Pratt⁴: “statements such as i² = –1 can be interpreted as a rule for substitution, namely that i² can be substituted by –1 (and vice versa)” (p.4). According to Jones and Pratt’s⁴ definition, an equation must be presented for there to be a substitutive view of the equals sign, and whether both sides have the same value is strictly speaking irrelevant. Contrastingly, sameness is hardwired into the definitions of substitution provided in the recent ZDM papers. As such, the distinctiveness or otherwise of the substitutive and sameness views – or more precisely the extent to which the former depends on the latter – is a consequence of the definition used.

References

[1] Kieran, C. (2022). The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions. ZDM–Mathematics Education, 54(6), 1131-1150. https://doi.org/10.1007/s11858-022-01435-6

[2] Kieran, C., & Martínez-Hernández, C. (2022). Coordinating invisible and visible sameness within equivalence transformations of numerical equalities by 10-to 12-year-olds in their movement from computational to structural approaches. ZDM–Mathematics Education, 54(6), 1215–1227. https://doi.org/10.1007/s11858-022-01355-5

[3] Donovan, A. M., Stephens, A., Alapala, B., Monday, A., Szkudlarek, E., Alibali, M. W., & Matthews, P. G. (2022). Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign. ZDM–Mathematics Education, 54(6), 1199–1213. https://doi.org/10.1007/s11858-022-01405-y

[4] Jones, I., & Pratt, D. (2012). A substituting meaning for the equals sign in arithmetic notating tasks. Journal for Research in Mathematics Education, 43(1), 2–33. https://doi.org/10.5951/jresematheduc.43.1.0002  

[5] Şimşek, E., Xenidou-Dervou, I., Hunter, J., Dowens, M. G., Pang, J., Lee, Y., McNeil, N. M., Kirkland, P. K., & Jones, I. (2022). Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries. Journal of Educational Psychology, 114(6), 1359–1379. https://doi.org/10.1037/edu0000747

[6] Jones, I., Inglis, M., Gilmore, C., & Dowens, M. (2012). Substitution and sameness: Two components of a relational conception of the equals sign. Journal of Experimental Child Psychology, 113, 166–176. https://doi.org/10.1016/j.jecp.2012.05.003

[7] Rittle-Johnson, B., Matthews, P., Taylor, R. S., & McEldoon, K. L. (2011). Assessing knowledge of mathematical equivalence: A construct-modeling approach. Journal of Educational Psychology, 103, 85–104. https://doi.org/10.1037/a0021334

[8] Şimşek, E., Xenidou-Dervou, I., Karadeniz, I., & Jones, I. (2019). The conception of substitution of the equals sign plays a unique role in students’ algebra performance. Journal of Numerical Cognition, 5(1), 24–37. https://doi.org/10.5964/jnc.v5i1.147

[9] Brown, M., Hart, K., & Küchemann, D. (1984). Chelsea Diagnostic Mathematics Tests. NFER-Nelson. See http://iccams-maths.org/CSMS/   

[10] Szkudlarek, E., Donovan, A. M., Stephens, A., Alapala, B., Monday, A., Alibali, M. W., & Matthews, P. G. (2021). Children’s equal sign definition endorsement predicts performance on tests of equivalence knowledge. Poster presented at the Society for Research on Child Development Biennial Meeting. (Virtual conference)

This Week at Loughborough | 29 January

LGBT+ History Month:

Pilkington Library LGBT+ History Month Display

1-29 February 2024, Pilkington Library

This year’s Library display explores the theme of Medicine, looking at LGBT+ experiences in and contributions to Medicine through history. The display also showcases articles and research from the Loughborough archives and relevant works currently held in the Library collection.

Staff and students can access further resources via the Library’s LGBT+ Research Repository collection.

Find out more

General:

School Stories

29 January 2024, 8am-5pm, Geography Foyer (Bell Building)

To follow on from the naming of the Bell Building, the School of Social Sciences and Humanities EDI Committee is hosting the first of its events in its School Stories Project. Aimed to allow School members to tell their own stories, the event will start by exploring the stories of the Bell, Brockington and Martin Hall Buildings.

Find out more

Arts In Motion: Campus Sculpture Walk

30 January 2024, 1pm-2pm, Loughborough Campus

Join Loughborough University curator David Bell for a walking tour of some of our campus sculptures. Taking in works by world-renowned sculptors including Lynn Chadwick and Atta Kwami as well as hidden gems by former staff and students. We’ll explore works in a variety of materials and styles: from modernist bronze icons to a recent work made from fungi roots. 

Departs Shirley Pearce Square by Martin Hall main entrance, ends at Pilkington Library

Find out more

Peace Cafés – London

31 January 2024, 11am-12pm, Loughborough University London, LDN017 & LDN205

To promote healing, fellowship and community, the Chaplaincy is running two Peace Cafés, one each for members of the Jewish and Muslim communities. The Peace Cafés will be focused on community and healing. They will not be a forum for political debate. The cafés will be facilitated by members of the University Chaplaincy Team and refreshments will be provided.

• For Jewish staff and students – LDN017
• For Muslim staff and students – LDN205

Find out more

Making Sure You Get Your USS Back Pay

31 January 2024, 12.30pm-1.30pm, MS Teams

Loughborough University and College Union (UCU) branch is holding an open meeting to discuss the recent changes to the USS pension scheme. It is especially important that colleagues who have opted out of USS are aware of the implications of how restoration of the lost 2020-2023 benefits will be implemented. There is a significant financial benefit to joining the scheme before 1 April 2024 that will not apply after that date.

Find out more

Talk Sport Conference

1 February 2024, 12pm-4.45pm, James France Exhibition Centre

The Talk Sport Conference 2024 welcomes major players in the sports, exercise and health industry, to lead career-focused presentations that aim to develop your employability skills and knowledge and provide career insight and advice.

The event will feature industry specialists such as the Lead Consultant at Two Circles, the Director and Producer at Netflix, Amazon Prime and BBC, the Senior Exercise Physiologist at University College London and many more.

Find out more

Policy Masterclass: Policy Placements and Fellowships

1 February 2024, 12pm-12.45pm, MS Teams

Charlotte Hamilton, Policy Unit Manager, will give an overview of the landscape of opportunities for policy placements and fellowships. The Policy Unit undertook a review of opportunities in summer 2023 and this masterclass will highlight the results, the types of opportunities available at different career stages, and options for addressing gaps. Charlotte will also highlight current placement opportunities and the support offered by the Policy Unit.

Find out more

IAS Seminar: Virtual Reality in Criminological Research

1 February 2024, 12pm-1pm, International House/Zoom

Institute of Advanced Studies (IAS) Visiting Fellow Dr William (Patrick) McClanaghan will deliver a seminar on their research. In this talk, Dr William (Patrick) McClanaghan will draw on his own research using VR to assess burglary decision-making in a sample of incarcerated burglars to show how VR can help us better understand and prevent crime. Additionally, he will provide examples of how VR can be used as a re-entry and rehabilitation tool to prevent re-offending.

Find out more

Laughter Yoga Session

1 February 2024, 12.30pm-1.15pm, EHB 209 & 210 (Edward Herbert Building)

Join Chaplain Anthony Gimpel, a trained laughter yoga instructor, for this session of wellbeing laughter; combining playfulness, laughter and breathing for pleasure and health. You’re advised to bring some water with you and wear comfortable clothing.

Find out more

Voices of Diversity: How to be an ally for people who wear the hijab

1 February 2024, 1pm-2pm, EHB 104 (Edward Herbert Building)

As part of Loughborough University’s Voices of Diversity programme, EDI Services are pleased to launch ‘How to be an Ally’, a new series of panel discussions led by Loughborough staff, students and alumni. To align with World Hijab Day, the topic for this panel is ‘How to be an ally for people who wear the hijab’.

This event will address themes around race, religion and gender, in alignment with Loughborough’s EDI strategy, Race Equity work and Athena Swan work. The panel will explore the religious and spiritual relevance of the hijab and what it means to those who wear it.

Find out more

Startup Support Series – Setting Up For Success

10 January-14 February 2024, 10am-12pm, Careers & Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

Startup Drop-in Sessions

10 January-14 February 2024, 12pm-2pm, Careers & Enterprise Hub, Loughborough Town

You can book one of these weekly drop-in sessions which offer a welcoming space to help you in your startup journey. You can find out more about the help, support and funding you can get and any other topics that help support you in progressing your business to succeed.

Find out more

Startup Support Series (evenings) – Setting Up For Success

11 January-15 February 2024, 5pm-7pm, Careers & Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

World Environmental Education Day

Guest blog by Louis Guest from Enva.

World Environmental Education Day, which takes place on 26th January 2024, aims to raise awareness of the challenges that face our world such as pollution, deforestation, and waste disposal, and how we can prevent them from being an even more prevalent issue.

World Environmental Education Day – 26th January 2024 

As the world around us changes, an awareness for our environment has never been more necessary. World Environmental Education Day, which takes place on 26th January 2024, aims to raise awareness of the challenges that face our world such as pollution, deforestation, and waste disposal, and how we can prevent them from being an even more prevalent issue in the future. 

Waste is a key factor to the environment as it contributes to climate change. With waste going to landfill, methane, a greenhouse gas, is released and contributes to the effects of climate change. Likewise with incineration, this creates an excess of CO2, another greenhouse gas that exacerbates climate change. These are factors we need to be aware of so we can reduce the gas being released into the atmosphere by human activity. We can do this by following the waste hierarchy when deciding what to do with our waste.

So, what can you do to get involved in world environmental education day? 

• Take some time to learn about our environment. – the WWF website is well worth a visit; it contains useful information about the biggest challenges facing our environment today.

• Pay close attention to your day-to-day activities and ask yourselves, “could they be undertaken more sustainably?” This could include recycling, carpooling and public transport, or stopping the use of single use plastics by taking a reusable water bottle with you.

As we celebrate World Environmental Education Day here at Enva, we thank you very much for taking the time to read our blog and we hope to keep you informed on future dates in the environmental diary.

Five minutes with: David Whitfield

What’s your job title and how long have you been at Loughborough?

I’m a Doctoral Researcher in Geography and Environment. My PhD focuses on river geomorphology; essentially, I research how and why rivers are the shape they are, what has shaped them in the past, and what’s likely to influence their shape in the future. My PhD began in October 2021, so I’ve been here for over 2 years!

Tell us what a typical day in your job looks like?

I like to mix up my week and make every day a little different. Some days I’ll be based in the lab (either to help with teaching or for research). We’ve got two big flume tanks which we use to simulate river environments, so whenever possible, I fill it with rocks, gravel and sand and try to understand how rivers transport their sediment. And when the weather favours us, I try to get out into the field and see those processes in action too! On more desk-based days, I’m usually processing field data, writing it up, and jumping between meetings.

I try to keep busy with plenty of side projects, too. At the moment, I’m chairing the British Society for Geomorphology’s Postgraduate Forum, where we organise workshops and networking events for PhD geomorphologists across the UK. And most importantly of all, I try to put aside a bit of time each day to take a break and chat with colleagues. Geography (and the School of Social Sciences and Humanities more widely) has a super collaborative research culture and a really broad range of research areas, so it’s always great to grab a coffee and hear what everyone else in the office has been busy researching.

What’s your favourite project you’ve worked on?

Last year, I was a local co-ordinator for Loughborough’s Pint of Science festival, a three-day public outreach event, where we invited over 20 researchers (mostly early career researchers) to give science talks at pubs, cafés and restaurants across town. We held seven events in total, showcasing some of Loughborough’s newest and coolest research, from Sports Science and Nutrition to Earth and Environmental Science, to Social Sciences and Science History. Pint of Science Loughborough was entirely PhD Researcher-led; organised by an interdisciplinary team of Doctoral Researchers from schools all across the University. From over 40 universities holding Pint of Science events, Loughborough’s was second in most tickets sold.

What is your proudest moment at Loughborough?

In June 2023, I was super grateful to have been awarded the Loughborough Experience Award for ‘Services to the Doctoral Community’. Since starting at Loughborough, I’ve been really inspired by the collaborative and supportive Doctoral community across campus, and throughout my time here, I’ve tried to get stuck in wherever I can! As a conservationist and environmental geographer, the activity that stands out the most for me is the Big Green Hike fundraiser walk which I’ve organised annually alongside the PhD Social and Support Network. Over the hikes we’ve completed so far, almost 40 Doctoral Researchers have teamed up to raise money for environmental charities to support rewilding projects across the UK.

Tell us something you do outside of work that we might not know about?

Even though my research is mostly field-based (and usually pretty wet and cold), I still can’t get enough of being outdoors! Whenever I get a chance, I try to visit the Peak District for a hike and some extra geological sightseeing. It’s particularly fun to bring some colleagues along for a geomorphology tour (whether they want it or not).

What is your favourite quote?

Not strictly a quote, but a lyric that always resonates with me whenever I’m feeling unmotivated, and gives me a gentle reminder to stay ambitious, and to keep chasing the next goal: “Don’t you know that only fools are satisfied? Dream on, but don’t imagine they’ll all come true” (Billy Joel, Vienna).

If you would like to feature in ‘5 Minutes With’, or you work with someone who you think would be great to include, please email Soph Dinnie at S.Dinnie@lboro.ac.uk.

This Week at Loughborough | 22 January

IAS Seminar – Shoulder health in wheelchair athletes

22 January 2024, 12pm-1pm, International House/Zoom Webinar

Institute of Advanced Studies (IAS) Visiting Fellow Dr Fransiska M Bossuyt will deliver a seminar on their research.

The speaker discusses a research trajectory from basic science through to applied clinical application. The talk specifically delves into how repetitive activities, such as fatiguing wheelchair propulsion, impact shoulder biomechanics and tendon structures.

Find out more

IAS Seminar: Media Coverage and Pandemic Communication in Times of Populism

23 January 2024, 12pm-1pm, International House/Zoom Webinar

Institute of Advanced Studies (IAS) Visiting Fellow Professor Danilo Rothberg will deliver a seminar on their research.

This talk is based on research conducted as part of the research project ‘Pandemic Communication in Times of Populism’ (PANCOPOP), led by Professor Sabina Mihelj. His talk will discuss preliminary results of this strand and delve into five generic frames that emerged from a qualitative analysis of more than two thousand news stories, comprising fourteen issue-specific frames that intertwine in surprising combinations.

Find out more

IAS Seminar: Beacons of Cultural Diplomacy or the Back Door into Britain?

24 January 2024, 12pm-1pm, International House/Zoom Webinar

Institute of Advanced Studies (IAS) Visiting Fellow Professor Caroline Ritter will deliver a seminar on their research titled ‘Beacons of Cultural Diplomacy or the Back Door into Britain? The English-Language School Industry in the United Kingdom’.

This lecture will trace the growth of English language schools in Britain between the 1950s and the early 2000s to show how a post-imperial nation confronted the political tradeoffs of globalisation.

Find out more

Inaugural Lecture: Professor Ashleigh Filtness and Stacy Clemes

24 January 2024, 5pm-6.30pm, EHB110B (Edward Herbert Building)

Inaugural Lectures have been an essential feature of university life for centuries.

Loughborough University continues to value the tradition, encouraging new Professors to deliver them and all staff and students to attend.

Find out more

Maximus mental health support clinic

24 January 2024, Online

If you’re feeling anxious, overwhelmed, stressed, or experiencing a mental health problem that is making work difficult for you, you can access external support with Maximus. Maximus have virtual, confidential one-to-one appointments available for Loughborough University staff on 24 January.

Maximus has supported more than 12,000 people through the Access to Work Mental Health Support Service to improve their health, cope better with work, and feel happier.

Those who would like an appointment before the clinic date can do so by contacting Maximus.

Find out more

Improvisational Theatre: Fake it till you make it! With Ida Lassing

24 January 2024, 6pm-7.30pm, Martin Hall Theatre

Calling all theatre fans! Whether you have been on stage since you could walk or want to see if theatre could be something for you, this workshop is open to all levels of experience. Together we will be taking part in theatre games and develop improv skills that you can use in anything from theatre to presentations.

Find out more

Workshop by Amanda Harrington: ‘What were the warning signs of the Holocaust?’

25 January 2024, 1pm-1.50pm, SMB 0.02 (Stewart Mason Building)

Both students and staff are welcome to attend this lecture led by Amanda Harrington, Associate Lecturer at Loughborough Business School, as part of the University’s programme to commemorate Holocaust Memorial Day 2024.

The Holocaust didn’t just happen. A lot happened during the build-up. A lot was ignored or considered not important in ‘minor’ infringements on freedom. During the workshop, examples will be shared and discussed of the early signs. We will have the opportunity to reflect on the impact of such early moves to limit individual and group freedoms.

Find out more

National Theatre Live: Dear England

25 January 2024, 7pm-10pm, Cope Auditorium

From the pitch to the stage, Joseph Fiennes stars as Gareth Southgate in this gripping examination of nation and game. Filmed live on stage at the National Theatre, ‘Dear England’ is a new play by James Graham and directed by Rupert Goold.

Tickets are non-refundable unless the screening is postponed or cancelled. Subject to availability, card payments only can be taken on the door.

Find out more

IAS Open House

26 January 2024, 10.30am-3.30pm, International House

Find out how you can interact with the Institute of Advanced Studies (IAS) to bring international fellows to Loughborough, initiate new collaborations or develop existing ones across a range of opportunities and programmes.

Come along at any point during the day to meet the IAS team, previous annual theme leads and hosts of IAS fellows, as well as the newly appointed IAS Academic Advisory Board to ask any questions.

Find out more

Lecture by Dr Paul Maddrell: The Preventability of the Holocaust

26 January 2024, 1pm-2pm, EHB 104 (Edward Herbert Building)

Both students and staff are welcome to attend this lecture as part of the University’s programme to commemorate Holocaust Memorial Day 2024.

Find out more

Holocaust Memorial Day 2024 – Gathering to Reflect

26 January 2024, 4pm-4.40pm, Hazlerigg Fountain

Both students and staff are welcome to attend this event as part of the University’s programme to commemorate Holocaust Memorial Day 2024.

Lead Chaplain Reverend Elizabeth York will host this short gathering including a reflection with readings, poems and a minute’s silence.

Find out more

Holocaust Memorial Day 2024 – Queens Park Commemorative Event

27 January 2024, 12pm-1pm, Queens Park Bandstand

Together with Loughborough town, University staff and students are invited to join a commemorative event led by members of the town’s community. A ceremony to remember all the victims of genocide. The borough will share their act of commitment and those present will be invited to place a pebble on the commemoration stone.

Members of the Chaplaincy team will be available to meet any students or staff on campus who wish to attend and walk together to Queens Park, meeting at 11.30am at Hazlerigg Fountain and leaving at 11.40am.

Find out more

Startup Support Series – Setting Up For Success

10 January-14 February 2024, 10am-12pm, Careers & Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

Startup Drop-in Sessions

10 January-14 February 2024, 12pm-2pm, Careers & Enterprise Hub, Loughborough Town

You can book one of these weekly drop-in sessions which offer a welcoming space to help you in your startup journey. You can find out more about the help, support and funding you can get and any other topics that help support you in progressing your business to succeed.

Find out more

Startup Support Series (evenings) – Setting Up For Success

11 January-15 February 2024, 5pm-7pm, Careers & Enterprise Hub, Loughborough Town

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

LU Conservation volunteers: 2023 summary

Guest blog by Rich-Fenn-Griffin, Loughborough University’s Assistant Gardens Manager. December, 2023.

Firstly, thank you to the volunteers who joined us in Burleigh Wood on 6th December for coppicing and dead-hedging. It was great to have so many people getting stuck in and as the old saying goes ‘many hands made light work’.

I particularly like this photograph, as the general scene would have been recognisable to a 19th century woodsman. Yes, the clothes and tools would be slightly different, but the activities would be very much the same. There would also be a similar number of people helping, although more children (by our standards) would be involved. They would also have coppiced the oak as well, but we think that’s a step too far in changing the aesthetic of the woodland (again, by modern standards).

From myself and the Gardens team who work with us to deliver the Conservation Volunteering, I would like to thank all who have braved the British weather and helped. It does make a real difference to biodiversity.

New Year, new you?
Perhaps you’ve not joined us for a conservation volunteering session yet? Perhaps your new resolution is to help turn biodiversity loss in biodiversity gain? Then, get stuck into 2024 with our Conservation Volunteering sessions. Dates, times and locations are listed below. If you fancy coming along, simply email Gardens@mailbox.lboro.ac.uk and state which session you want to attend. You can reply up to 24 hours before a session is due to take place.
We look forward to welcoming new and experienced volunteers to our New Year sessions.

This article is in support of the United Nations Sustainable Development Goal 15: Life on Land. To read more click here.

LU Conservation volunteers: Sowing for the future

Guest blog by Rich-Fenn-Griffin, Loughborough University’s Assistant Gardens Manager. November, 2023.

Many thanks to all of you who came out to plant bulbs and sow wildflower seeds in the Carbon Offset Woodland -especially given the weather in the morning.  The Carbon Offset Woodland was planted about 20 years ago as both a carbon and biodiversity offset for development work done elsewhere on campus.  Despite being small, the trees are mostly native (or long naturalised) and come from a wide variety of species.  The area retains a little acidic character with European gorse bounding the paths in the middle of the wood.  Before the woodland was planted the area was used for growing crops.  As such, there was little to no diversity in the plants and as the trees grew up the ground became dominated by grasses.  Woodland ground flora take hundreds of years to develop, and although some shade tolerant species have moved in from the old hedgerow, overall, the wood is quite plant species poor.  To kickstart a more woodland ground flora, the volunteers were tasked with planting native bluebell bulbs and sowing wildflower seeds.

Planting bluebell bulbs might sound straight forward but the soil here is very thin and rocky.  Bluebells prefer to be planted 10 cm underground.  First, a hole was dug with a trowel and a few bulbs put in (facing the right way up) and then filled back in.  The bulbs were distributed along the central path near the top of the wood, so hopefully next year they’ll be be a lovely bluebell display which will add colour and provide vital nectar and pollen for early foraging bumblebees.

The work of the sowing team was not any easier.  They had to scarify the soil surface by raking away the grass.  The seed could then be broadcast onto the soil and lightly tamped in.  As most of these wildflowers are biennial, these sowings will not flower until spring/summer 2025.  However, we should be able to judge some success next year by noting the number of new plants growing in the area.  With careful management, we will encourage the spread of the wildflowers throughout the woodland, making this place into an excellent resource and breeding ground for insects.

This article is in support of the United Nations Sustainable Development Goal 15: Life on Land. To read more click here.

LU Conservation volunteers: Coppicing and dead-hedging

Guest blog by Rich-Fenn-Griffin, Loughborough University’s Assistant Gardens Manager. November, 2023.

Thank you to the amazing volunteers who braced the November weather to help with the coppicing and dead-hedging in Holywell Wood. Five students (Rose, Jess, Curtis, Mia & Caitlin) were joined by two staff members (David and Paul) as well as Steve and Luke (from the Gardens). Together this ace team laid into the tasks with boundless energy and enthusiasm.

Coppicing is an old form of woodland management. In the days before plastic, almost everything that was used in the house was made from wood. A renewable source of wood could be obtained by cutting hazel (other trees such as oak and ash were also used) to the ground and letting it resprout. This cycle was repeated every 10-15 years. The coppicing wasn’t all done at the same time but done by areas in the wood called coupes. There would usually be the same number of coupes in the wood as years in the coppice cycle. Hence, you wouldn’t clear coupe one again until 10 years later in a 10 year cycle. As coppicing reduces the canopy cover in an area it lets lots of light in and this causes a profusion of flowers not normally seen in the shade. This attracts lots of different insects into these areas and as such birds and other animals that feed on them. This wildlife would move to newly cut coupes as the old coupe became shaded again. This system of managing the woods has lasted for over a thousand years and is crucial for supporting high levels of biodiversity in British Woodlands.

Dead-hedging was the traditional way of controlling the movement of animals in the wood. In previous years, pigs were put into the woods to feed on acorns in the autumn (called pannage). To prevent them (and deer) nibbling the young coppice shoots, woodsmen use to create dead-hedges around the coupes. These are created by stuffing all the twiggy bits cut off the hazel poles in between a set of parallel posts.
In both these cases, it just so happens that these practises are great for encouraging biodiversity in the wood. Coppicing increases plant diversity which in turn allows more species of insect to inhabit the wood. Dead-hedging makes a great big pile of brash where insects and small mammals can overwinter from the cold. Woodland birds can pick through these piles looking for bugs to eat. These are especially useful in spring when birds need to feed their young and find space to nest.

Continuing these ancient practises is no longer about the need for wood or controlling animal movements but is now mainly focused on conserving the exceptional biodiversity of Holywell and Burleigh Woods.

This article is in support of the United Nations Sustainable Development Goal 15: Life on Land. To read more click here.

LU Conservation volunteers: Raking, cutting and digging

Guest blog by Rich-Fenn-Griffin, Loughborough University’s Assistant Gardens Manager. This was written after the first conservation volunteering activity in the autumn term.

Many thanks to our first group of volunteers who were out in Holywell Wood in the glorious autumn sunshine.  Holywell is the quietest of our two ancient woodlands, only being accessible to University staff and students. 

The first task was raking the cut vegetation from the main ride (completed by Rose, Jack, Gursimran, Issy and Caitlin).  Rides were created in woodlands for two main reasons: firstly to make it easier to get into the wood to get timber out, and secondly, when deer hunting was common in woods it made them easier to ride through (hence the term ride). 

Historically, the rides were kept open by a combination of felling trees and grazing animals.  The volunteers today were mimicking these animals.  By raking up the cut vegetation and taking most of it off-site they were pretending to do the nutrient transfer out of the wood that would have happened with grazing animals. 

As a rule, for every two bags of raked cuttings taken out, one bag was left in a pile on site (this is a great habitat for insects).  This keeps the nutrient levels in the ride soil low which favours a more diverse range of wildflower species than if we just left the cuttings to rot down.  Please pop into the wood in the spring and early summer to see the range.

Jack (after finishing the ride) helped the University Arborist take down the bird boxes in the wood.  This might sound a bit counterintuitive for conservation but bird boxes in this context actually hinder the survival of one of our rarer species.  This is because bird boxes provide homes for their competitors.  To tip the scale in the favour of this rarer species we have decided to take most of the bird boxes out from the wood.

Lastly, Rose and Issy installed a support in the forest school area as part of a new balance beam extension to the stepping stones.  They expertly measured everything up and hopefully will have the opportunity to finish it off in the near future.

Next time on LU Conservation Volunteers . . .

We will be working in the new Carbon Offset Woodland (adjacent to Burleigh Wood).  This wood was planted about 20 years ago on old arable land.  As such, it now has plenty of trees but little in the way of ground flora.  To give things a helping hand in the right direction, we’re going to plant bluebells and sow wildflower seeds to create more habitat for pollinators and kickstart the woodland to becoming more biodiverse.

If you want to help out, please look out for and respond to the next invite email. 

To find out more, please get in touch at gardens@lboro.ac.uk

This article is in support of the United Nations Sustainable Development Goal 15: Life on Land. To read more click here

CRCC member – Brendan Lawson – publishes “The Life of a Number”

Do numbers have a life of their own or do we give them meaning? How does data play a role in constructing people’s perceptions of the world around them? How far can we trust numbers to speak truth to power? In an increasingly datafied world, these questions need answers.

Lecturer in Media and Communication Dr Brendan Lawson aims to shed light on this new dawn of data in his new book ‘The Life of a Number’. This exciting project traces the life of eight numbers – from “One billion items of PPE” to a data visualisation of daily cases – to help the audience navigate the data deluge of the 21^st century.

According to Brendan Lawson, the author, the book “provides both empirical and theoretical insights to the meaning of data in the modern world by bringing together a range of disciplines and fields – including Media and Communication, History and Philosophy of Statistics and Critical Data Studies – into a methodological framework that sees number being created, gain meaning and drop from public discourse.”

One of the key concepts, he explains, is the idea of ‘data bounds’.

“Certain ideas are bound by datasets and statistics, such as the way the economy has come to be represented by Gross Domestic Product and inflation. In these settings, data is the logical reference point to discuss, think and practice. We become bound by data.” 

The book has already been well-received by notable academics in the field.

“This fascinating book provides two important interventions. First, it provides a critical toolkit for making sense of how quantitative data are used to understand social phenomena. Second, it provides insight into how statistics drove policy responses to the COVID-19 pandemic. An engaging critique of evidence-based journalism and policy making.” Rob Kitchin, Maynooth University.

If you want to listen to Brendan talk about the book – alongside other projects – you can listen to a recent podcast on The Trumanitarian: https://trumanitarian.org/episodes/hugeness/

The book is now available to purchase from Bristol University Press with a special launch discount of 50% off epub and hardback editions if you order by 23^rd May with code POBR50.

Dr Lawson was awarded his PhD from the University of Leeds in 2020. He has worked on a number of temporary contracts at Loughborough University from 2021 to 2023. Last year, he was appointed as a permanent Lecturer in the Communication and Media Department. His research focuses on the way numbers become meaningful in society, with a recent shift towards climate change.

Facilities at Loughborough University

Hi, my name is Eddie and I’m a third year Mathematics & Sport Science student at Loughborough University. 

Ever since visiting Loughborough as an wide-eyed 11-year-old to watch The Loughborough International Athletics competition, I knew there was only one place I wanted to complete a university degree. I was amazed by the plethora of high profile athletes and the vast expanse of sporting facilities, from the HIPAC to the multiple football pitches to the swimming pool, which are located on a 523-acre campus. As my dreams became a reality, I learnt how incredible the facilities at Loughborough are and the opportunities they provide.

My journey at Loughborough began in 2021, where I was lucky enough to move into Claudia Parsons, the most modern accommodation. I felt at home straight away, living in a clean, sociable environment with everything I needed and more – loads of storage space, a big kitchen for the countless hours of cooking I did and an en-suite. Although everything about Claudia Parson’s seems great, I would honestly say that all the accommodation options offer everything a student needs, with the most important thing being the people you live with – they make your university hall experience. I found my closest friends in halls, and we were lucky enough to have a common room equipped with a table tennis and pool table, where we spent many hours. It felt like our place and was the perfect location to get away from studying.

My reasons for wanting to come to Loughborough were based on my career aspirations of becoming a sprinter – I felt like it was the best place for me to progress as an athlete. The athletics centre (the HIPAC) is where I have spent most of my university experience, and I feel like I couldn’t be training in a better place. We have both an indoor and outdoor track, which is a privilege in those cold winter months, as well a performance gym, a throws area and a gymnastics area. The atmosphere created here is both very sociable and professional, with a mixture of the world’s elite athletes and students training alongside each other. The walls are adorned with pictures of some of Loughborough and GB’s greatest athletes, making it a very inspiring building that motivates you to become a better athlete, as you see where you could reach with hard work and commitment.

The other place I spend a large portion of my time is Powerbase, which has recently expanded into two gyms world class gyms – Power and Base. Here you have everything you need, regardless of whether you are going to the gym for fun or training for a world championship – there are 46 lifting platforms with new weights and bars, as well as designated cardio areas. In Base, I like the boxing gym environment that is created, as whilst you are working out you can see and hear some of the UK’s best boxers training upstairs in the Boxing Centre. In Power, I like the carpeted area which is great for post session core workouts and recovery.

Contrary to what some may think (especially after reading my blog so far), Loughborough isn’t just about sport. Regardless of your degree, there are countless study spaces to suit your needs. The library is a place for everyone – with four floors, it caters for everything: private study rooms for those who like to work alone, quiet study areas for when you really need to concentrate, and the more sociable areas where you can do group work and talk. I often go to the library around exam season to utilise the vast number of textbooks on offer. The library also opens 24 hours around this time, which allows me to fit my studying around my busy training schedule, and helps those who function better at night. The library isn’t just a building full of books and desks – it is also home to subject specific librarians to help you with issues surrounding your course, as well as IT support and wellbeing drop-ins.

There are many other buildings open for studying. I often go to the Wavy Top Building to do work with my friends in the small study rooms – it is a nice private space where you can focus, with a HDMI connected TV which is perfect for visualising worksheets or playing music. I also use the Design School, which as the name suggests is the most well-designed building on campus – it has a very modern feel. 

Although University requires private study to get the most out of your degree, I also spend lots of time in the lecture halls and sports labs as my course has lots of contact hours. The lecture halls are spacious and have large screens at the front for lecturers to connect to a visualiser or computer, aiding both visual and oral learners and creating an environment that is very easy to learn in. Our sport’s labs contain lots of high-tech equipment and offer a brilliant insight into life as a researcher in sport.

During my downtime in the summer months, I love to utilise the other sporting facilities. I often visit the basketball courts or use the rugby pitch to play American football, both of which are multi-purpose venues open to all when not booked for games or training. I really appreciate the floodlit courts for those times when we wanted to play spontaneous late evening games. 

No matter what you are coming to university for, Loughborough offers a range of world class facilities which will enhance your university experience and provide you with everything you need to succeed and have a good time. The more you engage with the facilities on offer, the more you will get out of your experience here. I hope this blog was useful and you have a better insight into some of what Loughborough University has to offer. 

The importance of fungi

Guest blog by Rich-Fenn-Griffin, Loughborough University’s Assistant Gardens Manager. October, 2023.

On Sunday 22^nd October 2023, the Gardens team welcomed Leicestershire Fungi Group to survey Holywell Wood.  The site is believed to have been continuously wooded for over a thousand years and as such the ecological relationships within the wood are both very old and complex.  Perhaps the single most consistent part of the wood’s history (since the vast majority of the trees are no older than a century) is the soil and its inhabitants.  The soil is the home to lots of different fungi that perform many essential functions in the woodland. 

Many fungi are involved in breaking down dead material and releasing the nutrients back into the soil to be re-used by plants.  Others are aggressive and will attack and kill unhealthy trees.  Others work with trees forming special relationships to help them take up nutrients and water.  The fungal body that you see at this time of the year is the fungus’s reproductive parts.  The business end of the fungus isn’t easily visible but if you scrat around in the leaf litter you might see lots of tiny white fibres – these are the feeding ends of the fungi. 

Fungi are incredibly diverse (about 15 000 species in the UK) and this is because of the many different conditions they work within.  Some prefer leaf litter that’s damp whilst others like damp rotting wood on the forest floor.  Others prefer drier deadwood in the canopy.  Others still, like damper deadwood that’s hung up in a living tree.  The preference list goes on and that’s just for woodlands! 

Places like Holywell Wood have a much higher than average biodiversity partly because their fungi species are so diverse, and the place has been continuously used as woodland.  This habitat consistently meets lots of different fungal niches and so species have found their requirements over the last thousand odd years.  So, when you look round at all the deadwood – on the ground, hanging in the air and propped up against trees – is deadwood quite the right term when there’s so much life!

If you want to help fungi, firstly, please don’t pick them from the wild unless the species is very common.  Many species are declining and becoming rarer as their habitats disappear.  Secondly, be untidy and consistently untidy in the same spot.  Create a log pile.  Bury part in soil.  Then don’t disturb it.  As it becomes colonised add to the pile.  Try to add to the log pile with the same tree species.  Many fungi are very specialist and although generalists are likely to establish on your pile, if you get a rarity, it will want the same conditions replicated again and again.   Thirdly, stick up for fungi in conversations about wildlife, climate change and the importance of biodiversity.  They are truly the unsung heroes, recycling nutrients and helping soils remain healthy and sequester carbon.

This article is in support of the United Nations Sustainable Development Goal 15: Life on Land. To read more click here.

Diplomacy in Practice: Diplomacy Students' Real-World Diplomat Encounters

Diplomacy in Practice: Diplomacy Students’ Real-World Diplomat Encounters

Shradha Sharma insights:

As master’s students of diplomacy pursuing various related programs like MSc. in Diplomacy and International Governance, at the Institute for Diplomacy and International Governance (IDIG), our learning experience was recently enrichened beyond the confines of the classroom, as we had the opportunity to learn about diplomacy in practice and its relevance in the digital age. We had two encounters with diplomats: a visit to FCDO (Foreign Commonwealth and Development Office) and a visit from the Brazilian Ambassador to the UK, His Excellency Antonio de Aguiar Patriota, to the Loughborough University, London campus.

These encounters with real-life diplomats were not mere happenstance but rather carefully planned events designed to bridge the gap between theory and practice in diplomatic studies, with a special focus on the impact of digitalisation on diplomacy. These events transformed classroom discussions into tangible reality, and academic pursuits into meaningful experiences.

The experientially rich journey began with a visit to the architectural marvel of FCDO in central London. With a special pre-visit walk through the prominent monuments like Big Ben, Westminster, and Downing Street, students were given a grand sense of London’s arresting landmarks. Arriving at the FCDO, the grandeur of the building, with its rich history and significance in the world of international diplomacy, left a memorable impression on the students. The entire experience served as a reminder that diplomacy is not confined to theoretical concepts but is a dynamic and tangible force that shapes global relations.

Christopher Holtby’s Insights:

The visit to the FCDO, offered the privilege of meeting Christopher Holtby OBE, a distinguished British diplomat and civil servant. Mr. Holtby led group of IDIG students through an enlightening discussion on the Integrated Review Refresh 2023, a strategic update document on the UK 2021 Integrated Review of Security, Defence, Development and Foreign Policy. He specially highlighted the UK’s recent efforts to strengthen its role in the Indo-Pacific region. He shared innovative social media campaigns showcasing the UK Foreign Secretary’s visit to Japan, emphasizing the importance of strategic communication in the digital age of diplomacy. Mr. Holtby’s insights were invaluable. He emphasized the significance of sharing vital information with ally states before public announcements, emphasizing that failure to do so could be perceived as an intelligence failure. This demonstrated the meticulous nature of diplomatic work and the crucial role of foresight and planning in maintaining international relationships.

Martin Stewart’s Diplomatic wisdom:

Joining Mr. Holtby was Martin Stewart, a diplomat who had recently returned from his assignment in India, where he focused on maritime and cyber security. Mr. Stewart emphasized the importance of immersing oneself in the culture and society of the host country as a diplomat. He explained that understanding the country and its people is key to effective diplomacy, as it allows diplomats to represent their home country more authentically. He also underscored the significance of diplomats as representatives and the curiosity of people in the host country about their viewpoints. Moreover, he highlighted the importance of the diplomats’ community as a strong support network when navigating diplomatic waters in a foreign country.

A Glimpse into Brazil’s Diplomacy:

The second remarkable encounter took place at Loughborough University, London, where the institute had the honour of hosting the Brazilian Ambassador to the United Kingdom, HE Antonio Patriota. The Brazilian Ambassador presented his nation in a unique light, providing insight into Brazil’s core principles: democracy, sustainability, and peace. He shared how Brazil consistently strives to uphold these pillars, from maintaining peaceful borders with neighbouring countries to advocating for the democratization of international law. His words exemplified the role of diplomats as ambassadors of their nations, and the importance of promoting their country’s values and principles on the international stage. He did so while reflecting a candid personality, sharing his own journey into the world of diplomacy, whilst showcasing a nuanced balance of being an open minded and interactive diplomat, proudly representing his state. His visit left a lasting impression on the students.

Conclusively, the interactions with real-life diplomats have been transformative. They have allowed the students to witness the practical application of diplomatic principles and have provided invaluable insights into the art of diplomacy. From the corridors of the FCDO to the candid discussions with the Brazilian Ambassador, these encounters have expanded horizons, enriched the understanding, and ignited an interest for diplomacy.

Inhale waste disposal knowledge

Guest blog by Louis Guest from Enva.

Don’t get caught within a cloud of confusion and learn how to recycle your vapes!

As vaping becomes increasingly common throughout society, it’s crucial for everyone  to understand responsible disposal practices to mitigate environmental and public health risks. Vaping devices almost always contain batteries which pose a threat to human health and the environment when discarded in regular waste streams such as recycling and general waste.

One of the key reasons for this is that when waste is processed from initial collection right through to sorting at a waste management facility, there is an increased risk that these batteries could become damaged. When punctured, batteries react with oxygen leading to combustion, and both in waste facilities and collection vehicles these batteries are often surrounded by flammable materials. This, on many occasions, has led to fires in the back of waste lorries and at waste processing facilities.

In scenarios where vapes don’t make it to waste management facilities, they are becoming an increasingly common source of litter. This also has the potential to cause significant environmental impact such as soil and water contamination, along with potential harm to ecosystems.

To address this, it is good to be aware of different methods to properly dispose single use vapes. The first step would be to check your university’s waste A-Z. Loughborough’s can be found here. Many universities now have dedicated vape bins on campus to ensure correct disposal. However, should your university not yet have a vape disposal service in place, not to worry!

Local recycling centres accept these devices under the batteries directive. So, it is advisable to store these devices separately and deliver them in bulk to recycling centres, saving you a journey! To find the store closest you why not visit the “Recycle your electricals” website here, and enter your postcode.

Finally, it is likely that many mainstream vape stores such as “Totally wicked” have vape disposal methods within their stores. Why not check the next time you visit? 

This article is in support of the United Nations Sustainable Development Goal 12: Responsible Consumption and Production. To read more click here.

Sportswashing: Manging state relations and reputations through associations with sport  

A one-day symposium hosted by the Centre for Research in Communication & Culture, Loughborough University  

Wednesday 29^th May, 2024: 0900-1700 

Loughborough University, London Campus, Queen Elizabeth Olympic Park, The Broadcast Centre Here East, Lesney Ave, London E20 3BS 

Sportswashing is a neologism that has become a mainstay of Western media reporting in the last few years, whether in relation to the hosting of sporting mega events, the ownership of professional sports clubs or the sponsorship of high-profile sports tournaments. It refers to the ways in which a country invests in sports to promote its reputation on a global stage and deflect attention away from less favourable perceptions of its actions and institutions. 

Yet, despite its growing profile, there has been little empirical research into sportswashing and, as a result, many of the claims about its utility are yet to be substantiated. In short, we require better ways of evaluating the impact (or otherwise) of sportswashing. Some of the current debates seem to assume that the hosting of an event or purchase of a sports club naturally leads to favourable reviews or attitudes, whether among fans of a given club or the sport in general. Research around the hosting of mega events has shown a good deal of resistance from a range of actors. Therefore, we need to actively investigate who supports and who resists, through what means and channels and to what ends. This is particularly the case in relation to sports fans who can play a key role in supporting an owner or organiser that they believe is likely to offer their athletes, team, or sport greater success. It would also be good to know more about the kinds of reputational capital that are generated by such associations with sporting events, organisations, and personalities and to what extent they persist over time. 

Adopting a critical approach, that calls into question the records and activities of states, is also important but such a perspective cannot only be limited to particular actors. For instance, it is notable that sportswashing tends to focus on a narrow range of non-Western actors, the most notable of which are Russia, Saudi Arabia, and China. This does not mean falling into a dangerous form of relativism, but if sportswashing is to become more than an empty slogan, it needs to be applied to other parts of the world as well, where salient.  

To address these issues, we will be holding a one-day symposium on Wednesday 29^th May 2024 at Loughborough University’s London campus https://www.lborolondon.ac.uk/about/location/

The event will draw together academics, non-governmental organizations and journalists with an interest in the topic. The day will consist of panel presentations followed by a round-table discussion with key figures from the world of sport-media, sports governance and sport and social justice campaigning.    

We therefore call for the submission of proposals that offer novel theoretical and/or empirical perspectives on the topic. Submissions might want to address, but are not limited to, the following issues;  

• Explanations for the rise of the term, sportswashing, and its growing profile, notably in Western media  
• Empirical studies of sportswashing across sports and regions  
• Sportswashing as a form of neo-Orientalism  
• The possibility of sportswashing in Western states 
• The success (or otherwise) of sportswashing     
• Responses from those accused of sportswashing 
• The role of sports fans (and other stakeholders) in critiquing / defending those accused of sportswashing   
• The difference between sportswashing and other cognate terms such as soft power, nation branding and public diplomacy  

Send 300-word abstracts, by Thursday 28th March 2024, to Michael Skey, m.skey@lboro.ac.uk  

Final decisions will be communicated by Thursday 11th April 2024. Accepted papers should be no more than 15 minutes.  

The event will be free to attend. The event is supported by the Centre for Research in Communication & Culture at Loughborough University 

Blue Monday: An opportunity to reflect and recharge

January 15 marks Blue Monday – the name given to a day in January, that is supposedly the saddest day of the year due to a combination of post-festive bills, little sunlight, cold weather and the abandonment of New Year resolutions.

This time of year can bring a sense of melancholy, but let’s approach it not as a hurdle to overcome but as an opportunity to reflect and recharge.

Embrace self-care

On a day that might feel a bit heavier than usual, prioritise self-care. Take a break, indulge in activities that bring you joy, and recharge your mental and emotional batteries. Whether it’s a warm bath, a good book, or your favourite film, make time for something that makes you feel good.

You can find useful self-care tips in our Stress Awareness blog.

Connect with others

Share how you’re feeling with friends, family, or colleagues. You’d be surprised to find that others may be experiencing similar emotions. Connecting with others not only provides support but also creates a sense of community, reminding us that we’re not alone.

Find out more about the benefits of connecting with others in our blog ‘5 Ways to Wellbeing: Connect’.

Set realistic goals

Instead of overwhelming yourself with unrealistic expectations, set small, achievable goals for the day. Completing these tasks provides a sense of accomplishment and helps to counteract the Monday blues.

Take Blue Monday as a chance to reflect on the first few weeks of the year and how new resolutions have gone. Dr Ian Taylor, a psychologist at Loughborough University, explained how those who use Blue Monday as a time to reflect on resolutions are actually much more likely to stick to them.

Mindful moments

Incorporate mindfulness into your day. Take a few moments to breathe deeply, appreciate the present, and let go of any negativity. Mindfulness can be a powerful tool in navigating through challenging emotions, helping to cultivate a more positive outlook.

Have a go at these online LU Arts mindfulness workshops with Loughborough University Fine Art graduate Grace Stones.

You can also download a printable version of the LU Arts Mindfulness Colouring Book.

Looking ahead

Blue Monday is just one day on the calendar. Take a moment to reflect on the bigger picture and the opportunities that lie ahead. By focusing on the future and setting positive intentions, we can turn this day into a stepping stone toward a brighter and more optimistic week.

Support

If you are struggling for any reason, there are services and resources we encourage staff to use if they need any wellbeing support:

• Employee Assistance Programme (EAP) – a confidential, unlimited support service for any matter that might be of concern to you which is available to access 24/7 via web and telephone. Health Assured have widened their provision to include access to computerised CBT interventions, to access this please call Health Assured on 0800 028 0199.
• Maximus – confidential external support through the Access to Work Mental Health Support Service.
• My Healthy Advantage app – complementing the EAP, this app provides an enhanced set of wellbeing tools and engaging features to help the user’s mental and physical health. 
• Togetherall – designed to help people get support to take control of their wellbeing and feel better. It provides 24/7 peer-to-peer and professional support (from experienced clinicians who are always online), plus a range of courses and tools to help people self-manage their wellbeing. 
• The Yellow Book – an online resource with various tools and techniques to help combat stress in written and audio format. The e-book features poems, songs, readings and artwork to help with your mental wellbeing (please note that sign-in is required). 
• The University Chaplaincy (Email: cfschaplains@lboro.ac.uk, Tel: 01509 223741) offers a space for quiet reflection. University Chaplains are here to listen, here to care and here to help all staff and students. No appointment is necessary.   
• Mental Health First Aiders – these staff members are trained to listen, reassure and respond, even in a crisis – and can potentially avert a crisis from happening. They can do this by recognising warning signs, and they have the skills and confidence to approach and support someone experiencing poor mental health. 

Jarvest Harvest Reflections

Written by Mita Solanky (Fruit Routes Artist/Co-ordinator)

The wind is howling outside, the rain is unstoppable. The sun is nowhere to be seen, and the gloom presides. Inside the windows steam up slowly as the room starts to fill, like a jar being packed with an array of vegetables and spices and herbs. In the comfort of the indoors and the warm welcome offered to the Fruit Routes project, Marsha, Laura and Keiren allow myself and guest artist Janhavi Sharma to turn The Institute of Advanced Studies into a domestic scene.

Chopping boards and knives lie in wait, alongside a selection of locally grown seasonal vegetables. Janhavi begins the session by handing around small bottles of spices and pickles. We each twist and turn the lids and poke our noses in. Whose business? We share the evocations that the smells unleash.

The Memory Pickle Jars workshop ignited the first light of the Jarvest Harvest festival. The outdoor events got cancelled, due to the wild weather and people piled indoors instead. It was a very lively sharing of so many ideas, of local foods, seasonal practices, techniques and tastebuds. By the end, we were all richer and ready to taste more…

Saturday morning and the glorious autumn sunshine blesses us as we set up for the days events. In the LAGS garden Suman, Liz and Martha were sharing their expert knowledge of pickling, drying and jamming, with visitors all taking home a jar of something hand-made and very delicious that would make any winter meal a bit brighter.

In the Prairie Garden we were creating jam jar lanterns, oil-lamp vigils inspired by a cultural practice remembered from my childhood. People were curious to learn about the concept of regarding the grain store as a sacred place, one where a lamp vigil was kept alight. It opened up a space to discuss how we relate to food in a time of climate chaos, and the lost ways of storing and preserving the harvests.

Also in the prairie garden were Transition Loughborough with the Apple Press, with people bringing their locally grown fruit to be pressed, and tasted by all. There was a delicious warming seasonal lunch stew created by Loughborough University Chef Chris served with fresh bread from Bom Bom Patisserie sourced from The Welbeck Bakehouse.

The community came and swapped their locally grown produce at LAGS harvest swap table, and of course the traditional bake-off took place, with Nick and Jo Jennings as our judges helped by Sarah and Emma from Charnwood Eco Hub who took on the envious task of tasting the bakes everyone had entered. The Gardens Team had offered up some wonderful experience prizes in willow weaving workshops and Christmas Woodland walks, and sustainability donated a jar of Loughborough Gold Honey as first prize.

After the bake-off sharing, we prepared for some celebration, to show gratitude for all the bounty we had to share with each other, through dancing – with bells on! We created ankle bells whilst we waited for the Bare Bones Border Morris group to set up for the performance and workshop.

Everyone was very patient as we waited for John, who was the musician, and was stuck on the M1 in a traffic jam for an hour! He was applauded as he walked up the Walled Garden path with a basket laden with home grown grapes, the likes of which I have never tasted before, just heavenly!

And the music was well worth waiting for, and everyone joined in the dancing…

The dancing had warmed us up, ready for the twilight walk. We made our way over to the Barefoot Orchard, to greet the changing of the light, carrying lanterns into the sunset and walking through the orchards. We meditated on the change of season, how the colours all merge into darkness, the lengthening of nights, the changes in our bodies and those around us, encouraging rest, reflection and dreaming.

As we entered the orchard, the darkness was settling, the LSU Orchestra were warming up and the hot spiced apple juice was very welcome in so many chilled hands. We sat and saw in the nightfall whilst the strings resonated with compositions inspired by the season and sentiment of autumn. The fire flickered across eyes that were now turning inwards and dreamwards, and we slowly scattered homewards, cold outside but very, very warmed inside.

This was my first Fruit Routes Harvest, and was brought together with the help of so many hands;

Jo Jennings – who helped with so many aspects of making the festival happen by introducing me to all the super helpful catering and furniture teams, as well as being a co-judge with Nick Jennings for the bake-off.

Kaz, Rich, Tom and Jason from the Gardens team, for always bring me bucketfuls of encouragement and practical help with the festival setup.

Debbie Price and Chris the chef and all the catering Team for the delicious lunch and hot apple drink, which kept us warm and energised through the day and evening.

Sarah Roberts and her team for the gazebos and tables, and the help setting them up in the wind and rain and bitter cold on the Friday morning.

I could not have pulled this together without the help of Lottie Ambridge, the sustainability assistant, who helped me with so many aspects, from workshop registrations to finding flag poles and locating chairs, as well as helping out with all the activities on Saturday.

Rachel and the LU Arts Marketing Team put in a huge amount of behind the scenes work doing the job of sharing all the festival info with the LU and wider communities around us.

Dave Bell for answering my many, many queries! and bringing along his little one to his first FR Harvest.

Everyone on the Fruit Routes Steering Group for all their help and advice, LAGS volunteers, LSU Classical and LSU Action who collected jam jar donations.

Thanks also to Janhavi Sharma, Transition Loughborough, The Bare Bones Morris Dancers and The LSU String Quartet for coming to be part of the offerings.

I was helped by two production assistants on the day, Liz and Kirsty, who were so wonderful in running the lantern and bell workshops with the visitors.

The events were made possible largely with the support and expertise within the LAGS group, and I am in awe of their knowledge and skills and generosity. Special thanks to Suman, Liz and Martha for offering and running the Summer in a jar workshops.

The festival was a success because of the people who came and participated in it, so much gratitude for those that took time to engage and share in all the events, students, alumni, staff, neighbours and interlopers.

Finally I acknowledge founding artist Anne-Marie Culhane, who believed I was capable of bringing a new pair of hands to Fruit Routes and gently held mine as I brought in my first Fruit Routes Harvest.

The Jarvest Harvest festival event supports the United Nations Sustainable Development Goal 2: Zero Hunger, Goal 11: Sustainable Cities and Communities, and Goal 15: Life on Land. To find out more, click here.

This Week at Loughborough | 15 January

Pilkington Library Wellbeing Drop-in Sessions

15 January 2024, 11am-2pm, Pilkington Library

These drop-in sessions offer quick advice or guidance on mental health and wellbeing. Your concerns may be to do with several things including life events, wellbeing, financial difficulties, physical health or injury.

There are lots of options for support at Loughborough University. The Wellbeing Team are here to support you with problems that may impact you on your academic journey. The team may also help to connect you with another team or service that are better able to do so.

Find out more

Managing Anxiety

16 January 2024, 12pm-1.30pm, Online

In this workshop, you can explore some ideas of how to recognise anxiety and learn strategies to begin the manage different reactions.

Find out more

Peace Cafés

16 January 2024, 1.30pm-2.30pm, EHB211/SCH105

To promote healing, fellowship and community, the Chaplaincy is running two Peace Cafés, one each for members of the Jewish and Muslim communities.

The events will be held in EHB211 for Jewish staff and students and SCH105 for Muslim staff and students.

Find out more

Pilkington Library Wellbeing Drop-in Sessions

17 January 2024, 11am-2pm, Pilkington Library

These drop-in sessions offer quick advice or guidance on mental health and wellbeing. Your concerns may be to do with several things including life events, wellbeing, financial difficulties, physical health or injury.

There are lots of options for support at Loughborough University. The Wellbeing Team are here to support you with problems that may impact you on your academic journey. The team may also help to connect you with another team or service that are better able to do so.

Find out more

Arts in Motion: Get into the Bollywood groove – Dance, Drama, and Delight! With Riddhi Naik

17 January 2024, 6pm-7.30pm, Martin Hall Theatre

Experience the Magic of Bollywood: An immersive dance workshop to embark on a journey through the vibrant world of Indian cinema. From high-energy choreography to expressive storytelling, you’ll learn the art of Bollywood dance from a former bollywood dancer and choreographer.

Find out more

Pilkington Library Wellbeing Drop-in Sessions

19 January 2024, 11am-2pm, Pilkington Library

These drop-in sessions offer quick advice or guidance on mental health and wellbeing. Your concerns may be to do with several things including life events, wellbeing, financial difficulties, physical health or injury.

There are lots of options for support at Loughborough University. The Wellbeing Team are here to support you with problems that may impact you on your academic journey. The team may also help to connect you with another team or service that are better able to do so.

Find out more

Charnwood Forest Geopark Visiting Artist Day

20 January 2024, 10am-4pm, Various sites around Charnwood

Join us for a day of workshops, interventions, presentations and films that respond to the environment of Charnwood Forest Geopark.

LU Arts and Charnwood Forest Geopark invited three artists to engage with this site of globally significant geology, as well as landscape rich with wildlife and heritage.

Find out more

Andrea Abbatangelo – Randomness (artist-led workshop)

20 January 2024, 10am-1pm, The Outwoods

Artist Andrea Abbatangelo is interested in having a deeper engagement with nature through listening and observing and exploring the natural environment of Charnwood Forest Geopark using smartphones, cameras and portable microscopes.

During the workshop you will explore parts of The Outwoods and Beacon Hill Country Park using exercises to sharpen your observation skills and deepen your engagement with the natural environment.

Find out more

Becky Lyon – Geohaptics: In Touch with Morley Quarry

In response to these ideas and in the company of this extraordinary site, Becky Lyon has generated three moving image gestures, or ‘rough cuts’ contemplating the movement inherent in the ongoing shaping of this site and the intimate contact invoked between these rock bodies and her own.

You can drop into St Mary’s in Charnwood Church anytime between 1pm and 4pm to experience the moving image work. You are also welcome to visit Morley Quarry on the day to see the incredible ancient rocks for yourself and Becky’s on-site artist interventions. 

Find out more

Frances Scott – Holotype (2024)

20 January 2024, 2pm-4pm, Woodhouse Eaves Youth and Community Centre

Holotype is a talk and presentation that comprises elements of an expanded film, produced during a short period of research commissioned by LU Arts at Loughborough University and Charnwood Forest.

The research brings together digital footage, volumetric and 3D models with synthesised voice and readings by Frances and Dave. Material was drawn from site visits to Charnwood Forest, Oxford University Museum of Natural History ‘casts’ collection, fossil datasets, and phone conversations with Tina Negus.

Find out more

Exhibition: Is Jewellery Making Research?

12-24 January 2024, 12pm-2pm (weekdays only), Martin Hall Exhibition Space

Jewellery as a form of art, social and cultural impact. Exhibition project curated by Roberta Bernabei.

The exhibition presents a selection of pieces of jewellery and their research portfolios, where the protagonist is not the jewel but the research investigation through making the artefact. From a practice-based research perspective, the answers to these investigations take the shape of visual and physical artefacts.

Find out more

Startup Support Series – Setting Up For Success

10 January-14 February 2024, 10am-12pm, Careers and Enterprise Hub

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

Startup Drop-in Sessions

10 January-14 February 2024, 12pm-2pm, Careers and Enterprise Hub

You can book one of these weekly drop-in sessions which offer a welcoming space to help you in your startup journey. You can find out more about the help, support and funding you can get and any other topics that help support you in progressing your business to succeed.

Find out more

Startup Support Series (evenings) – Setting Up For Success

11 January-15 February 2024, 5pm-7pm, Careers and Enterprise Hub

Is your startup idea and plans ready for success in 2024? Whether you’re in the idea validation stage, gaining early traction, or ready to scale, this event series is tailored to empower you at every stage of your business journey.

Find out more

Five minutes with: Dawn Matthews

What’s your job title and how long have you worked at Loughborough?

I have two roles – Strategic Planning Officer (VCO) and Professional Programmes Coordinator (Enhanced Academic Practice) – and I’ve been here 12 years.

Tell us what a typical day in your job looks like?

I get lots of variety across my two roles and have had even more variety over the last nine months, as part of a secondment to the Change team in Organisational Development. Because of the split nature of my roles, I get to work with lots of people from across the University, which is one of the best parts of my job. A typical day might involve delivering workshops to support academics and staff involved in teaching and learning with their professional development as part of my role in Enhanced Academic Practice. Or working with colleagues to develop and plan projects that support our strategic aims as part of my seconded role in the Change team.

What’s your favourite project you have worked on?

One of my favourite projects is one I am currently working on called Project Expectations. This project is all about connecting and engaging with people from across the University, working together to help everyone understand our purpose as a University and what we stand for in terms of our values. It’s a really exciting project that will help to create a culture that celebrates and recognises all the amazing things we do.

What is your proudest moment at Loughborough?

Working with colleagues across the University to pull together our submission for the Race Equality Charter. I was particularly focused on the teaching and learning aspect of this, working with people from schools to understand and identify opportunities to make our curricula more inclusive from the perspective of race. I was very proud when we received a bronze award for the Race Equality Charter and how the team I worked with supported this.

Tell us something you do outside of work that we might not know about?

I love sport and helping others to get active. I fulfill this passion through volunteering at my local football club as club secretary and more recently I have taken up coaching for my youngest son’s football team. I’m hoping to complete a coaching qualification in the spring and perhaps start to help out with the girls teams too. It’s lots of fun and I love getting outside, running around and helping young people get active.

What is your favourite quote?

‘Will it make the boat go faster?’ Ben Hunt-Davis, GB Mens Rowing Team.

If you would like to feature in ‘5 Minutes With’, or you work with someone who you think would be great to include, please email Soph Dinnie at S.Dinnie@lboro.ac.uk.

Harnessing the Potential of London’s Canalside Spaces 

By Sharon Prendeville and Anna Grosman

On a frosty day in late November 2023, Loughborough University London’s Dr Anna Grosman² and Dr Sharon Prendeville³, in collaboration with Your Canal Boat CIC⁴, hosted a stakeholder event to engage key actors on pathways for harnessing the potential of under-utilised canalside spaces across the boroughs of Westminster and Kensington and Chelsea.

Notably, the event was hosted on a boat, which cruised along the West London canal network, showcasing an array of sites that have received varying degrees of attention and investment over the years. Starting at Ladbroke Grove, the boat tour showcased positive examples of community-led regeneration and improvement, such as through the community efforts of Hermione Byrt and Chandrika Dalpat at Meanwhile Gardens⁵, to offer inspiration. Other sites, such as the Westway flyover, are identified as spaces that pose long-standing, complex design and governance challenges, as explained to the group on the day by Matt Hopkins of Group 19 Architects. A prior community engagement initiative ‘Building Dialogues’, hosted by Your Canal Boat CIC earlier in 2023, focused on canal side interventions beneath the Westway Flyover. Throughout the event, each site was presented by the Lead stakeholder, followed by a discussion with the rest of the group on the opportunities and challenges faced by stakeholders of each site. Common themes identified at the event included a complex array of shared ownership arrangements, security challenges, access to nature, ecology and sustainability of these sites.

The event was attended by members of Westminster Council’s place-shaping team, the Greater London Authority’s Nature Recovery Programme, Paddington Development Trust, Old Oak and Park Royal Development Corporation, Your Canal Boat CIC, Imperial College and Loughborough University, amongst others and many community groups with stakes in the sites. A short documentary showcasing the issues and possibilities in relation to harnessing these sites will be produced by the documentary maker Tom Walker (previously working on BBC projects) and launched at a follow-up event on 7^th February 2024 at Loughborough University London on the Queen Elizabeth Olympic Park. This event will be co-hosted with Loughborough’s Policy Unit and will launch an insights report and policy recommendations for key actors to take forward.

The event is part of a larger programme of activities led by Dr Grosman focused on innovation and entrepreneurship in-and-around London canal ways, with a particular focus on governance for improved social and ecological outcomes. The work is sponsored by the Impact and Knowledge Exchange Accelerator funding of Loughborough University drawn from the Higher Education Innovation Fund (HEIF) of Research England.

For further information or to register for the 7^th February 2024 Canalside Strategy event at Loughborough University, please contact Dr Anna Grosman a.grosman@lboro.ac.uk or Dr Sharon Prendeville s.prendeville@lboro.ac.uk

¹https://www.gerryspompeii.com

²https://www.lborolondon.ac.uk/about/staff/anna-grosman/

³https://www.lborolondon.ac.uk/about/staff/sharon-prendeville/

⁴https://yourcanalboat.com

⁵https://meanwhile-gardens.org.uk

⁶http://www.tomwalkerfilm.com/documentary

Grid Algebra: introducing letters and gaining confidence with formal algebraic notation

Written by Dr Tom Francome and Dr Dave Hewitt. Tom is a PGCE tutor and a Senior Enterprise Fellow at the Centre for Mathematical Cognition at Loughborough University. He currently researches the nature of practising in mathematics, early algebra, and curriculum design. Dave is a visiting academic in the Department of Mathematics Education after recently retiring from a long career as a teacher educator. Dave’s research centres around the notion of the economic use of time and effort in the teaching and learning of mathematics, with particular interest in the teaching of algebra, early number, and the use of technology. For more information about Tom, Dave, and their work, there is a link at the end of this blogpost. Edited by Dr Bethany Woollacott.

Algebra is often seen as a hard to teach topic particularly for some groups of learners but do there have to be difficulties? The Centre for Mathematical Cognition funded a newly developed version of the software Grid Algebra which is now freely available and linked at the end of this blogpost. The software is very visual and involves representing physical movements on the grid with formal notation, providing an intuitive approach to number and early algebra work. In this blog we offer a brief background to some of the issues the software is designed to address and the theoretical underpinnings. Grid Algebra can be used for working with the whole class ‘economically’ using Hewitt’s¹ ideas of subordination to work on formal algebraic notation. This blog might be useful even if you’ve never used Grid Algebra, but you are interested in supporting all learners to think algebraically.

The structure of the grid and how Grid Algebra works

The foundation of school algebra rests on the extension and generalisation of the four mathematical operations of addition, subtraction, multiplication, and division. This is inherent within Grid Algebra which is based on the familiar multiplication grid. The image below shows a selection of the multiplication grid in Grid Algebra.

In Grid Algebra, the four fundamental mathematical operations can be seen through physical movement: you can rub out numbers in cells, you can colour cells in, and you can drag numbers onto the grid from a list of numbers – numbers will only be accepted onto the grid if they are the correct number for that cell, giving implicit feedback to allow users to consider why a rejected number is not accepted. The grid size can also be changed to show a larger or smaller portion of the grid.

Although initial focus is on numbers in the grid, using the software can shift attention onto the relationships between the numbers. This shifts attention from numbers to operations. How would you get from 3 to 4? This could be done in several ways but the most straightforward is to add one and drag the 3 in row 1 one cell to the right which would result in 3+1 appearing in the 4 cell. Movements to the right are consistently represented as additions, irrespective of the row being considered. However, the row’s importance becomes apparent as moving one cell to the right in row 3 implies adding three instead of just one, as we are moving in the three times table. Subtraction is the inverse of addition, and this corresponds to the inverse movement to the left instead of the right. Consequently, learners’ natural understanding of the inverse relationship between movement and its corresponding operation can aid in comprehending the inverse relationship between arithmetic operations. Movements up and down the grid correspond to division and multiplication respectively and movements right and left correspond to addition and subtraction.

“Although initial focus is on numbers in the grid, using software can shift attention onto the relationships between the numbers“

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A key aspect of Grid Algebra is that expressions can be created by dragging. A new expression can, in turn, be dragged around to make expressions of increasing complexity where each one movement corresponds to one operation. The formal notation offers a record of the journey taken on the grid. For example, the journey below shows number 3 in row 1 moving two to the right, down to row 4, three to the left, and then up to row 2, resulting in the expression which appears in the cell currently marked 4 in row 2.

In algebra, the introduction of letters can be problematic², however, Grid Algebra can smooth the transition from numbers to letters as attention is shifted to the operations and away from the starting number such that the starting number begins to take a placeholder role, to be later replaced by a starting letter. Further work with the software can focus on the order of operations, equivalent expressions, factorising, expanding brackets, inverse operations, and solving equations (see below).

The research behind Grid Algebra

Research over many decades has shown that students have difficulty with learning algebra² and that the way algebra is taught may contribute to these difficulties³. Since initial findings in the eighties, more recent work in 2009 suggested little had changed in the intervening thirty years⁴. There is evidence that classroom level interventions can increase algebraic proficiency⁵ and furthermore that Grid Algebra is beneficial for vulnerable groups^6,7. Evidence from the past four decades has identified consistently positive benefits of digital technologies⁸ and Grid Algebra, in particular, has been proven to improve students’ understanding of letters⁹ and enabled primary-aged children to become confident with letters in formal algebraic notation as they learn to solve linear equations¹⁰. It is in this context that this accessible free software was developed ‘democratizing access to big ideas’¹¹.

We would encourage you to use the button at the end of this blogpost to head to our website and have a play with Grid Algebra (a freely available resource). This will give you the best understanding of the grid and the affordances of the software for developing an understanding of number and early algebra. The software relates to a variety of number work, such as: multiples, factors, primes, common multiples, common factors and negative numbers. It then builds on number work to address early algebra topics such as: introducing formal notation, letters, substitution, expanding brackets, factorising, equivalent expressions, inverse operations and solving linear equations.

The website includes an introduction to the software through videos and the supporting resources include lesson plans and student worksheets. There is an opportunity for free play in the Grid Algebra environment and to engage with the many computer-generated tasks which are available. Algebra is often seen as a ‘hard to teach topic’ but exploring formal notation with Grid Algebra has the potential to make learners more competent and confident with early algebra.

“Algebra is often seen as a ‘hard to teach’ topic but exploring formal notation with Grid Algebra has the potential to make learners more competent and confident with early algebra“

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The resource is freely available having been funded by Loughborough’s Centre for Mathematical Cognition.

References

¹Hewitt, D. (1996). Mathematical fluency: The nature of practice and the role of subordination. For the Learning of Mathematics, 16(2), 28–35.

²Kuchemann, D. E. (1980). The Understanding of Generalised Arithmetic (Algebra) by Secondary School Children [PhD Thesis]. University of London.

³Macgregor, M., & Stacey, K. (1997). Students’ understanding of algebraic notation: 11-15. Educational Studies in Mathematics, 33(1), 1–19. https://doi.org/10.1023/A:1002970913563

⁴Hodgen, J., Kiichemann, D., Brown, M., & Coe, R. (2009). Children’s understandings of algebra 30 years on. Research in Mathematics Education, 11(2), 193–194. https://doi.org/10.1080/14794800903063653

⁵Hodgen, J., Coe, R., Brown, M., & Küchemann, D. (2014). Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? Pope, S. (Ed.) Proceedings of the 8th British Congress of Mathematics Education 2014. https://nottingham-repository.worktribe.com/OutputFile/727048

⁶Borg, P. (2019). Using the computer as a tool for constructivist teaching : a case study of Grade 7 students developing representations and interpretations of mathematical notation when using the software Grid Algebra. PhD Thesis, University of Loughborough

⁷Lugalia, M. (2015). Pupils learning algebra with ict in key stage 3 mathematics classrooms [University of Warwick]. In PQDT – UK & Ireland. http://webcat.warwick.ac.uk/record=b2827363~S1

⁸Higgins, S., Katsipataki, M., Villanueva-Aguilera, A. B., Coleman, R., Henderson, P., Major, L. E., Coe, R., & Mason, D. (2016). The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. Education Endowment Foundation. http://dro.dur.ac.uk/20987/

⁹Jones, I., Bisson, M., Gilmore, C., & Inglis, M. (2019). Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help? British Educational Research Journal, 45(3), 662–680.

¹⁰Hewitt, D. (2012). Young students learning formal algebraic notation and solving linear equations: Are commonly experienced difficulties avoidable? Educational Studies in Mathematics, 81(2), 139–159. https://doi.org/10.1007/s10649-012-9394-x

¹¹Kaput, J. (1995). Long term algebra reform: Democratizing access to big ideas. In C. Lacampagne, W. Blair, & J. Kaput (Eds.), The algebra initiative colloquium (Vol. 1, pp. 33–49). U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED385436.pdf#page=37

5 Ways to Wellbeing: Keep learning

Learning new things is a great way to keep your brain active and healthy for a long and busy life.

In a world that is changing faster than ever, there are many opportunities to learn, including outside of work.

Keeping your brain busy, curious, and challenged helps you build cognitive reserves that can help you maintain better brain health as you age. Creative activity helps to build cognitive flexibility, which researchers believe leads to a deeper sense of purpose and a flexible attitude to change.

Studies have also found that creative expression helps to relieve stress and depression, helps with pain management, and strengthens the immune system. The Mental Health Foundation states: “Participating in the arts can enable people to deal with a wide range of mental ill-health conditions and psychological distress…It can help to boost confidence and make us feel more engaged and resilient.”

Research shows that learning new skills can also improve your mental wellbeing by:

• Boosting self-confidence
• Helping you to build a sense of purpose
• Helping you to connect with others.

Even if you feel like you do not have enough time, or you may not need to learn new things, there are lots of different ways to bring learning into your life.

Soph Dinnie, Internal Communications Officer at the University, shared her experience of learning to teach yoga: “After a couple of years of umming and ahhing, I finally committed to undertaking my yoga teacher training course last year. It’s the best decision I’ve ever made. I was so lucky to have a mentor and fellow trainees who have become like family to me now – so I’ve got a support system at the end of the phone.

“The training focused on looking after our own wellbeing and understanding ourselves and this has made me so much more confident and so much more capable of looking after myself. This means I can now hold space for others when I teach and can share with them all the fantastic wellbeing benefits of yoga.

“Taking the knowledge I learnt on the course, I now run my own classes and I absolutely love the little community I am building and the people I get to meet. Nothing boosts a dark winter night like teaching a class and having great feedback from it!”

The Aim Group offer

The University has partnered with the Aim Group to offer staff the opportunity to undertake nationally recognised qualifications that will develop your knowledge and understanding of wellbeing topics. 

Some of the free online courses available include:

• Mental Health Awareness 
• Children and Young People’s Mental Health 
• Mental Health in the Workplace 
• Adverse Childhood Experiences 
• Behaviour that Challenges
• Introduction to Counselling Skills 

Find out more about the Aim Group offer and how you can apply.

Tips to keep learning

• Organisational Development offer a number of resources and guidance including workplace courses and LinkedIn courses covering a wide range of topics, both work and non-work related.
• For creative ideas, LU Arts offer a range of opportunities for staff to get creative outside of work including the University Choir, Book Club, music tuition and evening classes.
• Leicestershire County Council offer courses for adults to learn new skills.
• Try learning to cook something new.
• Explore a new hobby that challenges you, such as writing a blog, taking up a new sport or learning to paint.
• Work on a DIY project, such as fixing a broken bike, garden gate or something bigger, there are lots of free tutorials available online to help you.
• Visit a gallery or museum and learn about a person or a period in history that interests you.
• Have a go at learning a new language, you can try the Duolingo app for free.

This Week at Loughborough | 8 January

Book Club: The Boy with the Topknot by Sathnam Sangher

10 January 2024, 12.30pm-1.30pm, Pilkington Library/Online

Join the University Book Club, run by staff from Pilkington Library, for their discussion of British journalist Sathnam Sanghera’s memoir.

Find out more

My experience in getting a placement

Hi, my name is Erin, and I am a final-year Geography Student who has recently completed a placement year at ‘Climate Compatible Growth’. In this blog, I hope to share my experience in applying for placements with you.

It’s no secret that applying for placements can be daunting. It is natural to feel like you are endlessly scrolling through websites, hoping an opportunity you are interested in comes up. But what if the company you wanted to work for is not offering placements? That doesn’t mean you shouldn’t reach out to them!

And that is exactly what I did!

Like many students, I wanted to complete a placement year to gain experience and develop my CV. However, after countless hours of scrolling websites such as ‘Bright Network’ ‘Indeed’ and ‘Target Jobs’, I still struggled to find a position I was interested in. That is when I decided to personally contact different companies to see if they would create a position for me. 

I first heard about Climate Compatible Growth from my tutor in my first year. I remember reaching out to him to ask if there was a possibility that they would create a placement position, as this was not something this company had done before. It was a long process of calls with the company and waiting to hear back, but eventually, I was offered an interview in June and started in July. 

My experience applying for placements has been quite different compared to other students, but many parts were the same:

Finding a placement:

As previously mentioned, there are many websites out there that can help you find a placement. However, there are also events hosted at the University to help you! The Careers Development Team hosts careers fairs throughout the year where you can speak to various placement companies. This was a great way to speak to these companies and find out what you could do and what skills these companies are interested in! 

Developing your CV and mock interviews:

Many placement positions open early, so updating your CV early is a good idea! The Careers Development Team are very supportive in reading your CV and guiding you on how to tailor your CV to the company’s requirements. Not only this, but the Careers Team also allow you to book mock interviews, which is an excellent way to boost your confidence ahead of any interviews. My top tip would be to ask your friends what questions they have been asked in their interviews and help each other out! They may make you think of something that you haven’t thought of! I then wrote mock answers to questions that could potentially come up to feel more prepared for the interview!

Remember, finding a placement is not necessarily easy, but do not be afraid to reach out to different companies, as they may be able to offer you a position that was not advertised! This turned out better than I could have imagined, leading me to travel to different parts of the world training an energy model.

This Week at Loughborough | 1 January

LU Arts Macramé Workshop

3 January 2024, 1pm-3pm, Edward Barnsley Building – Room 63108

Come along and discover the art of macramé and make your own New Year’s snowflake keychain. 

Find out more

Wellbeing Service Drop-in session

3 January 2024, 11am-2pm, Pilkington Library

If you would like to speak to a Wellbeing Advisor please come along to the Library for a drop-in appointment.

Find out more

Welcome to 2024: Free lunch

4 January 2024, 12pm-1pm, Cayley Dining Hall

Come along to Cayley for a free two course traditional British Roast dinner and dessert and celebrate with the International Student Experience team.  

Find out more

Wellbeing Service Drop-in Session

5 January 2024, 11am-2pm, Pilkington Library

If you would like to speak to a Wellbeing Advisor please come along to the Library for a drop-in appointment.

Find out more

Loughborough Men’s Football: Sleaford Town

6 January 2024, 3pm kick off, Loughborough University Stadium

Ticket prices: £1 (prebooked) or £2 on the door

Come and enjoy a great match of Football as Loughborough take on Sleaford Town in their first game of 2024. Please note, students must show their Student ID upon arrival. Failure to do this will result in being charged the full price.

Find out more

My Lifestyle: Turn up and play Badminton

7 January 2024, 3pm-4pm, New Victory Hall (Holywell Sports Complex)

The My Lifestyle programme is a free and inclusive recreational sport and physical activity offer, that is open to and welcomes everybody of any ability. Come along for a free game of badminton, burn some calories and make new friends. Please note this session is self-guided.

Find out more

This Week at Loughborough | 25 December

Boxing Day Bingo and Buffet Lunch

26 December 2023, 1pm-3pm, The Hub (Student Village)

This is an event that you won’t want to miss. Come along for a game of bingo, a free buffet lunch, music and more. The top bingo prize will be a £30 Amazon voucher.

Find out more

My Lifestyle: Turn up and play Badminton

27 December 2023, 4pm-5pm, New Victory Hall (Holywell Sports Complex)

The My Lifestyle programme is a free and inclusive recreational sport and physical activity offer, that is open to and welcomes everybody of any ability. Come along for a free game of badminton, get active and make new friends. Please note this session is self-guided.

Find out more

Cookies and Crafternoon

28 December 2023, 1pm-2.30pm, Granby Common Room

Relax with a whole range of festive crafts to help decorate your student room. Christmas cookies and refreshments will be provided on house.

Find out more

Loughborough Men’s Football: Loughborough vs Hucknall Town FC

30 December 2023, 3pm kick off, Loughborough University Stadium

£1 (prebooked) or £2 on the door.

Come and enjoy the full match day experience as Loughborough take on Hucknall Town FC in their last game of 2023. Please note, students must show their Student ID upon arrival. Failure to do this will result in being charged the full price.

Find out more

My Lifestyle: Turn up and play Basketball

30 December 2023, 3pm-4pm, New Victory Hall (Holywell Sports Complex)

The My Lifestyle programme is a free and inclusive recreational sport and physical activity offer, that is open to and welcomes everybody of any ability. Come along for a free game of basketball, get active and make new friends. Please note this session is self-guided.

Find out more

New Year’s Eve with the Wardens

31 December 2023, 9pm-12.30am, Granby Common Room

The Wardens will be celebrating New Year’s Eve together and have invited you to celebrate with them. Bring along your own refreshments and see the New Year in.

Find out more

Organizing mathematics students' independent study using Moodle (based on a Metacognitive Approach)

Written by Volodymyr Proshkin, an academic visitor of the Department of Mathematics Education at Loughborough University. The sphere of his research interests includes the issues of teaching and learning mathematics, improving students’ science and mathematics literacy, and using digital technologies in education. For more information about Volodymyr and his work, there is a link at the end of this blogpost. Edited by Dr Bethany Woollacott.

This blogpost is based on a recent paper given by Volodymyr Proshkin with Mariia Astafieva, Dmytro Bodnenko and Oksana Lytvyn at the conference “ICT in Education, Research and Industrial Applications” (Ukraine, 18-22.09.2023). This study examines the utilization of the Learning Management System ‘Moodle’ as a platform for facilitating independent student learning by applying a metacognitive approach, in the context of physical and mathematical disciplines. This paper is linked at the end of the blogpost.

Effective learning during students’ independent study

Effective independent study is an essential prerequisite for successful learning. This issue becomes especially relevant when students are engaged in blended or distance learning.

Thanks to the development of digital technology, internet platforms have become an integral feature of the modern educational process. One such platform is the Learning Management System ‘Moodle’, which has a wide functionality for organizing independent work and is free, open-source and used by many universities.

Within Moodle, teachers can create Forums about a specific topic to hold asynchronous discussions with their students. As such, Moodle can be used to:

• facilitate communication between teachers/lecturers and students;
• make announcements to a whole class;
• facilitate discussions about course content, study materials, or problematic issues;
• design non-standard activities, e.g., ‘puzzles’ for students to discuss and solve together.

However, effective, targeted use of Moodle requires not only knowledge of the platform’s functionality and technical skills in using its tools but also a metacognitive approach to learning.

Why is the metacognitive approach critical in organizing students’ independent study in mathematics?

The metacognitive approach is based on developing cognitive skills that allow students to learn and control their learning independently. Metacognitive approaches support students in organising their independent work by enabling them to plan, manage and evaluate their learning.

The specificity of mathematical disciplines (e.g., the high level of abstraction or the logic, interconnectedness and interdependence of various topics) dictates the need for specific metacognitive strategies for successful learning. Some examples of metacognitive strategies are:

• conceptual understanding, not memorising by rote;
• predicting a hypothesis and searching for ways to prove or refute it, not passively familiarising self with a hypothesis;
• verifying a solution, not just stating an answer.

Therefore, we decided to investigate how Moodle facilitates metacognitive approaches within students’ self-learning strategies, and their lecturer’s teaching strategies. In the following, we present a specific case study, focusing on the metacognitive approaches which emerged whilst a lecturer was using Moodle with their class.

Example of using Moodle to organize students’ independent study

In the Forum of the e-learning Moodle course, “Strong planimetric nuts”, first-year students-mathematicians of Borys Grinchenko Kyiv University were asked to solve 32 planimetric tasks (i.e., tasks about 2D measurements). The tasks had non-standard or unusual conditional formula.

For example, in the diagram here, a circle and square are given, and the question is “What is the square area?”, without any specific measurements. This lack of information confused the students; most couldn’t see the obvious algorithm to obtain the result and simply gave up.

One student wrote: “How can you solve such problems if almost nothing is known? I don’t even know where to start”.

The lecturer took advantage of the situation to develop students’ thinking and metacognition. In the Forum, the lecturer chose the task depicted above and invited students to either ask questions to be given more information (which was initially hidden) or offer a solution.

The picture here demonstrates the discussion groups trying to find a solution: some students have suggested ‘using the sine theorem’ or the ‘Pythagoras’ theorem’ and they can then discuss whether this is likely to help them ascertain the answer within the relevant discussion page.

When posting a solution on the Forum, students had to briefly (in one phrase) indicate the method or key idea of the solution – a strategy which is one of the important cognitive abilities for self-learning.

The lecturer’s metacognitive strategy was to encourage observation by helping students to ask the right questions, and use the Moodle tool, creating an atmosphere of excitement and competition. The lecturer also initiated the meta-cognitive strategy of reflection, encouraging students to discuss the proposed solutions, reflect on their thinking, describe and analyse the search for the idea of a solution, and evaluate their own cognitive experiences.

Another student made a reflection which suggested that they were aware of their metacognitive strategy of performing additional constructions to see the solution:

“At first glance, it seemed that the problem could not be solved because insufficient information was given. But, considering various variants of additions, a rectangular triangle immediately struck me, from which, according to Pythagoras’ theorem, it is easy to find the side of the square.”

Summary

This blogpost aimed to illustrate how Moodle can support students’ independent work in mathematics and facilitate metacognitive approaches, by initiating strategies to encourage reflection, search for solutions, and evaluate their cognitive experiences. Future research should endeavour to evaluate the efficacy of Moodle tools as a priority, to support situations of remote learning.

From the Vice-Chancellor - December 2023

In my last newsletter of 2023: the QS Sustainability rankings, Loughborough at COP28, investment from the East Midlands Freeport, staff named as UKRI Future Leaders Fellows, our winter degree ceremonies, and a look back at the year.

Loughborough leaps into the global top 100 in QS Sustainability rankings

With our commitment through the Climate Change and Net Zero strategic theme to put sustainability and social change at the heart of our activities, I was pleased to see Loughborough enter the top 100 universities in the world in the 2024 QS World University Sustainability Rankings, published this month.

Loughborough climbed almost 200 places from its 2023 ranking, rising to 64th out of 1,403 institutions worldwide.

The QS rankings assess three metrics – environmental impact, social impact and governance – to provide an insight into which institutions are demonstrating a commitment to a more sustainable existence. They take into consideration our research and innovation, as well as the way we manage our campus, buildings and operations. Our results in the rankings are testament to the work that many colleagues across the University are undertaking to tackle global climate challenges and improve the lives of those most in need. 

For example, our Centre for Sustainable Transitions: Energy, Environment and Resilience (STEER) is helping support vulnerable populations in the Global South to shape and benefit from the transition to sustainable energy. One of the Centre’s objectives is to work with partners across the world to make the United Nations’ Sustainable Development Goal (SDG) 7 a reality. 

Academics from Engineering have developed Aftrak, an accessible, economic solution to energy access in sub-Saharan Africa. This deploys green solar microgrids in communities, allowing energy access for all, alongside solar micro tractors that help farmers significantly increase crop yields and revenue.

And the University’s Centre for Research in Social Policy (CRSP) plays a crucial part in influencing national policy around poverty, living standards and income adequacy. One of its biggest roles is the research and analysis of a Minimum Income Standard (MIS) for the UK, used to set the country’s Living Wage, which is now being replicated in other countries. 

In terms of our campus management, the fourth pavilion of SportPark on the Loughborough University Science and Enterprise Park (LUSEP) is our first Passivhaus development, widely regarded as one of the most challenging energy efficiency and comfort standards in the world.

To ensure sustainability is at the core of University operations, we have set an ambitious goal to be net zero by 2035 for its Scope 1 and 2 emissions and by 2050 for its Scope 3 emissions. The three Scopes are a way of categorising the different types of greenhouse gas emissions that are created either directly by the University or indirectly by our suppliers or the services we use.

Loughborough takes part in COP28

Each year, world leaders and some of the most influential people from businesses and organisations around the globe come together for the United Nations Climate Change Conference, known as COP, to agree on ways to address the climate crisis.

Among the estimated 70,000 delegates taking part in this year’s event, held in Dubai from 30th November to 12th December, were a number of researchers from Loughborough, who showcased the climate-related projects they’re undertaking.

Representatives from the Loughborough-led Modern Energy Cooking Services (MECS) programme took part in a number of events, including the launch of the Global Electric Cooking Coalition (GeCCo). The coalition’s target is to support a mass transition to electric cooking in at least 10 countries from Sub-Saharan Africa, Asia, and Latin America over the next seven years.

Carla Cannone from the Department of Geography and Environment presented her paper on the importance of collaborative effort in tackling the challenges of climate change and energy planning in low to idle income countries. Carla’s paper is part of her work for the Loughborough-led Climate Compatible Growth initiative.

And Jennifer Dranttel from the School of Design and Creative Arts showcased her research on the creation and use of innovative materials to address Mongolia’s air pollution problems caused by global climate change.

Also among those attending COP was the University’s newly appointed Ambassador for the Climate Change and Net Zero theme, Steve Varley. Loughborough alumnus Steve is a Global Senior Advisor for EY and served as a lay member of the University Council from 2014 to 2023.

In his role as Ambassador, Steve will work closely with the theme’s Associate Pro Vice-Chancellors, Professor John Downey and Dr Kathryn North, to be an advocate for the University, helping to raise our reputation and profile through his networks. Steve’s insight and connections will help to position the University on the biggest stages and enable us to work with world leaders and global companies.

Through opportunities such as these, our research and innovation, and the partnerships we develop, which align with our strategic theme of Climate Change and Net Zero, we have a real opportunity to make a tangible, positive difference.

Major investment will help to address the climate challenge

This month it was announced that Loughborough and the University of Nottingham would together receive more than £5 million from East Midlands Freeport to help accelerate the translation of zero carbon research into high-impact innovations with commercial and policy solutions to meet the climate challenge – another major development in our Climate Change and Net Zero objectives.

The investment, match-funded by Loughborough and Nottingham, has been pledged to the first phase of a zero carbon innovation centre to be led by the University of Nottingham and based at its Jubilee Campus and Loughborough University Science and Enterprise Park (LUSEP). The centre will consolidate the East Midlands’ position as a world leader in the development and deployment of innovation in green industries, attracting international investment and providing support for global businesses.

As part of the project’s first phase, anticipated to commence in Spring 2024, construction will begin on the LUSEP-based green hydrogen production, testing and training facility, where a new battery-electrolyser will be installed, with plans to couple this to a solar PV array to generate Green Hydrogen.

The battery-electrolyser facility, underpinned by novel Loughborough University intellectual property, is an important milestone in the development on LUSEP of The Hydrogen Works Innovation Facility which will provide flexible facilities for research, innovation, incubation and scale up activities, and adoption and testing of transformative hydrogen technology.

Staff receive prestigious UKRI Future Leaders Fellowships  

Many congratulations to Dr Haitao He from the School of Architecture, Building and Civil Engineering, and Dr Naëmi Leo, who is set to join the School of Science, on being awarded funding through the prestigious UK Research and Innovation (UKRI) Future Leaders Fellows initiative.

UKRI’s Future Leaders Fellowships scheme aims to develop the next wave of world-class research and innovation leaders in academia and business. Fellows are given long-term support and training to explore adventurous new ideas and commercialise their innovations that tackle major global issues.

The Fellowship will support Haitao’s research into the use of emerging digital technologies and AI to develop new people-centric approaches to the challenges currently facing the transport sector, such as congestion, emissions and the need for better accessibility.

Naëmi’s Fellowship project, LIONESS (Light-controlled nanomagnetic and spintronic applications via magneto-thermoplasmonics), will enable her to undertake interdisciplinary work combining the fields of optics, magnetism and computing. 

Celebrating success at our graduation ceremonies

On Thursday and Friday last week, more than 1,500 Loughborough students, their friends, family and supporters gathered on campus for the winter graduation ceremonies. It was wonderful to see so many proud, happy faces as they celebrated the students’ achievements.

At the congregations we also awarded honorary degrees to six people in recognition of their outstanding contributions in their respective fields.

On the first day we recognised world record-breaking mountaineer and Loughborough alumnus Nirmal ‘Nims’ Purja MBE; Diane-Louise Jordan, who was the first Black presenter of the BBC’s Blue Peter programme and is a passionate advocate for inclusivity and equal opportunities; Loughborough alumna Mary Earps, who is the goalkeeper for the European Cup-winning Lionesses; and the award-winning poet, dance artist and choreographer, Helen Calcutt.

On the second day of ceremonies, we awarded honorary degrees to Dr Rebecca Heaton, the Director of Environmental Sustainability for Lloyds Banking Group, for her work in helping large organisations develop their environmental strategies; and recognised the work of the world-famous mathematical physicist, Sir Michael Berry.

The graduation ceremonies are always a wonderful opportunity for us to reflect on our students’ success and to wish them all the very best as they embark on the next phase in their lives as Loughborough alumni. I know teams right across the University work very hard to ensure that everyone who attends has an enjoyable day. Thank you to you all for everything you do.

End of another successful year

As the year comes to a close, I want to thank you for everything that you have contributed to the University’s success over the last 12 months. It has been another busy year, and we have made great progress against the aims and themes of our University strategy, just some of which are highlighted in our end of year video.

Whatever you are doing while the University is closed, please enjoy the holiday, relax and take a break from work.

I wish you a very Happy Christmas and look forward to seeing you in the new year.

Embracing comfort, convenience, and community: My experience living in catered halls as an international student

Hi! My name is Cheryl, and I am an international student from Malaysia in my final year studying Psychology at Loughborough University. In this blog, I will be sharing my experience of living in a catered hall and sharing a bathroom (with 7 boys!) along with tips and tricks on how I navigated living with other people for the first time.

The accommodation scene at Loughborough is unique and unlike any other. There are 17 halls of accommodation, with catered and self-catered; en-suite and shared bathrooms; and on-campus and off-campus options. Each accommodation has a different price range to suit everyone’s budget and preferences.

I lived in David Collett Hall which was a catered hall. I lived in their standard single bedroom and shared two showers, two toilets, and a kitchenette between the 8 of us.

Navigating shared bathrooms

I was nervous about having to share bathrooms before coming to university. What if someone needed to use the toilet at the same time as I did? To my surprise, everyone at university has very different schedules and I never really encountered a time where I needed to shower or use the toilet but had to wait. You may think everyone at university operates on the same routine as you, but everyone you will meet at university is so different, and you may be a morning person living with someone who is more of a night owl, therefore your interactions may not coincide as much.

Another thing I was worried about was – will the bathrooms be clean? Will my flatmates keep the toilet and showers clean? To my pleasant surprise again, was that the toilets and showers got cleaned weekly and was always clean. Our housekeeper was lovely, and I found it convenient not having to clean the bathrooms and buy toilet paper (compared to my friends who lived in en-suites).

Convenience of cosy, catered meals

DC was catered for breakfast and dinners on the weekdays and being catered was one aspect of hall life which I really grew to appreciate and looked forward to each day. Being in a catered hall meant that I was able to pop into the dining hall after a long day of lectures to a warm hearty meal. I enjoyed the element of surprise of not knowing what was going to be served each evening. Although sometimes if I got hungry during my lecture, I would look up the menu online to see what was going to be served that evening. The options in the dining hall are varied and there are always halal, vegetarian, and vegan options. My friends and I would look forward to seeing what the dessert options would be each night, and seeing which option each person would go for.

I personally looked forward to the fish and chips on Fridays, or days where they would serve lasagne for the main, and eclairs for dessert. There is also a salad bar, and a coffee machine with the best hot chocolates. Portions were great and I never went to bed hungry. Being in a catered hall helped me structure my days according to the mealtimes, as on the weekends I unfortunately would sometimes forget to plan out my meals and be starving/cook at random times.

Friendships formed

Living in halls allowed me to meet a diverse range of people who I would not have met otherwise. Doing a female dominated course such as Psychology, it allowed me to meet people outside of my course and realise that boys do exist. I met some of my best friends through living in halls and eating in the dining hall. Being in the dining hall was a great way to socialise and meet people as we bonded over food and filled our hungry bellies.

Hall committee

I joined my hall committee to be more involved with my hall and the university. I became the Action (volunteering) representative where I would recruit volunteers for Action projects each week. Being on hall committee also gives you 10% off when you return to halls again the next year.

Being on the hall committee taught me teamwork and communication as I worked with the rest of the committee to organise fresher’s week and events for the hall from winter and summer balls to fresher’s week. Not to brag but DC also won Most Improved Hall and Action Hall of the Year during my time on committee;) 

So get involved with events within your hall such as IMS, volunteering with Action, and fundraising with RAG to make the most out of your hall experience. Your hall experience is what you make of it, so make the most out of it and don’t be afraid to step out of your comfort zone. Everyone else is like you and looking to make friends too.

Life lessons learned

Living with other people for the first time is a learning curve. I learned to communicate with my flatmates regarding taking the bins out, keeping the fridge clean, and respecting each other’s space. Tip: I recommend getting to know your housemates and setting up a bin rota early in the year to avoid any miscommunication. On top of that, I learned to be independent, doing my laundry, buying my groceries, cooking for myself, and managing my time.

Being catered and having to share bathrooms was not my first choice, but I ended up loving it (and even stayed on for another year!). I loved living in halls and if you asked any of my friends now, they would vouch for how highly I speak of DC and how much I loved my room.

No matter what accommodation you end up in, I suggest you keep an open mind, and you will end up loving it too! Your experience in your hall is what you make of it, and if you go with an open mind and say yes to opportunities, you will end up meeting the best people. And if you don’t end up having a great time, there is always the Student Accommodation Centre (SAC), or the warden and sub-wardens you can speak to. The SAC are open from Mondays to Fridays, you can pop into their office, or alternatively call them on the phone or email them!

I wish you the best of luck and hope you enjoy your time in Loughborough.

Cheryl

Finding home away from home: My experience moving to Loughborough as an international student 

Hi! My name is Cheryl, and I am an international student from Malaysia in my final year studying psychology at Loughborough University. In this blog, I will be sharing my experience of moving to Loughborough as an international student – from how I felt moving to a new country, to my tips and tricks on how I made friends and got involved at university 🙂 

Note: I moved to university in October 2020 amid a pandemic so many things may have changed since then. 

Let’s start from the beginning: 

I chose Loughborough because I wanted my university experience to be on a campus and Loughborough has one of the largest and greenest university campus in the UK. 

I joined the pre-departure meet up organised by the Loughborough Malaysian Singaporean Society (MSS) in Kuala Lumpur, Malaysia before coming to Loughborough which gave me the opportunity to meet other fellow Malaysians coming to Loughborough. I also joined lots of group chats on Facebook and WhatsApp with lots of other freshers which helped to know that everyone was feeling a similar feeling of excitement and nervousness. I recommend joining Facebook and Whatsapp groups just to stay in the loop with what is happening prior to moving to university.

I flew from Malaysia with a friend I met from the pre-departure meet up, and at Heathrow, we met up with another girl who flew in from Singapore, and together we shared a taxi to Loughborough. 

Getting from Heathrow to Loughborough 

The university offers free coach transfers from Heathrow Airport to Loughborough if you arrive on specific dates, so I recommend checking the university website for the Heathrow Airport pickup. The university website also has guides on how to get from different airports to Loughborough so I recommend checking that out to answer any of your queries or ease any of your worries before traveling. 

Arriving at Loughborough 

I arrived in Loughborough at 9pm was buzzed into the building by a member from the hall committee. The hall committee that year did a great job of organising events for freshers despite it being in the middle of the pandemic, and I still remember my interactions with members of committee (some who I am still great friends with today) being genuine and authentic. 

Getting settled

The next morning after I arrived, I went into town with a friend from the Malaysian society and met up with other members of the Malaysian Singaporean Society. We ate at subway in town and picked up a bunch of essentials from food bits to bedding and duvets. 

Making friends and finding your people 

I made friends through texting in my hall and course group chats asking if people wanted to meet up to walk to lectures together, or meet up for a walk, or grab a hot chocolate. Everyone is friendly and always looking to make friends so if you think someone is cool or interesting, don’t be afraid to reach out to them and make the first move. 

Other ways you can make friends is through volunteering, joining a society, or signing up to play a sport. Loughborough Students’ Union, Loughborough Sport, and Loughborough University all have so many things to offer so I recommend checking out their websites to make sure you make the most of your time at university. 

Building your support networks 

Moving to a new country, I recommend build a network of people around you. Learn about the support available around you from the International Students’ Network, the wardens and sub-wardens in your hall, your academic tutor, the university Support Services, the university chaplaincy service, to Nightline – there will always be someone there to listen to you no matter how you are feeling, so don’t hesitate to reach out to someone if you are ever struggling. 

Overcoming homesickness

Feeling homesick is natural, and one way I navigated that was decorating my room and making it feel as homely and as cosy as possible. I brought little things that reminded me of home, and printed photos of my friends and family from home to put up in my room. 

Writing little affirmation on sticky notes to stick on your mirror as a reminder of how strong you are is also a good way to keep yourself going. I also made sure to keep in touch with friends from home as many of my friends were also moving to university for the first time and shared similar feelings and experiences as me. Although it’s good to keep in touch with friends from home, and video call them from time to time, it is also important to remember your new life and the opportunities you have around you. I recommend speaking to your flatmates around you if you are ever feeling homesick, and it may come as a surprise to you, but they are probably feeling the same way you do! 

Moving to Loughborough as an international student has been a transformative experience and I have gained a deeper sense of independence and resilience. I love being in the Loughborough bubble and involving myself in everything that Loughborough has to offer from being on hall committee and LSU Action committee, to being a peer mentor and student ambassador, I have truly felt a part of the Loughborough community and can’t wait for you to experience Loughborough yourself. 

Best of luck, 

Cheryl 

Salsa class held to promote Equity, Diversity and Inclusion at Loughborough University 

In November, Joseph Bou-Nassif, a Graduate Management Trainee, and Rianne Gayle, from the Student Recruitment Office, hosted a daytime salsa workshop for a number of colleagues from across the University.

As an international student and member of staff, Equity, Diversity and Inclusion (EDI) is certainly important to Joseph and volunteering to take on the workshop is just one way he shows support to the wider community at Loughborough University. 

Joseph commented: “The salsa class had a great diversity of participants from the UK and overseas, and it usually creates a sense of belonging to a community, meeting new people and feeling included, all while doing some form of physical activity, which is great for the mental and physical wellbeing of the participants.”

Rianne is a relatively new employee to the University, but has coached the Rawkus dance society at Loughborough for five years prior to becoming a full-time member of staff this year. Rawkus is an inclusive society that anyone can join; she has been fortunate to teach a range of students of varying abilities from countless backgrounds. The inclusive and open atmosphere allows members to feel they can explore and express their dance identity and develop as dancers.

Salsa came into Rianne’s life through her parents’ love of social salsa dancing, and now she teaches it regularly to wedding couples for their first dances and centres EDI values in her work. Her experience has taught her that lehengas are some of the most beautiful skirts for first dances, that it only takes two people to do partner dances, that we can embrace every gender combination, and that disability is welcomed within the scope of dance. 

Rianne explores her Caribbean heritage through her specialism in dancehall and her Caribbean Carnival participation and experience. She appreciates the opportunities provided by the University and Loughborough’s dedication to EDI values. 

Denise Coles, Equity, Diversity and Inclusion Manager at the University, stated: “It was great to take part in an event that brought together people from diverse communities all enjoying an afternoon of learning dance moves, laughing over missteps, and being encouraged and supported by two great instructors. It’s my job to think about ways to create an inclusive culture where people see themselves reflected in events that are occurring.  The importance of having a Salsa class here at the University is that it is free for everyone to attend and that we have the opportunity to take part in a sociable, uplifting activity that happens all across the world. Due to its popularity and enjoyability, Salsa is a great way to meet and connect with new people.”

Salsa dancing evidently promotes the fundamentals of EDI whilst helping people learn new skills and improve cardiovascular endurance.  Both Rianne and Joseph enjoyed this event and hope to run another in the near future, spreading awareness around EDI at Loughborough University and creating an inclusive space for members of the community. 

This Week at Loughborough | 18 December

General:

Maximus mental health support clinic

22 December 2023, Online

If you’re feeling anxious, overwhelmed, stressed, or experiencing a mental health problem that is making work difficult for you, you can access external support with Maximus. They have virtual, confidential one-to-one appointments available for Loughborough University staff on 22 December.

Find out more

Loughborough Festivities:

Academic Language Support Service Workshops

18 December 2023, 9.30am-12.30pm & 12.45pm-3pm, Design School, Room LDS 1.40

ALSS will be running two workshops. You can come along to just one or both. Registering for both the morning and the afternoon session is encouraged. Drinks and festive treats will be served at approximately 12pm. If you are coming for the whole day, don’t forget to bring your lunch.

Find out more

ISE Five-a-side Indoor Football Tournament

18 December 2023, 5pm-7pm, New Victory Hall (Holywell Sports Complex)

This is your chance to win our Christmas Cup alongside some festive prizes. Please book on the Loughborough Sports App (on the MyLifestyle tile). Booking will open one week before the event. If you have a team already, you need to make sure all your team members book individually. Numbers are limited so book as soon as possible to avoid disappointment.

Find out more

Trip to Birmingham’s Christmas Market

19 December 2023, 8.45am-5.30pm

Pick up 8.45am Wolfson School (University) or pick up 9am from Amber Rooms (Town Centre) Return to Loughborough by 5.30pm.

Birmingham is famous for having one of the best Christmas Markets in the UK. Their continental style market is the largest authentic German market outside Germany and Austria and the centrepiece of the city’s festive event calendar. You will also have a chance to explore the UK’s second largest city which hosts attractions like the Bull Ring Shopping Centre, the SeaLife Centre, the interactive Thinktank Science Museum and more.

Find out more

Academic Language Support Service Workshops

20 December 2023, 10am-12.30pm & 12.45pm-3pm, Design School, Room LDS1.40

ALSS will be running two workshops. You can come along to just one or both. Registering for both the morning and the afternoon session is encouraged. Drinks and festive treats will be served at approximately 12pm. If you are coming for the whole day, don’t forget to bring your lunch.

Find out more

LSU Crafternoon: Gingerbread House Making

20 December 2023, 11am-1pm, LSU Council Chamber

Your Students’ Union is hosting a gingerbread house-making afternoon. Decorate your own gingerbread house which you can then enjoy eating over Christmas. 

Find out more

My Lifestyle: Turn up and play badminton

20 December 2023, 3pm-4pm, New Victory Hall (Holywell Sports Complex)

The My Lifestyle programme is a free and inclusive recreational sport and physical activity offer, that is open to and welcomes everybody of any ability. Come along for a free game of badminton, get active and make new friends. Please note this session is self-guided.

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LU Arts Collage Workshop

21 December 2023, 1pm-3pm, Edward Barnsley, Room 63108

Use your creative skills to create a Christmas collage with our LU Arts team.

Find out more

Loughborough Men’s Football: Loughborough vs. Eastwood CFC

23 December 2023, 3pm kick off, Loughborough University Stadium

Ticket price: £1 (prebooked) or £2 on the door. Please note, students must show their Student ID upon arrival. Failure to do this will result in being charged the full price.

Find out more

My Lifestyle: Turn up and play basketball

23 December 2023, 3pm-4pm, New Victory Hall (Holywell Sports Complex)

The My Lifestyle programme is a free and inclusive recreational sport and physical activity offer, that is open to and welcomes everybody of any ability. Come along for a free game of basketball, get active and make new friends. Please note this session is self-guided.

Find out more

Christmas Eve Fun and Games

24 December 2023, 2pm-4pm, Granby Common Room

One of the highlights of our Loughborough Festivities Programme, this pre-Christmas Party will showcase real British traditions. Come along for lots of games, traditional British Christmas food and drink and even try a glass of sherry.

Find out more

5 Ways to Wellbeing: Connect

Image: Courtesy of Getty Images

Human beings are social creatures, and our relationships with others play a fundamental role in our overall health and happiness. If our brain detects that we do not have secure connections, this triggers a stress response and our self-esteem plummets.

Building strong relationships is important for your wellbeing as they can:

• Give you a chance to share positive experiences
• Help you to build a sense of self-worth and belonging
• Provide you with emotional support and allow you to support others.

According to Maslow’s Hierarchy of Needs, love and belonging are among the most important needs we must meet.

It’s good to have healthy relationships with family, friends, and colleagues, but what is often overlooked are the connections we make with strangers. A smile or a hello to a stranger helps to provide positive social feedback, and research shows that people continue to feel happier the more interactions they make.

Listen to the short podcast ‘Why a stranger’s hello can do more than just brighten your day’ from All Things Considered.

Tips to help you to boost your sense of connection:

• Take time each day to be with your family, for example, try arranging a fixed time to eat dinner together.
• Introduce yourself to someone new.
• Call someone on the phone instead of sending an email or a text.
• Organise a day out with friends.
• Try to switch off the TV to talk or play a game with your children, friends, or family.
• Eat lunch with a colleague.
• Visit a friend or family member who needs support or company.
• Use apps such as Bumble BFF, Meetup, or Nextdoor to meet friends with similar interests or who live local to you.
• Join a club such as Loughborough Ramblers or Incredible Edible Loughborough and meet like-minded people.
• Visit the Loughborough Wellbeing Café.

How you can connect with others at the University:

• Get active with a range of sports sessions on the Loughborough campus.
• Network with colleagues by joining a Staff Network.
• Access the University Chaplaincy.
• Consider joining the University Choir.
• Keep an eye on the University Events page where you can attend events and meet others with similar interests to you.

This Week at Loughborough | 11 December

Public Lecture: RAeS – The Buccaneer

12 December 2023, 7.30pm-9pm, U020 (Brockington)

This lecture, by Air Commodore Graham Pitchfork MBE, will cover the development of the Buccaneer and its service in the Fleet Air Arm and the Royal Air Force. This includes carrier-borne, maritime and overland operations including the aircraft’s involvement during the First Gulf War.

Find out more

Dealing with isolation and loneliness webinar

13 December 2023, 1pm-1.30pm, Online

Loneliness and isolation can affect people of all ages and from all backgrounds. This short webinar will cover: defining isolation and loneliness, tips to alleviate isolation and loneliness, and how the Access to Work Mental Health Support Service can help.

Find out more

Lecture – Beyond Hope: Collective Power and Mutual Care in the Long Emergency

13 December 2023, 1pm-2pm, LDS 0.17 (Design School)

We are living through a ‘Long Emergency’, a near-continuous train of cascading, climate-driven disasters that threaten to render parts of the globe entirely inhabitable, and will​ ultimately transform every community on earth. How can​ we respond to this terrifying​ new reality practically, and in a way that upholds our commitments to justice and​ dignity?

Find out more

Managing Uncertainty Webinar

13 December 2023, 1pm-2pm, Online

This session aims to unpack why change, often because it’s beyond our control, can affect us so greatly. We will explore how our brains work and why uncertainty brings uncomfortable feelings that we often should not ignore.

Find out more

Christmas in the Wood

13 December 2023, 2pm-3.30pm, Burleigh Wood

Take a walk through the woods experiencing poetry, singing, music and history. It will then finish with a short reflection on the meaning of Christmas. Mince pies and mulled apple juice will be provided. The walk will last approximately one hour.

Find out more

Book Launch: Laura Harrington, You Cannot Step in the Same River Twice

14 December 2023, 3pm-5pm, International House

As the culmination of Laura Harrington’s visiting artist work with Radar, this event launches the publication ‘You Cannot Step in the Same River Twice’. Participants will receive a free copy of the publication, and refreshments including warm drinks will be available.

Find out more

International and REACH Christmas Party

15 December 2023, 4pm-9pm, Village Bar

Join the International Student Experience Team and REACH (Race, Ethnicity and Cultural Heritage) Staff Network, for an evening to celebrate Christmas and the end of the term.

Find out more

Exhibition: Between Light and Shadow

20 November – 15 December 2023, 12pm-2pm, Martin Hall Exhibition Space

This exhibition by Yeshan Yang (School of Design and Creative Arts) provides an immersive and interactive experience of sculptures, such as cage-like structures that challenge viewers’ perceptions and the boundaries of reality.

Find out more

Five minutes with: Nik Hunt

What’s your job title and how long have you worked at Loughborough?

I’m the Environmental Manager and have been here nearly 26 years in a variety of roles.

Tell us what a typical day in your job looks like?

I don’t tend to have a typical day as an Environmental Manager so it is probably best to explain how far-reaching the role is and the aspects I cover.

On any day I could be supporting embedding Environmental Sustainability across our campus. I also now support our work through the Civic Universities Agreement Environmental Sustainability theme group which means working with the other Leicestershire universities, community and councils.

My specific areas of expertise, responsibility and management include:

• Waste (general, clinical/biological and hazardous), recycling and resource management
• Management of the University’s ISO14001 accredited EMS (Environmental Management System) which is made up of the policies, processes, procedures and audits we undertake to ensure compliance
• Pollution prevention
• Air Quality Monitoring
• Sustainable Procurement: trying to assist the Procurement Team with tenders to reduce the environmental impact of what we buy

What’s your favourite project you have worked on?

I’ve worked on so many projects over the years it is hard to pick a favourite. In the past, I’ve enjoyed delivering projects involving software systems (Kx), infrastructure (the current door access system and ID cards) and environmental solutions (The Loughborough Cup) to name just three.

What is your proudest moment at Loughborough?

I have two – sorry I’m not good at picking one in 26 years!

1. Being a lead member of the Catering Services Team that won a CATEY Award (2007) for Best Use of Technology – the first University to ever win one.

2. Winning the BSIF Pollution Prevention Award (2020).

Tell us something you do outside of work that we might not know about?

I love adventure holidays. Whether it’s climbing mountains (Ben Nevis, Scafell, Snowdon and Toubkal), cycling, walking (West Highland Way and South Downs Way) or sailing.

What is your favourite quote?

“I haven’t been there yet…but it’s on my list of things to do.”

Inside the Profession Series: A Visit to the Foreign Commonwealth and Development Office (FCDO), with British Diplomat Chris Holtby OBE 

By Andrew Amaechi and Naomi Osuoza 

In an exciting segment of the Institute of Diplomacy and International Governance’s “Inside the Profession” series, students from the Institute recently visited the Foreign Commonwealth and Development Office (FCDO) following an invitation from British diplomat Christopher Holtby OBE. The experience provided valuable insights into the evolving landscape of diplomacy in the context of diplomacy in the digital age and shed light on career prospects in this dynamic field.

The visit commenced with an in-depth lecture on the FCDO’s eight Strategic Pillars which encompass trade and investment, CPTPP accession, climate change, supply chain, defence and security, cybersecurity, democratic resilience, and international development. The session offered a comprehensive overview of the UK’s foreign policy priorities and the strategies employed to achieve them. The discussion on “cybersecurity” as a significant challenge in digital diplomacy was particularly intriguing, as it explored the challenges and opportunities in this field emphasising the UK’s strategic position to leverage technology for global interest. The talk underscored the importance of understanding the FCDO’s strategic priorities in shaping the country’s diplomatic initiatives.

The focal point of the visit centred on understanding the FCDO’s Integrated Review (IRR) outlining core objectives such as strategic stability, Europe, and deepening relationships with Gulf states. The IRR also emphasised the importance of promoting development and supporting a free and open Indo-Pacific relationship.  This comprehensive approach to foreign policy showcased the multifaceted approach to diplomacy in the modern world.

A major highlight was the tour of the historic FCDO building, where visiting dignitaries and leaders have in the past resolved tensions and exchanged ideas on core interests. The tour included visiting the India Office Council Chamber, witness to crucial UK -Indian officials’ meetings, and diplomatic reception rooms that have hosted official events and receptions. This historical context provided a deeper appreciation for diplomatic traditions and practices that continue to shape contemporary international relations.

Engaging with a senior FCDO official offered unique insight into the intricacies of diplomacy. Learning about the personal journey of a seasoned diplomat who joined the FCDO a decade ago highlighted the importance of adaptability and continuous learning in diplomatic careers. These stories highlight the diverse paths that individuals can take to build a career in diplomacy and the dedication required to excel in this field.

The visit also shed light on career advancement prospects as seasoned diplomats shared their professional journeys, underlining the need for adaptability and ongoing education to address contemporary challenges. Diplomacy’s dynamic nature necessitates acquiring technical knowledge and skills to effectively address contemporary challenges. A key skill is communication and the ability to listen and respond appropriately.

A notable aspect of the visit was the discussion on social media engagement metrics, revealing the crucial role in gauging the effectiveness of diplomatic posts across diverse political contexts. Social media has emerged as a powerful tool for diplomacy and “soft power” projection in the 21st century shaping public opinion and policy decisions.

Photos taken during the visit symbolised the warmth and inclusiveness of the FCDO, reflecting a shared vision of changing the world through robust diplomatic engagements and regional collaboration. These images served as a reminder of the essential role diplomacy plays in the 21st century, fostering relationships between nations and resolving conflicts peacefully.

In conclusion, the visit to the FCDO profoundly impacted the academic and career aspirations of the students, providing a deeper understanding of digital diplomacy in contemporary foreign policy and highlighting the significance of social media in shaping diplomatic strategies. Armed with newfound knowledge and inspiration, the students are well-prepared to embrace the digital landscape and contribute meaningfully to the future of diplomacy in the digital age.