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This Week at Loughborough | 23 Jun

General

MSc Supply Chain Management Discovery Day

23 June, 2pm-5pm, Loughborough Business School BE.0.63

Receive a comprehensive overview of the MSc Supply Chain Management programme, explore its unique features, and engage with experts from both Loughborough University and MIT.

The Pendulum Is Always Going to Swing (exhibition)

27-28 June, Friday 10am-4pm, Saturday 10am-6pm, Fine Art Gallery

In her debut solo exhibition, Lily Rees explores the layered temporality of artmaking: how textiles, images, and materials act as vessels of memory and presence.

Thriving in Loughborough over the summer

As lectures end, friends disperse and campus quietens down, summer in Loughborough can feel lonely. But those warm, slower paced weeks can also be a time for growth and reconnecting with yourself. Here’s how to make the most of it!

Prioritise your wellbeing

Loughborough University’s Student Services run self-care and wellbeing sessions over the summer. Whether you’re facing sleepless nights, low motivation or loneliness, these sessions offer practical tools and quick chats with wellbeing advisers.

• Self-compassion and Care: 25 June, 9.30am (Online)
• Lifting Mood and Motivation: 25 June and 23 July, 2.30pm (Online)
• Challenging Imposter Syndrome: 1 July, 9.30am (Graduate House, Training Room)
• Self Care Workshop: 9 July, 10.30am (Bridgeman Building, BRI 2.12)
• Managing Anxiety: 22 July, 2.30pm (Bridgeman Building, BRI 2.12)
• Weekly Wellbeing Drop‑ins on Mondays, Wednesday and Fridays at 10am-12pm at Bridgeman Building.

Stay connected

Loneliness doesn’t always mean being alone, it’s feeling disconnected. You can combat this it by:

• Staying in touch with friends and family regularly.
• Joining one of the gyms on campus: Holywell or Powerbase.
• Using social media to find creative ways to connect with others or start new hobbies, such as colouring, running, crocheting and painting.

Find inspiration and fill your days

Simple daily summer habits can boost your mood and add structure to your time.

• Journaling: reflect on your year and set goals for the year to come.
• Social media is a great way to find things to do by yourself.

Explore locally

Some of the top spots in and around Loughborough to explore over summer are listed below:

Cafés and coffee shops:

• Baobab Café is a vegan‑friendly, cosy café in the centre of Loughborough, perfect for writing journals or scrolling on TikTok.
• Bom Bom Patisserie is known for their delicious cookies and friendly study spaces.
• Public and Plants is a coffee shop and bakery in town with aesthetic interiors.

Nature and outdoor spaces:

• Queens Park is ideal for solo reading, picnics and people watching.
• Beacon Hill Country Park is close by for trails, picnic areas and stunning views on clear days.
• The Outwoods and Jubilee Wood offers peaceful forest walks, bird‑song, and fresh air just behind the campus.
• The Paddock is our largest grassy area on campus, where you can turn up anytime to chill out.

Tips for your mental health

1. Create a light weekly schedule, such as going to a wellbeing event, an outdoor space and coffee shop.
2. Keep digital social routines – share TikToks, memes and chat with friends.
3. Balance indoor and outdoor time, aiming for fresh air daily.
4. Set small creative goals, such as watch a nature video then reflect in a journal.
5. Reach out when needed: use drop‑ins or wellbeing resources if you’re struggling

Staying on campus this summer doesn’t have to mean feeling stuck. With a bit of daily structure, creativity, and connection, you can build a fulfilling summer.

Kicking Off a Career in Sport: Vipul Londhe’s Journey to 30 Under 30

Vipul Londhe, a 2023 Loughborough London alumni in Sport Marketing, has been recognised in the International Sports Convention (ISC) 30 Under Thirty Awards for his work and contribution to the sports industry. He shares insights into his journey, challenges, and what success means to him today.

What inspired you to pursue a career in the sports industry, and how has your journey evolved?

Growing up in India, cricket wasn’t just a sport—it was part of our cultural fabric. Like many kids, I dreamed of playing professionally. But in the early 2000s, football began to gain serious traction in India. What started as a passing interest quickly became a deep passion. I played, I coached, and I immersed myself in the game. Eventually, I realised that while I might not make it as a professional athlete, there was a whole world off the pitch that fascinated me just as much.

How did your time at Loughborough London help prepare you for a career in the sports industry?

A major milestone was moving to the UK to pursue my master’s at Loughborough University London. It was a dream come true and gave me the academic foundation and industry exposure I needed. Since then, I’ve worked in sports marketing agencies, led commercial operations for a women’s football club, and now head partnerships and sales at Lucid.

What challenges have you faced, and how did you overcome them?

Breaking into the sports industry is challenging enough—but doing it internationally adds another layer of complexity. One of the biggest hurdles I faced was the lack of transparency. There’s no clear playbook for how to get your foot in the door, especially in a market like the UK where networks and insider knowledge often matter more than qualifications.

Mentorship was also a game-changer. I actively sought out people who could offer not just contacts, but real guidance—people who could challenge my thinking and help me grow.

What does this recognition represent for you on a personal level, especially considering the risks and sacrifices you’ve made along the way?

On a personal level, it’s incredibly meaningful. I come from a background where academic achievement was prioritised, but taking risks wasn’t always encouraged. Choosing to leave that comfort zone, move to a new country, and pursue a dream without a safety net was a huge leap. There were sacrifices—being away from family and friends, facing uncertainty—but I stayed focused on the bigger picture.

Professionally, the impact has been transformative. It’s opened doors, expanded my network, and brought me into conversations I once only dreamed of. It’s also given me a platform to influence how sport is marketed, monetised, and experienced. More than anything, it’s a reminder that consistency, purpose, and integrity do pay off—even if the results take time to show.

How does mentorship and community-building fit into your vision for the future of the industry?

Outside of my day job, Future in Sports remains a big part of my mission. I want to continue mentoring and supporting professionals trying to break into the UK sports industry. Having walked that path myself, I know how isolating and confusing it can be. Through mentorship, insights, and community-building, we’re making that journey more accessible for the next generation.

Ultimately, my ambition is twofold: to lead with impact and to leave the industry better than I found it. I don’t just want to be part of the game—I want to help change it.

A big congratulations to Vipul for his achievement!

To learn more about Vipul’s experience at Loughborough University London, you can read his alumni profile here.

Popcorn and Permissions: Understanding Film Licensing for UK Higher Education Screenings

Setting the scene

Have you ever wanted to screen a film on campus? Did you watch a very good documentary and want to share it with a wider audience? Are you part of a film club at the University and want to set up film festivals? You have come to the right place. Continue reading to make sure that you are on the right side of the law.

The Basics of Copyright for Films

Copyright applies automatically in the UK to any type of original work, if it is created by a “natural person”. There is no need for registering works. Copyright is part of the Intellectual Property family, together with trademarks, design rights, patents, etc. Think of it this way, copyright protects anything from a long novel, a small watercolour, a list, a recording of a song and most importantly films, or even a broadcast of a football match.

Copyright owners have exclusive right to prevent or allow others from:

• Copying the work;
• Distributing the work, whether free or for sale;
• Renting or lending the work;
• Performing or showing the work in public;
• Making and adaptation;
• Putting it on the internet.

Let’s have a closer look at films and how copyright applies to them. Films are a recording of a story or event, captured by using different devices, phones, tablets or cameras. If we dig even deeper, we can define film as a series of moving pictures, which are set in a sequence, and tells a story.

They also tend to be a bit more complicated due to their nature of having multiple different types within. Let me explain what I mean. A film may include a soundtrack, which can be protected as a separate work due to it existing as a separate sound recording.  

The film will need to exist as a recording to be eligible for copyright protection. For example, a sequence of moving images generated by a computer which are not fixed as a recording will not benefit from copyright protection.

Other copyrights which subsist in films are the rights of performers, both actors as well as musicians.

Now let’s move on and see who the authors of a film are. Again, due to the nature of films, there can be multiple authors:

• Musical score (soundtrack) would be the composers. If the music has lyrics then the author of those lyrics would be sometimes the same ones composing the music, or someone else entirely;
• We have the screenplay writers, who own rights to the screenplay and dialogue;
• The designers of the set, costumes and other visual aspects of the film;
• And the performers, again the actors and musicians, will have their own rights.

However, in general terms, the author of the film, will be either the director or producer of the film.

Why You Can’t Just Show Any Film, Anywhere

As previously mentioned, the copyright owner is the one who allows the performing or showing of a film to the public, distribution and lending. Yes, University staff and students are the public. There are differences between the types of screenings.

Public vs Private Screenings

Showing a movie to the public, which includes University staff and students, is considered copyright infringement, unless the relevant rights and licences have been acquired. However, if you wish to watch a film with your friends in the dorm, that is another matter altogether. That is considered a private screening, and the only license you will require is a TV licence.

The “For Profit” vs. “Non-Profit” Misconception

Many people think that even if they do not charge for entrance, they can screen a film. That is not correct. If you screen a movie, you will need a licence. If you decide to charge for the tickets, you might need a premise licence, but not always. Now, that we know that let’s have a look at film licensing.

The Key to Legal Screenings: Film Licensing

A film licence is pretty much what it says, it is a licence that allows the legal screening of a film. It is basically a permission given by the copyright owner to screen the film in public, while paying a fee.

Licensing films for non-theatrical screenings (which is what we do at the University), can be difficult and complicated at times. However, most films are available through three major film distributors:

• British Film Institute (BFI) – releases new independent or classical re-releases of films in the UK.
• FilmbankMedia – they have both independent films as well as Hollywood blockbusters, they offer options for licensing to help choose the right one.
  • Single Title Screening – as the name suggests, it is issued on a title-by-title basis and allows you to screen films from Filmbank’s catalogue.
  • Public Video Screening Licence (PVSL) – is an annual licence for premises where films will be shown regularly to a non-paying audience for background / ambient use. You can screen an unlimited number of films from PVSL participating studios and distributors.
• Motion Picture Licensing Company (MPLC) – same as FilmbankMedia, offer a range of films from major studios.
  • Single Title MPLC Movie Licence – as the name suggests, it is issued on a title-by-title basis and allows you to screen films from MPLC catalogue, in either commercial (paid audience) or non-commercial (free of charge) environments, using your own DVD or download file purchased from any legitimate outlet.
  • MPLC Blanket Licence – another annual licence which covers unlimited showings of films throughout the year from the producers, film studios and distributors that MPLC represent. Please be aware that London Campus currently holds a MPLC Blanket Licence. Only films distributed by MPLC can be shown on London Campus, for other films you will need to get separate permissions and licences.

Other film distributors

Sometimes, the film you want to screen will not be available from the above distributors, in cases such as those, you will need to contact the distributor directly and negotiate a licence or request permission to screen. Please be aware that there will be most likely a fee to be paid.

Remember: even if a film is available to buy or rent for home use, it doesn’t necessarily mean public screening rights are available, as the rights holders may only hold home entertainment, not public screening rights. Clearing rights for public screenings can sometimes be a complex procedure, involving liaising directly with a film’s producer or international sales agent. This is also true for universities and educational use, which we will discuss soon.

Licensing for music in films

Another licence which you need to make sure you have when screening films, is a licence to screen films which contain music. For information, contact the venue in which you want to screen your film.

Films from streaming platforms

There is a misconception circulating that because the content is available, and someone pays for a subscription, we can show it to the public or claim educational use. This is incorrect. These services, such as Netflix, Disney+, Amazon Prime Video etc. are subscriptions which offer home entertainment only and not non-theatrical screening.

Non-original content streamed by these platforms, may potentially be found distributed by either FilmbankMedia or MPLC, and independent features on the platforms could be potentially available to book directly from the independent distributors or producers.  

However, films and shows created by Netflix or Amazon etc. are generally exclusive to the platform, although some Netflix original educational documentaries are available for one-time educational screenings. If you decide that you would like to show an original film made by a subscription platform, you might need to get in contact with them and request permission. Please be advised that most likely there will be a licence fee involved.

Showing TV broadcasts that include film

Back in 2016, the law changed a little bit. Now, some of the companies that give permission for showing films in public think that if you want to show regular TV (like your normal shows or even movies that are on TV) to other people outside your home, you might need extra permission called a “broadcast” license. This would be on top of your regular TV license.

It’s a bit like needing a special ticket just for showing TV in public, even if you already have a ticket to watch it at home.

If you’re not sure what you need, the best thing to do is ask the copyright holders, or the TV channel itself for permission. They can tell you exactly what you need to be allowed to show their material to other people. For more information, please see the Intellectual Property Office website.

Screening films online

If you want to stream a film online—whether through your own website or a third-party platform—you must obtain permission from the copyright holder. This type of streaming is not covered by standard home viewing rights.

Contact the relevant film distributor for permission, as well as to supply you with a hi-res digital file and any subtitles to screen from.

Teaching and Educational Purposes

When it comes to showing films for educational purposes, ie. as part of the coursework and module. This type of screening movie will fall under a few exceptions to copyright:

• Illustration for instruction (Section 32) – you can show a film or other video to your students for the purposes of illustration of instruction, the use needs to be fair and sufficient acknowledgement needs to be done.
• Educational performance (Section 34) – showing a film to students and staff of the University as part of their coursework and for purposes of instruction is not a public performance and is not considered infringement. However, this exception is restricted to students and staff at the University and only during normal teaching sessions.
• Recording of broadcasts (Section 35) – this section allows you (within the educational establishment) to record TV and radio broadcasts and make them available to students. You can also use Box of Broadcasts online (sign in required) for this purpose.  

For more information on using Audiovisual works in film education, please see Learning On Screen’s Code of Fair Practice. It has a vast array of information and case studies. There are also great resources and curated playlists.

Issues and Challenges with Film Licensing in Higher Education

Any screening outside of regular teaching will require a license which raises a few issues:

• Cost – licences can be prohibitive;
• Complexity – navigating the different bodies and different licensing types can be difficult;
• Timing – getting a licence can take time;
• Limited availability – not all films are available for non-theatrical screening;
• Understanding of the terms – the licence is very specific, so always read the terms and conditions carefully to make sure the licence does what you want it to do.

Top tips for getting it right

1. Plan ahead – I guess this one is pretty on the nose, but it has to be said. If you decide to screen a movie last minute, you might find yourself struggling. Always make sure you give yourself at least a few months, especially if the film you wish to screen is an independent film which might not be distributed in the UK for whatever reason and you require extensive permission seeking as well as licensing payments.
2. Identify the purpose of the screening – what is the reason for your screening? If you want to charge for tickets, that will determine what licence you can get. Be clear on your purpose.
3. Contact the right licensing body – while there are 3 main distributors in the UK, there are smaller distributors of films so make sure you check who distributes your film before you get a licence.
4. Keep records – Get and keep permission in writing. This will minimise any potential issues with rights holders. It is also needed as Room Bookings will ask to see permissions or licenses. This is to minimise any copyright infringement.
5. Seek advice – if you are unsure, contact your friendly copyright officer.

Conclusion: Screening films responsibly

As you can see screening films (outside of regular teaching hours) can be a bit of a minefield of permission seeking and licensing. However, with the right tools, great planning, and a healthy budget it can be done.

We wish you all enjoyable viewing!

Museums, Modules and Micro-Internships: My Life as a Master’s Student in London

What do you wish you knew before moving to London as a master’s student?

Although the transport system in London is very efficient, it runs on a strict timetable. If you’re not at your stop on time, you risk missing your bus or train. Transport for London (TfL) regularly carries out maintenance work, which can lead to partial closures, delays, or route changes on the Tube, Overground, and even buses. If you don’t check ahead, you might find yourself stranded or rerouted unexpectedly. Always check TfL status updates or use the TfL Go app before leaving, especially for early morning or late-night journeys.

What are 5 essential items you need to pack when you move to London? And are there any items you wish you had not packed?

Five essential items to pack when moving to London are:

1. Local food items (if allowed): Pack a few familiar food items, as they may be hard to find and, even when available, can be expensive.
2. Comfy shoes: You’ll need comfortable shoes for everyday commuting. A big part of London’s transport system involves walking.
3. USB charger cables: Most buses and trains have charging ports, but many only support USB-A. If you don’t have one, make sure to get one.
4. Thick clothing: It gets really cold, especially in winter. A hoodie, jacket, and gloves are essential travel items.
5. An item that reminds you of home: Whether it’s a photo, scrapbook, old journal, or anything sentimental, it can help ease the transition to a new environment.

I wish I hadn’t packed so many fashion items, as I quickly adapted to London’s style, which is largely influenced by the weather. Carrying all those extra clothes just became unnecessary baggage.

What are your favourite weekend activities to do in London as a master’s student?

I love visiting the museums, mostly because they are historic and free to enter. I also enjoy exploring different restaurants to try new meals from various cultures.

What has been your favourite part of your course/academic year so far?

The best part of my course is how the modules are structured into blocks, which makes it easier to engage with one module at a time. I also appreciate how the assessments are designed in a very practical way.

What kind of academic support is available at the University?

At the University, you’re assigned a personal tutor who can guide you with any academic concerns. You can also access support for writing, referencing, or research by booking sessions with the academic librarians.

How can Future Space help with your employability?

Future Space can help with your employability by offering micro-internships, job fairs, and opportunities to work on real-world challenges through collaborative projects. They also post opportunities and professional events on the Handshake app.

A big thank you to our student ambassador Onisotoyin Oba for writing this blog!

Navigating life as a new parent

Image: Courtesy of Getty Images

The early months after welcoming a baby can be an emotional time and you may experience a wide range of feelings from joy and pride to sadness and frustration.

Many parents and carers find it hard to talk about difficult feelings after having a baby because they feel under pressure to be happy.

Remember that you’re not alone if you are feeling low. According to the NHS, more than 1 in 10 mothers experience post-natal depression. It can also affect fathers and partners.

Looking after yourself

Making sure you take time for yourself is important. Make use of your support network and spend some time doing activities that you find relaxing and enjoyable whether that’s popping out to meet a friend for coffee, reading a book or taking a short walk outdoors.

It’s also important to try and sleep whenever you can. When your baby is finally napping, catch up on some sleep or even simply rest your eyes.

Abbie Loney, Assistant Head of Future Students & Marketing Operations (Market Insight) at the University and Co-Chair of the Working Parents and Carers Network, shared her thoughts on becoming a new parent: “The new baby stage can be all-consuming, and it can be easy to lose yourself. For me, having my work has been crucial to having an identity outside of being a mum. Having something for yourself, be that through work, hobbies or other friendship groups is really important.”

Staying connected

Parenthood can feel isolating, especially in the early days. Reaching out to other parents, joining a support group, or simply texting a friend can make a big difference. Sharing the highs and lows with others helps normalise the experience and builds a sense of community.

Support groups at the University and in the local area include:

• Working Parents and Carers Staff Network – a supportive community for working parents and carers at the University.
• Family Help – a service at Leicestershire County Council which provides help when you are experiencing difficulties that can’t be supported by other services alone, such as schools or GPs.
• Home-Start – a local community network of trained volunteers and expert support to help families with young children through challenging times.

Abbie shared her experience with support groups: “A lot of people suggested I go to baby groups and meet other new mums as they can be brilliant support networks and social opportunities for you and your child. Lots of people I know had this experience. Perhaps I didn’t find my tribe at the ones I sampled but that didn’t really work for me.

“It’s only in more recent years that I feel able to say that aloud, I felt it was an expectation that all new mums should enjoy the baby groups so there must be something odd about me if I don’t. My advice would be to try things but if they don’t work for you, accept it and do things that you know make you feel good.”

Further help and support

If you are worried about the way you are feeling, please talk to your midwife, health visitor or doctor. They will point you in the right direction for all the support that you need, without judgment.

Abbie reflected: “So many people say ‘enjoy every moment… soak it up…. they grow up so quickly….’ and all of that is very true and good advice. On the flip side, it can make you feel like you are getting it wrong or that you’re not having the motherhood experience that others do when things are tough.

“The reality is that there will be moments, sometimes days, where you are not enjoying things, even though you love your children without question. As well as being joyful, parenting can be hard and it’s okay to feel that.”

You can find more advice and tips online for coping with emotional changes, stress and anxiety when caring for a baby:

• NHS: Start for Life
• NSPCC: Support for parents
• Dad Pad
• Mental health before, during and after pregnancy
• Looking after your mental health for dads and partners
• Information and support for parents affected by perinatal mental illness
• Mental health and pregnancy
• Services and support for parents

Keep an eye on our events page for upcoming wellbeing webinars. The next webinar on the topic of ‘Embracing Life as a New Parent’ will take place on 9 July 2025.

This Week at Loughborough | 16 June

General

Creative Health Series: Draw with Nature

18 June 2025, 12pm – 2pm, Martin Hall

Come and immerse yourselves in a mindful workshop and get hands on with natural materials. You can explore botanical drawings using a variety of materials and inks made by natural dyes. You will also get introduced to modifiers on natural dyed textiles to expand colour palette. No prior experience is necessary, and all materials are provided.

Wellness Wednesdays Student Drop-in

18 June 2025, 2pm – 5pm, University Chaplaincy

Join the Chaplaincy team this exam period for Wellness Wednesdays, a study free zone where students can take time to pause and care for their wellbeing. A range of activities will be available including mindful colouring, jigsaws and games. You can also bring your favourite book to read or simply come for some conversation and a break.

School of Design and Creative Arts Degree Show 2025

16 – 18 June 2025, 10am – 5pm, Various Locations

Students from the School of Design and Creative Arts (SDCA) will showcase their final projects in a physical exhibition on campus from 14-18 June. The Degree Show promises to be a fantastic showcase of the hard work, innovation, and creativity of our graduating students.

Refugee Week Screening: A short film

19 June 2025, 5pm, Martin Hall

Come along for a screening of short films to commemorate the theme of Refugee Week 2025: ‘Community as a Superpower’. From emergency responders in El Salvador to the healing comfort of familiar tastes and smells, these short films celebrate the many ways we build and sustain community in the face of displacement and adversity.

Summer Showcase for Doctoral Researchers

20 June 2025, 9:30am – 4pm, West Park Teaching Hub

This event, organised by Enhanced Academic Practice (Organisational Development) on behalf of the Doctoral College, brings together doctoral researchers from across Loughborough University to share their work and connect in a vibrant and supportive environment.

REACH African Caribbean Celebratory Event 2025

20 June 2025, 4pm – 10pm, Village Bar

Loughborough University’s REACH Staff Network warmly invites students, staff, family, friends, and the wider community to help celebrate their third African/Caribbean event. Come along to the Village Bar, where you will be treated to delicious and authentic African and Caribbean food and drink, and entertainment.

Tourism as Memory-Making: Russian Tourism in the Shadow of Empire: new book by Alena Pfoser

CRCC member Alena Pfoser has recently published a book entitled “Tourism as Memory-Making: Russian Tourism in the Shadow of Empire” in Palgrave Macmillan’s Memory Studies Series. This Open Access book provides the first investigation of the cultural politics of Russian tourism to cities that used to be part of the Soviet Union and the Russian empire and are now located in the independent nation-states neighbouring Russia. Until recently these cities used to be among Russians favourite destinations –because of their geographical proximity as well as personal and family connections and a general cultural familiarity due to a shared history and set of cultural references. At the same time, the political, economic and social changes since the break-up of the Soviet Union have unsettled Russians’ relations to these places that once were considered part of their own land. Histories of repression, deportations and other forms of political violence have publicly resurfaced. The material heritage has been reshaped to emphasise national victimhood alongside the ancient roots of the nation and new national heroes. Moreover, cities have been integrated into global tourism markets, expanding their visitor base to tourists from other parts of the world.

The book explores these post-imperial tensions through a focus on the production and contestation of cultural memories in guided city tours and in tourists’ perceptions. It asks: What cultural memories are co-produced in direct encounters between tour guides and tourists? How do Russian tourists relate to destinations through their memory practices?  What consequences does memory-making in tourism has for identities and international relations in the post-Soviet region? The book is based on comparative ethnographic research in three cities, Tallinn, Kyiv and Almaty in summer 2019 and additional interview research in 2020 and 2021. Funded by an ESRC New Investigator Grant (2019-2022), Alena and her project team mapped the tourism offer in these cities, observed guided walking tours, spoke to tour guides and tourism managers and interviewed tourists.

The book also uses the case of Russian tourism to develop a new conceptual approach for studying tourism memories. Despite the significance of tourism for producing cultural memories, tourism has been largely disregarded within the field of memory studies. The limited consideration of tourism in memory scholarship is not only reflected in the number of contributions on the topic but also in a thematic and conceptual limitation of existing work. Specifically, a narrow focus on (difficult) heritage sites, ‘commodification anxiety’ (Macdonald, 2013) and a conception of tourists as either consumers or learners has limited the area of inquiry. Against this backdrop, this book provides a novel conceptual framework for memory-making in tourism based on four propositions: 1) an emphasis on memory-making as a process, 2) a transnational approach that situates memory-making in a wider political context, 3) a consideration of the diverse cultural forms that memory-making takes, 4) a focus on the (geo)political implications of memory-making in tourism.

Based on the analysis of guided walking tours and tourist interviews, the book provides a detailed analysis of three modes of remembering that it identifies as dominant ways of relating to the past in Russian tourism: imperial nostalgia, the production and consumption of national pasts and memory diplomacy.

While there was no nostalgia industry targeting Russian tourists in any of the cities, tour guides regularly buttressed nostalgia by mobilising shared cultural frameworks and histories. For many tourists encounters with post-Soviet cities and their heritage stimulated nostalgic reflections, even though the book reveals significant differences and ways of relating to locals in tourists’ nostalgic memories. Alongside imperial nostalgia, national(ised) pasts – in the form of ancient and medieval heritage, culinary heritage and more recent post-Soviet pasts – also play an important role in Russian tourism. In contrast to antagonistic national memories that have marked a difference to Russia and the Soviet pasts, national pasts in tourism are largely removed of contentious issues, focusing on distant pasts or on positive moments such as diversity and progress, to make them easily palatable for tourists. Finally, the book also discusses how tour guides and tourists relate to difficult pasts that have been the subject of memory conflicts. These topics are usually difficult to talk about but the book also shows that walking tours can also generate dialogue and exchange, opening up entrenched versions of the pasts.

Overall, the book makes the case for taking tourism seriously as it provides important insights into the production of cultural memories today. The book also adds a novel angle in the study of memory politics in the post-Soviet region, focusing on mundane and direct encounters between people and provides important insights into the diversity of post-imperial remembering in Russia that continue to matter today.  

If users cannot come and see our stain glass collection, the stain glass collection must "go" to them...  (IAW 2025) 

By Camille Moret, University Archivist.

LUA is actively engaging with this year’s International Archive Week theme #ArchivesAreAccessible: Archives for Everyone. 

We have been conducting activities to further access to our collections for our users and beyond, as well as taking a step back to reflect on the nature of HE archives, and what it means in terms of both access and accessibility. Today, we are showcasing our work to provide digital surrogates to yet another collection of historical artefacts. 

Loughborough University holds a collection of more than 100 stain glass panels, scattered around a campus that is essentially private land. With the long-standing history of Handicrafts education, the Arts & Craft Movement, and of Loughborough as a traditional cradle of Making, it seemed a shame to withhold access not only to our communities but also the general public.  

We did a photographic survey of the entire collection, including those panels that were still in storage or that had been walled up, and used online platform AtoM (Artefactual) as both a cataloguing tool and a virtual visit space. History students from Aston University in Birmingham have been engaging with the collection to provide some interpretation, learn about research and heraldry, which showcases another way of enhancing accessibility, and a form of collaborative cataloguing ubiquitous with access.  

Inspired by the arches at DMU heritage centre, we might consider expanding in this area with virtual reality, to allow visitors to have a more authentic experience of our stain glass collection.  

Archiving and Preserving My PhD Thesis: Reflections for Further Research

By Holly Turpin

Loughborough University is one of the partners working on Open Book Futures (OBF). OBF builds upon the work of the COPIM project (2019–2023) and aims to initiate a step-change in the ambition, scope and impact of community-led Open Access book publishing. Specifically, Loughborough University is part of Work Package 7 (WP7), Archiving and Preservation, which is developing guidance and easy to use tools to help scholar-led open access presses and library repositories to digitally preserve open access monographs and their associated content (e.g. video, audio files etc.) for long term access. 

One of the main areas of activity of WP7 for the Open Book Futures project is focussed on the archiving and preservation of PhD theses, an activity in which university repositories typically play an important role. For OBF, archiving and preserving PhD theses means not only safely storing the final version of the thesis and its associated content in a digital format, but also ensuring that PhD theses are openly accessible to be discovered and read by any reader with internet access.

Recently completing my PhD at Loughborough University has coincided with me starting a post as a Research Associate for WP7, Archiving and Preservation, based at Loughborough University. It seemed fitting, therefore, to reflect on the challenges I faced when the time came to submit my own thesis to the University repository so that it could be archived and digitally preserved. The purpose of these reflections is to kick-start a strand of research within WP7 that focuses on the doctoral researcher experience regarding the digital preservation of PhD theses. This builds on preliminary work within WP7 that scoped out the perspective of university repository managers, who are key stakeholders in the digital preservation of UK PhD theses, within the British Isles. This earlier scoping work has been summarised by my predecessor Miranda Barnes in the blog post titled Scoping PhD Theses: Some initial reflections.

For context, my PhD thesis is titled ‘Understanding Homelessness in Loughborough Through Co-Created Immersive Digital Storytelling’. As part of this research, I co-created 360-degree films with participants with experiences of homelessness in Loughborough. These films include voiceover narrations from the participants and 360-degree video footage of different locations in Loughborough. The films can be viewed either using video players compatible with 360 or through virtual reality headsets. From an archiving and preservation perspective my thesis falls into the category of emergent digital formats an area that the British Library, partners on the Open Book Futures project, have been leading on.

One key consideration that I had for archiving and preserving my thesis was the complexities that would arise from the ‘born digital’ nature of this content. ‘Born digital’[1] content refers to content that is digitally created, such as the 360-degree films in my research, as opposed to when analogue materials become digital when they are digitally archived. Another key consideration for me was the archiving and preservation of research and research outputs that concern a sensitive topic such as homelessness.

Digital Thesis submission processes & policies

In the initial scoping work, it became clear that there was variation in the way in which digital PhD thesis submissions were handled across different universities. This included differences in terms of which support services acquire the thesis and which support the doctoral researchers with their digital submission. Generally, the thesis is processed through a doctoral college or academic registry when a student submits the thesis for examination, before the submitted file is passed to the library for deposit into the university research repository.

At Loughborough University a Doctoral Researcher’s thesis is processed through the doctoral college when submitted for examination. When the Doctoral Researcher has passed their examination, and when any required corrections to the thesis have been approved by the internal examiner, this is confirmed by the doctoral college. The doctoral college then refers the Doctoral Researcher to online guidance on ‘completing your studies’ and directs them to submit the final version of their PhD thesis, as approved by their Examiners, in electronic format in the University’s Research Repository. After this, thesis records are made available online in the Research Repository once the Doctoral College Office have undertaken their necessary processes and notified the Library that they have added the author’s name to their official pass list.

Whilst the submission process did not present a significant challenge for me, it has caused me to reflect on how rooted the process is in the final stages of the PhD journey, the viva process, and future dissemination plans. As my thesis contains multi-media objects, I did deposit these in Loughborough University’s Research Repository ahead of submitting my thesis to be examined, however the formatting and accessibility of these media objects (the 360-degree films) is not something I had considered in detail prior to this point.

The late stage in the Doctoral Researcher journey that these considerations came to my attention is a recurring theme in these reflections, as is the conclusion that I wish I had more knowledge of the processes and requirements of archiving and preserving before I had started creating research outputs, such as the 360-degree videos.

Electronic-only submission

At Loughborough University doctoral researchers are only required to submit their theses electronically as opposed to submitting a physical manuscript. Whilst most universities also moved to electronic-only submission in 2020, due to the in-person restrictions introduced by the Covid-19 pandemic, in the initial discussions some universities’ raised concerns that without a preservation policy, not having a physical copy of the thesis runs the risk of losing this knowledge if electronic copies are not securely archived.

In the context of emergent format theses like mine, that contain multiple media objects, without electronic submission several of my outputs would not be archived. For me, this would pose greater risk of the knowledge being lost, as the archiving of these media objects would fall solely to me. This responsibility also emphasises that as most doctoral researchers leave the university after depositing their thesis and lose their university email address, there is no lasting point of contact between the author and institution archiving and preserving their materials. This hasn’t been the case for me, however, generally this would further the risk of complex digital content being irretrievable.

Practice-based Theses

As mentioned previously, a certain amount of my thesis research is practice-based, falling into the category of an Art thesis. Despite having created some immersive media in previous academic roles, including 360-degree film and augmented reality, I was not an expert in the medium prior to beginning my PhD studies. Completing a PhD is designed to help you become an expert in your chosen field, but as practice-based research often falls outside of disciplinary boundaries, the route to this expertise can be less clear. For instance, the expertise of your support team and PhD supervisors is often more research based than it is technical. This means that there is often no obvious contact for doctoral researchers dealing with more complex technical issues relating to file formats and digital platforms they should be using, particularly when using newer more experimental mediums.

Given that a 360-degree video can be viewed using a virtual reality headset, it can also be categorised as experiential work. The preservation of experiences, or intangible qualities of an experience, is not only technically complex, but also theoretically complex. The increasingly hybrid nature of creative performance and audiences was explored in depth by the Arts and Humanities Research Council’s joint research project Boundless Creativity, which examined the role of innovation in shaping cultural experiences during the COVID-19 pandemic.

Understandably, experiential work is often considered by the creator with an immediate and specific audience in mind, as opposed to how it may be experienced by unknown future audiences. When it came to experiencing the 360-degree video in virtual reality in my research, this meant I was much more focussed on preparing it for exhibition at a venue accessible to my participants in Loughborough than I was on preserving the experiential qualities of these outputs.

File Formats

In the initial scoping work, universities discussed there being a split between doctoral researchers interested in only doing the bare minimum required in terms of a digital submission, and those who were ‘anxious’ depositors e.g. asking lots of questions before submitting their thesis files to the repository. In both cases, I think this is indicative of the impact of the large amount of project management, administrative tasks and responsibility that comes with doing a PhD, which is a largely independent project. This again relates to my earlier point about the issue with archiving and preservation being a consideration on in the final stages of producing a PhD thesis, as opposed to being an ongoing consideration from the very start of the journey. By the time it comes to depositing thesis files a Doctoral Researcher will have been through what is undoubtably a highly pressured and stressful stage in the PhD process and at this stage may not be in best placed to be making decisions and doing work that could have a significant effect on their future dissemination plans.

Proprietary file formats, where the file format is owned and controlled by a specific company or individual with specifications not publicly available, were another issue raised in Miranda’s initial discussions with universities. Repository staff at one university spoke of how arts and English-language researchers used the widest diversity of proprietary formats, often using software under a free trial or limited access basis. In the case of a medium such as 360-degree film this is a challenge, as each brand of 360-degree camera tends to have their own file types and editing platforms. For my own PhD thesis I was able to convert my 360-degree films into mp4 files, which retained all their 360-degree qualities. However, the issue for me has been less around proprietary file formats and more around the digital platform that is used to launch/view the files, as several video players do not recognise 360-degree files. In the long term, I am concerned that despite these files being a recognised format in their basic video form, video players of the future will altogether stop recognising their 360-degree qualities. This risks the 360-degree qualities of the videos being lost in their long-term preservation, in a way that is hard to anticipate or account for.

For my work, this is where knowledge around metadata and different metadata standards is important. When there is no guarantee of the future stability and accessibility of digital files generated using proprietary software, it is perhaps more important that such files are accurately described and recorded, for both the knowledge and context of future readers, but also for the possibility of recognising these formats in future contexts.

Rights, copyright, and licencing

As discussed in the original Scoping PhD Theses blog post, student concerns about rights, copyright and licencing come late in the process after their materials have been created.

As someone who has taught filmmaking to both undergraduate and master’s students as part of the Storytelling Academy at Loughborough University, I have some existing knowledge around copyright and licencing. From my experiences teaching, I know that students struggle to grasp these issues and often create work using copyrighted images they don’t have the licence for. In the context of submitting this work for assessment, this may have a minor impact on marking but otherwise there are no serious repercussions. Although PhD students are aware that their research is intended not just for examination, but to contribute knowledge to the wider community, I think the mentality of creating work for a selected few – which comes from previous experience of university assessments – is hard to overcome.

Further to this, doctoral researchers often start creating research outputs at an early stage in their journey, before they can realistically be fully expected to recognise and understand potential copyright and licencing issues, without prior knowledge. In my thesis the earliest point at which I created an output, which is now included in my thesis, was a 360-degree film I created at the beginning of my second year of studies. This film formed the basis for all further outputs and therefore would have benefited from being created under more thorough archiving and preservation guidance.

Embargoes

Embargoes, where work is made private as opposed to the open access default of PhD theses, again relate to how a PhD student’s motivations and level of awareness impact the preservability of what they create. In my PhD there are several examples of autoethnography, where I share some of my own experiences in relation to homelessness. Although I carefully considered what was appropriate to share and what was appropriate to keep confidential, due to the open access nature of PhD theses, it was difficult for me to fully consider what the longer-term implications might be of sharing this information in the public domain.

During my PhD studies I was part of the HOME Centre for Doctoral Training at Loughborough University also researching homelessness. As discussed in Miranda’s original blog post, where there are concerns of political safety and censorship, the Doctoral Researcher will request to embargo this work. The length of this embargo is typically between 1 and 3 years. In the case of homelessness, conducting research on this issue does not necessarily pose an immediate threat to researchers, however this can be hard to predict particularly with the rising level of online abuse faced by researchers in the digital age[2]. An issue such as this in most cases is not reason enough for a Doctoral Researcher to request for their thesis to be embargoed. It does however contribute to the levels of anxiety a Doctoral Researcher may feel around archiving and preserving their thesis and this thesis being open access. Although this doesn’t necessarily pose a direct challenge to the archiving and preservation of PhD theses in itself, it contributes to the need for guidance and awareness around open research and open access publishing earlier on in the PhD process, to help alleviate this anxiety.

In terms of the practical outputs of my PhD research and what qualifies as material that needs to be embargoed, this is something that I wish I had more knowledge about at the beginning of my PhD. Several of the 360-degree films I created have been embargoed due to confidentiality and GDPR. This is because they are filmed in public areas with people in them. Although the individuals in these films are largely in crowds and not obviously directly identifiable, meaning these films would generally be viewable in both broadcast and social media contexts, these restrictions are much greater when something is being made publicly accessible for future audiences in the context of research. Although thinking about the long-term digital preservation and open access requirements would not have necessarily changed the material I created, if I had a better awareness of this before creating these outputs, I may have been able to make decisions to mitigate these restrictions.

Longevity, preservation and future access

An issue mentioned in Miranda’s original blogpost on the preservation of PhD theses is that of link and reference rot, which refers to when the site a reference is hosted on changes or is removed over time. Having recently consolidated the references in my own thesis, this has certainly been an issue. Although I have been able to find Digital Objective Identifiers (DOIs) for a large amount of my references, which are more secure, not all references in my thesis are published literature with a persistent identifier. Again, sourcing references is something that PhD students start doing at a very early stage in their research and therefore would benefit from early guidance on this issue.

In the initial conversations with universities, it was concluded that universities themselves are concerned about preservation, but the students do not have these concerns on their radar. I would argue that although this may be the case, students do have the potential to be concerned. The issue is the immediacy of this concern, amongst all the other things PhD students need to be concerned about.

Next steps and opportunities

In the initial discussions with universities, they suggested several helpful developments such as best-practice guidance for students and academic staff, working groups for those involved in archiving and preservation of PhD theses to discuss issues, migration guidance for when institutions change repository systems and a more in-depth consideration of the role of metadata.

From my perspective, I think another useful next step would be to hear more from doctoral researchers from a variety of different disciplines and those creating practice-based outputs, to fully understand at what point and through which means they would benefit from guidance on open access publishing and digital preservation. By understanding not only when doctoral researchers develop concerns about the archiving and preservation process, but also the exact points at which they should be concerned, would provide opportunities to ensure that students can preserve the future access of their work.

This year on the Open Book Futures project, Work Package 7 will be conducting further research into the archiving and preservation of PhD theses, speaking more to doctoral researchers, universities and repository staff. If you are interested in discussing any of the issues raised in this blogpost, please get in touch.

This post is also published on the blog of the Digital Preservation Coalition (https://www.dpconline.org/blog).

[1] Metz, R. (2025, May 12). Born Digital. Rafi Metz. WWW.BORNDIGITAL.COM

[2] Hodson, J. et al. (2023, 29 Nov). Online abuse: What can researchers do? Sage Research Methods Community. Online abuse: What can researchers do? — Sage Research Methods Community

Five Minutes With: Grace Baird

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

I am the Student Support Manager for the Loughborough University London campus and I have worked for the University for 5 years. My role involves management of London Student Experience and London Student Services ensuring that from the moment students join us to when they graduate, they feel supported and have an outstanding experience studying at our London campus. I also lead on the activities and projects which focus on embedding Equity, Diversity and Inclusion into our student lifecycle.

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

There is no typical day in my role and I am fortunate enough I get to work in a job that I love but also continues to challenge me and keep me on my toes!

An example of a day I had recently in my role involved arriving to our London campus and being greeted by my lovely colleagues and starting my morning by catching up on emails and completing my duties as the supervisor of London student attendance. I then had an array of meetings throughout my day which included:

• Meeting with our London Sport Student Ambassador to discuss upcoming sport activities
• Meeting with staff and students to discuss how we develop areas of the London student experience offer to ensure we are always improving and listening to student feedback
• Co-ordinating the planning for our London September 2025 Induction and making sure this Induction will be our most exciting one yet!

I then finished off my day working on an EDI project I am leading on all about embedding EDI into the student lifecycle, and tidying everything up all ready to go again tomorrow!

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

My favourite project is one I am currently working on which focuses on gaining insight into student understanding of EDI topics and embed EDI into the student lifestyle. EDI is a topic very close to my heart and one I have a strong professional and personal interest in. Our London campus is rich in diversity and culture and it is fascinating to learn from our students to cultivate an inclusive and respectful environment here in London.

What is your proudest moment at Loughborough?

The proudest moment for me each year is seeing our students graduate; having worked closely with and supported so many of them during their time studying with us, it is incredibly heartwarming to see them walking across the stage to collect their degree and know you had some part (big or small) in helping them achieve this.

Which University value do you most resonate with and why?

The University value that resonates with me the most is being Authentic. Everyday I come to work as my authentic self and help to foster an environment within my team where we can all be honest, support each other and respect one another.

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

Outside of work I enjoy spending time with my family and friends, particularly my 3 little cousins who remind me of the simple joys in life and how happiness often comes from the smallest moments. I am also a big animal lover and one of my favourite times of the day is to come home work to a big cuddle with my cat Freddie and my black Labrador Finn. Finally, I am a huge Taylor Swift fan and my day would not be complete without listening to her songs!

What is your favourite quote?

Never be so kind, you forget to be clever. Never be so clever, you forget to be kind – Taylor Swift

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 Lilia Boukikova at L.Boukikova@lboro.ac.uk

Can Four-Year-Olds Understand Money? What We Learned from Arlo’s Adventures.

This blogpost was written by Dr Iro Xenidou-Dervou and Professor Tim Jay. Iro is a Reader in Mathematical Cognition at Loughborough University. Drawing on cognitive developmental psychology, her work explores how children develop mathematical and financial literacy skills. Timis Professor of Psychology of Education at University of Nottingham. His work uses design research methods to improve learning in formal and informal contexts. Edited by Dr Bethany Woollacott.

In this blog post, Iro and Tim discuss financial literacy for children as young as four years old. Based on a large-scale validation of a comic-strip-based assessment called Arlo’s Adventures, this post outlines how researchers tested the tool’s reliability and scalability (link to project page at the end of this blogpost). It also highlights how children’s early numeracy skills relate to early financial literacy skills and why parental confidence doesn’t always align with children’s actual knowledge.

Introduction

Imagine asking a four- or five-year-old where money comes from or what it means to save. You might get a surprising answer such as “From the card machine” or “You just tap your watch!”. These responses may seem amusing, but they reveal something deeper: children are absorbing ideas about money earlier than we might think.

Until recently, we lacked reliable ways to measure what young children actually know and understand about money and finance. Without such tools, it is difficult to design or evaluate financial literacy programmes aimed at the early years. This blog post explores our journey to fill that gap, using a story-based tool called “Arlo’s Adventures” to assess the financial literacy of children as young as four.

Why was this research needed?

Financial literacy plays a crucial role in lifelong well-being; however, research suggests that adults have consistently low levels of financial literacy, both in the UK and worldwide¹. Research also tells us that early experiences, i.e., how and when children begin to think about money, are foundational to financial habits formed later in life^2,3.

Yet, before Arlo’s Adventures, there was no validated method to assess financial literacy in children under six. This left a critical gap in our ability to design and evaluate programmes aimed at enhancing the early development of financial skills.

Testing the efficacy of Arlo’s Adventures

Arlo’s Adventures tells the story of an alien, Arlo, who crash-lands on Earth and must earn, save, and spend money to repair their spaceship⁴. The story unfolds through comic strips, which interviewers use as prompts to ask children specific questions about their knowledge and personal experiences with money.

Children are asked questions such as:

• “Where does money come from?”
• “Have you ever saved money for something?”
• “Have you seen someone pay with a phone or watch?”

In this project, we wanted to test whether Arlo’s Adventures validly assesses young children’s financial literacy and if it could reliably be used at scale. To achieve this, we administered Arlo’s adventures to 382 children across the UK, from diverse socioeconomic backgrounds. We also assessed their numeracy skills to understand the relationship between numeracy and financial literacy skills in the early years.

Presenting the Key Findings

Our results revealed that:

• There was large variation in children’s financial literacy scores within each age group, pointing towards the potential for developing appropriate activities and interventions that could help narrow these early gaps and support all children in building strong financial foundations.
• It’s feasible to assess financial literacy in 4–6-year-olds through engaging interviews. In-person, one-on-one interviews using the Arlo comic format were highly successful, with strong inter-rater reliability (ICC = 0.959) indicating consistency in how children’s answers were scored.
• Numeracy matters – but it’s not the whole story. Children’s numeracy skills explained about 31% of the variation in financial literacy scores, showing that while the two are related, they are not the same construct.

Further, when analysing children’s responses to Arlo’s Adventures’ questions, we identified a five-factor model of early financial literacy. In other words, we found that children’s responses grouped into five distinct key aspects of financial literacy:

1. Transaction Methods – Knowledge about paying with cash, cards, or digital devices.
2. Getting and Using Money – Experiences of earning or deciding how to use money.
3. Saving – Understanding the idea of saving and safe places to store money.
4. Where Money Comes From – Understanding that money comes from jobs or allowances.
5. Spending – Making decisions about whether and how to spend money.

Children’s understanding was spread across these factors and varied by age, with older children demonstrating better financial literacy skills. Still, the variation within age groups was substantial.

Importantly, children’s financial understanding often did not align with what their parents believed about their skills, a finding which could have important implications for family-based financial literacy efforts.

Educational Impact: Three Key Points for researchers, teachers and parents.

1. Early financial literacy is measurable and meaningful. This research shows it is possible – and useful – to assess financial literacy in the early years. Tools like Arlo’s Adventures can help teachers and researchers evaluate how and when financial understanding begins.
2. Numeracy helps, but financial literacy is its own skill. While numerical skills play an important role, children’s financial literacy also depends on other factors. This means that financial literacy should be addressed explicitly and not be assumed as merely a by-product of mathematics learning.
3. Parents need better tools and guidance. Since parents often misjudge their children’s financial knowledge and understanding, interventions aimed solely at children may fall short. Resources that help parents understand, model, and talk about money more effectively could increase impact.

Conclusion

Arlo’s Adventures is more than just a story about a stranded alien – it’s a new way of understanding how financial literacy begins. Our findings show that even very young children can think critically about money, and that it’s both possible and important to assess these skills early.

In schools and homes, early financial literacy needs more attention. With validated tools now available, researchers and educators are better equipped to give children a strong start in understanding the money world around them.

References

[1]. OECD (2020). OECD/INFE 2020 International Survey of Adult Financial Literacy. Paris: OECD. www.oecd.org/financial/education/launchoftheoecdinfeglobalfinancialliteracysurveyreport.htm

[2]. OECD. (2017). PISA 2015 Results (Volume IV): Students’ Financial Literacy. OECD Publishing.

[3]. Agnew, S. (2018). Financial literacy and financial well-being: A review of the evidence and policy implications. Journal of Economic Surveys, 32(3), 1–27.

[4] Jay, T., Rashid, S., Xenidou-Dervou, I., & Moeller, K. (2022). Measuring financial literacy of children aged 4 to 6 years: design and small-scale testing. Money and Pensions Service. https://maps.org.uk/en/publications/research/2022/measuring-financial literacy-of-children-aged-4-to-6-years-design-and-small-scale-test.

20 years of the Loughborough University Research Repository

The repository began its life at Loughborough University back in June 2005. It was set up by the University Library as a pilot project with the aim of preserving and showcasing the university’s research output. The following year, in June 2006, the Institutional Repository was formally launched by the Library as an established university service.

Until 2019 the repository was known as the Institutional Repository and was housed on the open-source repository platform, DSpace. During the summer of 2019 the repository moved to the figshare platform, merging with the data repository and becoming the “Research Repository”.

Growth was challenging in the early days of the Institutional Repository as knowledge and understanding of repositories and open access was limited. However, with time, and with the involvement and support of the university community, we are now nearing almost 60,000 items in the repository.

The first research paper to be deposited in the repository was: STUBBINGS, R. and FRANKLIN, G. 2004. A critical analysis of the INFORMS project at Loughborough University. JeLit, 1(1), 31-41, available at: https://hdl.handle.net/2134/172

Loughborough academics and researchers can deposit their publications (journal articles, conference papers, book chapters, official reports etc) to the repository via the university’s LUPIN system.

Other research files, such as data, can be deposited via the repository (figshare).

Using outreach as a MPLP* opportunity 

By Camille Moret, University Archivist.

*MPLP is a cataloguing approach by American archivist Marc Green in the early 21st Century and stands for More Product, Less Process. It advocates for minimal processing of archival collections with views to provide access to them as quickly as possible. 

As an institution with a rich and complex history of splits and mergers, it comes at no surprise that LUA holds school archives. The LCS fonds is a well-known and defined unit that lent itself well to some experimenting, as we face challenges of re-cataloguing / retro conversion, standards migration, and as we are sometimes getting “bogged down” by conservation (rehousing) imperatives. We decided to use the LCS fonds to quickly convert our paper-based MAD-standardised finding aid into AtoM, a web-based, multifaceted database that rely on the most current archival description standard, going for the bare minimum of mandatory inputting. We only extracted material that required very specific rehousing (textiles, some artefacts), but did not go any further, especially with photographic material. We did not re-mark or concatenate half-empty boxes (from the extractions), nor did we index in depth. 

This meant that we were able to present our catalogue entries within 3 days, and an additional day of work allowed us to take pictures of some items in the collection, write a blog post and other social media post for a small one-week media campaign, just in time for School Archives Day on 12 March 2025. 

Takeaways from that experiment are that we can know select and process certain collections exactly that way, leaving more materialistic (conservation, rehousing) tasks to later, which allows us to strategize, budget and staff them in a more project-based way. In terms of outreach, we now know we can literally deliver More Product with Less Processing, which for an archive service running on barely 1 FTE is a great achievement. 

Re-Defining Terrorism: new book by Itoiz Rodrigo Jusué

In Re-Defining Terrorism: Imaginaries of Radicalisation and Counter-Radicalisation, CRCC member Itoiz Rodrigo Jusué delivers a timely and thought-provoking exploration of how counter-radicalisation has emerged as a powerful force shaping contemporary political and cultural life. The book breaks new ground in the study of counter-radicalisation and extremism prevention strategies – an area that remains relatively new and rapidly evolving in both the UK and globally.

Drawing on a rich body of qualitative data, the book offers a comprehensive and innovative analysis of how counter-radicalisation discourses and practices have developed, providing an original and in-depth exploration of the agenda and its far-reaching societal effects. It compellingly demonstrates how the language and narratives of (counter)radicalisation have permeated popular culture, creating new ways of understanding and addressing terrorism and political violence in the UK and beyond.

Re-Defining Terrorism conceptualises (counter)radicalisation as a new technology of government – a dispositif – that actively shapes mentalities, behaviours, and identities, producing new ways of thinking about risk and security. Each chapter addresses a different aspect of this dynamic. The opening chapter lays the conceptual foundation, introducing readers to the (counter)radicalisation dispositif and detailing its emergence as a framework for regulating conduct and shaping subjectivities. Through detailed analysis, Chapter 2 explores how (counter)radicalisation constructs new social imaginaries of risk and terror, and how perceptions of who or what constitutes a threat have been reconfigured – with discriminative consequences for particular individuals and communities. Chapter 3 delves into the gendered dimensions of counter-terrorism and counter-radicalisation, critically examining how the (counter)radicalisation apparatus has reshaped understandings of feminism and women’s roles in political violence.

Examining the emergence of ‘self-radicalisation’ discourses, Chapter 4 examines how the (counter)radicalisation dispositif has introduced new ways to understand the relationship between the media and terrorism, and how it has legitimised illiberal approaches to media regulation. In its final chapter, Re-Defining Terrorism critically considers how counter-radicalisation policies and practices have filtered into everyday life, assigning new security roles and responsibilities to the general public. The book concludes with a reflection on the relationship between counter-radicalisation strategies and the normalisation of illiberal measures, while emphasising the urgent need to develop non-violent approaches to political violence and conflict.

Re-Defining Terrorism will appeal to a wide range of readers, from policymakers and practitioners to undergraduate and postgraduate students. Its interdisciplinary scope makes it especially relevant for those studying (counter)terrorism and security, media and communication, cultural studies, gender, social policy, and peace and conflict studies.

When the state defines womanhood, we all lose: LUCU responds to UK Supreme Court Ruling

By LUCU Committee

The LUCU Committee is deeply concerned about the impact of the recent UK Supreme Court ruling that the protected characteristic of Sex within the Equality Act 2010 refers to ‘biological’ sex as recorded at birth, and not lived gender. The ruling stipulates that this even applies to individuals who have obtained a Gender Recognition Certificate, which effectively excludes transgender individuals from protection against sexism they might suffer in their lived gender. 

As a small and vulnerable community, trans people are being used as an easy first target in a wider backlash against progressive ground gained internationally for women and LGBTQIA+ people. Ironically, although the campaign was led by women, the outcome problematically pits cis women against trans women, and lesbian, gay and bisexual people against trans people, who should, we believe, be natural allies in the fights against sexism, misogyny and homophobia.

The legal challenge which led to this ruling did not arise in a vacuum, but was the result of a series of legal challenges brought by the campaign group For Women Scotland (FWS) and funded by author JK Rowling. By insisting ‘biology is destiny’, these arguments not only deny the legitimacy of trans experiences, and trans women in particular, but also hold the potential to be used to reverse the hard-won gains of all women for gender equality and push narrow, outdated and gender-stereotypes on both men and women. It is clear to us that both misogynist and transmisogynist cultural forces and campaign groups are connected and growing in strength and confidence, and we must work together to resist them. 

Returning to the detail of the Supreme Court ruling, this interpretation generates several further problems in and of itself, not least because it over-simplifies the concept of sex, which in reality exists on a spectrum, and further erases the existence of people who are intersex, a community already severely marginalised in law and cultural awareness. Moreover, the gender policing of trans women simultaneously further marginalises trans men while harming, rather than protecting, lesbians and masculine-presenting women.

‘Nothing about us without us’ is a familiar refrain and key principle of meaningful equalities work, yet this judgement included no testimony from trans people. The Good Law Project believe that the ruling violates the UK’s obligations under the Human Rights Act and the European Convention on Human Rights (ECHR), and is asking the High Court for a declaration of incompatibility.[1]

Compounding the problems of this judgement, the Equality and Human Rights Commission, which has seen a wave of resignations and criticism over its increasingly transphobic positions in recent years, has released interim guidance which seeks to dramatically expand the implications of the judgement.  In documents released and interviews given by EHRC Chair Kishwer Falkner, proclamations have been made about excluding trans people from facilities such as toilets and changing rooms: not only those aligning with their lived gender, on the basis that they are a different sex from those for whom the facility is intended, but also those aligned with their ‘birth sex’, because their transition likely means that they do not present as the sex for which the facility is intended either.

This risks locking transgender people out of all available facilities. Falkner has claimed that trans people should instead use their ‘power of advocacy’ to ask for facilities including a ‘third space’ for toilets – ironically a move which, even if it were feasible, would force all trans people to use mixed sex facilities. She has also suggested that the judgement excludes trans athletes from participating in sports in alignment with their lived gender, a view echoed and welcomed by Loughborough University Chancellor Seb Coe, in his role as President of World Athletics. 

It is critically important to emphasise that many of these, and other, supposed implications of the Supreme Court judgement circulating online and in the media are highly speculative at best. The Good Law Project has produced its own response, giving clarity over what the judgement in fact does and does not mean, and urging organisations not to make hasty policy changes that further marginalise people who are trans and potentially violate their rights. 

Loughborough UCU maintains unwavering support for the rights of women to safety and security in a world which is still deeply misogynistic and where violence against women and girls remains endemic.  We do not believe, however, that the long list of dangers to women includes trans rights.  It is cis male violence against women that is and has always been the biggest threat to women’s safety, most commonly within intimate partner relationships.

Contending that trans women regularly and systematically gain access into women’s spaces by deception is a strawman argument used to drum up fear that we wholly reject. There are certainly complexities raised by the very real need to provide safe spaces and charitable services for all women, but again, these small logistical challenges are given much greater prominence than the real threat which is the drastic underfunding and under-provision of these services. And we categorically disagree that this complexity gives anyone the right or the rationale to invalidate trans people’s experiences of gender, and importantly, to police their access to public spaces, such as toilets.

We see the targeting of the trans community, under the guise of defending women, as a cynically deployed, racially charged, divide-and-rule tactic which allows the real issues, such as partner violence, rape culture, sexual assault, and structural misogyny, including in institutions such as the police, to go unchallenged. The claim that this issue is about women’s safety is therefore disingenuous; if campaigners and legislators honestly cared about women, they would be tackling the myriad root causes of violence against them, rather than throwing trans women under the bus.

In collaboration with the LGBT+ Staff Network, LUCU are in conversation with University management as we seek to assure trans members of our community that their access to the broad range of facilities and services within the university will not be affected.

National UCU is prepared to challenge any legal interpretations or implementations that infringe upon the rights of our trans and non-binary colleagues. Reaffirming our dedication to equality, inclusion and respect for all, UCU stands firmly with trans and non-binary members, and all women, in the continued fight for civil rights, equality, and an end to gender-based violence.

[1] A similar legal campaign is what forced the UK government to implement the Gender Recognition Act 2004 and give legal recognition to the lived gender of trans individuals.

Caring About Equality

Student carers can experience significant inequalities at every stage of their education journey, impacting their grades, future opportunities, and social connections with peers.  Their choices at university can be limited by their caring responsibilities. They also miss out on opportunities in their careers and personal lives. These inequalities can put student carers at a greater risk of poor mental and physical health, social isolation, financial hardship and poverty.

Juggling education and caring responsibilities can impact their attendance and reduce the amount of time they can dedicate to learning, impacting their grades and performance. For some student carers, the unpredictable nature of being a carer can make it hard to plan their work, revise for exams and to meet deadlines.

Despite the challenges, student carers often demonstrate exceptional resilience, empathy, time-management, and problem-solving skills – qualities that enrich our University community and will serve them well in their future careers.

Universities have a crucial role to play in identifying young people and adults with caring responsibilities.  We need to recognise the impact caring can have on their studies, as well as their personal lives. We can then take action to ensure carers get the support and guidance they need to allow them to fulfil their aspirations and potential.

As staff we can play a part in reducing inequalities by raising awareness and supporting this group of students. If you are aware of any students with caring responsibilities who may benefit from further support, please direct them to Student Wellbeing’s Student Wellbeing referral form .

You can also:

• Bear in mind that student carers may have less support to lean on. Listen to them and consider how we can enable them to achieve their studies despite their additional responsibilities outside of University.
• Ask if they are aware of support via Student Wellbeing and whether they would consider this. Alternatively external support can be accessed via VASL and the Loughborough Wellbeing Centre.
• If you’d like to speak to someone about any queries you might have regarding a student with caring responsibilities, you can contact studentwellbeing@lboro.ac.uk.

3-D modelling of the University Charter

By Camille Moret, University Archivist.

LUA is actively engaging with this year’s International Archive Week theme #ArchivesAreAccessible: Archives for Everyone. 

We have been conducting activities to further access to our collections for our users and beyond, as well as taking a step back to reflect on the nature of HE archives, and what it means in terms of both access and accessibility. Today, we are showcasing our work to create a 3D model of the University Charter. 

In 1966, Loughborough College, previously a Technology Institute, became Loughborough University, by Royal Charter. For a long while, the Charter was proudly displayed in various areas of campus, before being “retired” to the University Archive, slightly worse off for the wear. As the 60th anniversary of the Charter looms, this begs the question…  

What do we have to show for it? 

The Charter is an unwieldy, heavy, albeit extremely precious artefact from our collections. Its contents are well known and as far as its informational value is concerned, we can make it readily available and other “vessels” exist (statutes and amendment amongst others). But our stakeholders want to “see” and “touch”, they want “the real deal”. The Charter’s auratic dimension and its power to authenticate our identity as a University are intrinsically meshed.  

It is likely that the Charter will be on display for some of 2026, and that has conservation impacts that we cannot ignore. Our stakeholders from the London campus and overseas, alumni and former staff communities, will want to be part of the celebration as well. Questions as to how, when, where must be answered. All these problems might be solved by a digital surrogate, and we have chosen to explore what 3-D modelisation can afford us in terms of not just providing informational contents but fulfilling aspects of material culture consumption as well.  

In March 2025, several dozens of photographs were taken and software like Blender were used to create a 3-D model of the Charter and its seal. At this stage, we do not know yet how effective and relevant this will be in terms of access, but it seemed a good idea to use the Charter and upcoming anniversary as a sandbox to explore technological opportunities to improve accessibility of multidimensional material – especially artefacts – that are not readily “legible”, or at least not in the traditional sense. 

Next in this pilot will be our 1948 Olympic torch, as a highly demanded albeit equally precious and rare holding of LUA. 

This Week at Loughborough | 9 June

General

Wellness Wednesdays Student Drop-in

11 June 2025, 2pm – 5pm, University Chaplaincy

Join the Chaplaincy team this exam period for Wellness Wednesdays, a study free zone where students can take time to pause and care for their wellbeing. A range of activities will be available including mindful colouring, jigsaws and games. You can also bring your favourite book to read or simply come for some conversation and a break.

School of Design and Creative Arts Degree Show 2025

14 – 18 June 2025

Students from the School of Design and Creative Arts (SDCA) will showcase their final projects in a physical exhibition on campus. The Degree Show promises to be a fantastic showcase of the hard work, innovation, and creativity of our graduating students.

International Week 2025: #ArchivesAreAccessible 

By Camille Moret, University Archivist.

Every year, the international council on Archives (ICA) celebrates archives for an entire week, culminating (or this year, starting) with International Archives Day, on the 9^th of June. This time, the theme is #ArchivesAreAccessible: Archives for Everyone. It is about how archivists, records managers, and institutions are making significant strides in increasing the accessibility of archival materials. From digitization projects to user-friendly online archives, the global archival community is working together to create a future where access to historical records is equitable and far-reaching. 

Those of us who know Loughborough University Archive (LUA) are aware that this is a very small service with an even smaller team that however has the privilege to be nestled within the Open Research team. So, while this year’s celebration is no cause for announcing significant strides, we can still say that we are trying very hard to make more content accessible in many more innovative ways than we used to do. 

We have been collaborating with our own Open Research Manager for Data and Methods, Lara Skelly, on two projects. One is a pairing of the Open Research repository with the archives catalogue on AtoM so that users can access our newly digitalised collection of historical College Publications. The other is an attempt at 3D modelisation of material that are not readily accessible or even legible, aka not your traditional written record. We have started with the University Charter, seal and all; and we are hoping it can be made available online in time for the Anniversary of our becoming a University in 1966. 

Another thing that has kept us busy for the first half of 2025 is the online cataloguing of the historical Loughborough College fonds, up to current archival standards. The original finding aids had a more librarian and/or museum studies approach when provenance (who created the record) and original order (which activities and functions generated the record) are the usual keys to an archives catalogue. We have been cross-referencing artificial collections and breaking format silos to bring together the historical records of Loughborough College (1902-1952, so half of what makes us the University now). This online catalogue will help users find what they need without them having to “know” that this is what they are looking for. Hopefully, our new take on it will facilitate serendipitous research and, with the addition of proxies or links to the Repository, it will support more immediate access. 

We were pleased to see the work of one of our most dedicated researchers come to fruition this Spring: the book Where history begins. Loughborough’s journey through sport by Eric Macintyre MBE just came out. Spanning the entire existence of the College and University, it draws on archival resources as well as oral history and what we could call collaborative memorialisation of the institution that is sports at Loughborough. We are hoping to get an online version on the Open Research Repository soon, so that it is accessible beyond our communities of staff and alumni. 

Finally, we have been thinking about how to transform our work to offer digital surrogates of the University stain glass panel collection into something that will look (and feel!) more like virtual reality. More of that, soon! 

Digital Detox: Focusing in a distracted world

Exam season can feel like the ultimate test of your concentration and mental stamina but in today’s world, staying focused isn’t just about motivation. It’s also about managing the digital distractions pulling at you every minute. From constant notifications to the temptation of social media doom scrolling, our devices can easily become a barrier to effective studying.

A digital detox doesn’t mean giving up your phone or social media entirely, it’s about creating healthy boundaries that help your brain focus when it matters most. Remember, the goal is progress, not perfection. Small changes can make a big difference in reclaiming your focus this exam season.

This Week at Loughborough | 2 June

General

Campus Pride March 2025

4 June 2025, 1pm – 2:30pm, Hazelrigg Fountain

Starting outside the Students’ Union, you can hear from leaders of Loughborough LGBT+ Staff Network and LSU LGBTQ+ Students’ Association, before setting off on a march around campus. Follow the rainbow bus as you march, dance, and chant your way around campus. Feel free to dress in rainbow and trans flag colours, bring flags and banners. There will be flags and face paints to share too.

Wellness Wednesdays Student Drop-in

4 June 2025, 2pm – 5pm, University Chaplaincy

Join the Chaplaincy team this exam period for Wellness Wednesdays, a study free zone where students can take time to pause and care for their wellbeing. A range of activities will be available including mindful colouring, jigsaws and games. You can also bring your favourite book to read or simply come for some conversation and a break.

World Environment Day: Caring for our Earth. A Roundtable Conversation

5 June 2025, 12:30pm – 2pm, University Chaplaincy

Join the Chaplaincy on World Environment Day for a roundtable conversation with Rich Fenn-Griffin (Assistant Gardens Manager and Biodiversity Lead), Safra Razeek (Muslim Chaplain), Jesse Prevatt (LSU Landscaping and Gardening Society) and Nilesh Shukla (Hindu Chaplain).

World Environment Day is the United Nations’ Day for encouraging worldwide awareness and action to protect our environment. The theme for 2025 focuses on ending plastic pollution globally. The roundtable will explore the University’s strategic theme of climate change and net zero, including how the University might contribute towards it in practice, and the barriers to participation they need to overcome.

National Theatre Live: A Streetcar Named Desire

5 June 2025, 5pm, Cope Auditorium

Gillian Anderson (Sex Education), Vanessa Kirby (The Crown), and Ben Foster (Lone Survivor) lead the cast in Tennessee Williams’ timeless masterpiece ‘A Streetcar Named Desire’. From visionary director Benedict Andrews, this acclaimed production was filmed live during a sold-out run at the Young Vic Theatre in 2014.

NT Live screenings are a collaboration between LU Arts and Flix, student-run cinema. Flix run the screenings on the night on our behalf.

From the Vice-Chancellor – May 2025

In my May newsletter: Funding for our Forging Ahead initiative, recognition as a University of Sanctuary, shaping our Education and Student Experience, Sustainability Strategy launched, and the new EDI leads roles.

‘Forging ahead’ to revolutionise the translation of research into real-world impact 

I was delighted by this month’s announcement from the Minister of State for Science, Research and Innovation, Lord Vallance, confirming Research England funding for Forging Ahead, which will be led by Loughborough University and the Midlands Innovation partnership, and involve a coalition of 15 Midlands university partners. The collaborative programme will reshape how knowledge exchange, business creation and investment attraction are delivered across the Midlands, unlocking the region’s research and innovation strengths and turning them into commercial success stories.  

 
The initiative has been awarded £9.9 million from Research England’s Connecting Capability Fund, with an additional £6.1 million in matched support from the partner universities and regional stakeholders.  

Forging Ahead will be delivered over five years in two phases: the first will focus on initiatives to nurture entrepreneurial talent, grow investment readiness and embed a culture of innovation within and beyond universities; the second phase will deliver targeted interventions to accelerate innovation in strategically important sectors, including Advanced Manufacturing, Creative and Digital, Health and Med Tech, and Net Zero.  

The Midlands has huge potential. It has a strong university knowledge base, growing investment initiatives, such as Midlands Mindforge, a patient capital investment company launched by the Midlands Innovation universities, and is home to 11% of the UK’s high-growth companies.  

But in 2020 the Midlands only received a 5% share of total investment into these high-growth companies. This funding disparity is even more pronounced in university spinouts. Since 2010, Midlands universities have spun out 169 companies, accounting for 14.5% of the UK total. Yet, in their first seven years, these Midlands ventures attract just 15p for every £1 raised by their counterparts in the Golden Triangle of London, Oxford, and Cambridge.  

This persistent disparity undermines the region’s ability to attract and retain the leadership talent critical for scaling innovative businesses. As a result, nearly 40% of Midlands university spinouts are founded outside the region, effectively turning the Midlands into an exporter of high-value jobs and R&D-driven enterprises.  Forging Ahead, which supports both our research and innovation and our partnership strategic aims, will be an important stepping stone in enabling the Midlands’ universities to reshape the region’s innovation ecosystems and, crucially, level up the funding platform.

University recognised as a University of Sanctuary

I am delighted to announce that Loughborough has officially been recognised as a University of Sanctuary, joining a network of UK universities that support refugees and people seeking asylum. Our membership recognises our commitment to creating a culture of safety, inclusion and support for those seeking sanctuary, which is central to our strategic focus on fostering Vibrant and Inclusive Communities. 

University of Sanctuary status is awarded by the charity City of Sanctuary. As a University of Sanctuary, we have committed to a range of initiatives, such as the provision of Sanctuary Scholarships and ongoing engagement with CARA (the Council for At-Risk Academics), through which we provide a safe environment for scholars to continue their research and academic work.  

Our Loughborough University Sanctuary Scholarships are built on our previous offering, introduced in 2022, to support students who were displaced or fleeing from Ukraine. Last year we awarded one undergraduate and two postgraduate taught Sanctuary Scholarships to students from Ukraine and Nigeria. In 2025, in addition to a further three scholarships we will also be offering a stipend to cover living costs, following a successful fundraising campaign by the University’s PASE (Philanthropy, Alumni and Supporter Engagement) team.  

We have been involved in CARA for a number of years, offering a lifeline for those who need urgent help to escape discrimination, persecution, violence or conflict. CARA also supports academics who choose to continue working in their home countries despite serious dangers, and higher education institutions whose work is threatened or compromised. At Loughborough, for example, we have twinned with Beketov National University in Ukraine as part of a Universities UK International initiative to enable campuses to stay open, academics to continue their teaching and research, and students to carry on their studies.   My thanks go to all those at the University, particularly Professor Malcolm Cook and members of the Loughborough University Students and Academics At Risk Group (LUSARG), who have been instrumental in our obtaining University of Sanctuary status. 

Staff help to shape our future Education and Student Experience

Our six strategic core plans are now firmly embedded in the planning and delivery of our University strategy, Creating Better Futures. Together. Each plan will guide the activity we all undertake over the coming years to ensure we remain on track to achieve our strategic aims. 

This month Professor Sam Grogan, Pro Vice-Chancellor for Education and Student Experience, held two interactive events, one on each campus, to enable staff to play a pivotal role in transforming the education and wider experience we offer to students at the University.  

Harnessing our Digilabs hologram technology, a ‘virtual’ Sam opened the event, reflecting in his opening address not only on the challenges we currently face as a sector, but also the exciting opportunities open to us to reshape the way in which we deliver our education and student experience. 

Attendees were asked to consider six broad themes: the shape of our curriculum; our approach to student development; the future of our teaching, learning, assessment and feedback; how Loughborough graduates can be distinctive; maximising tech in our learning and teaching; and how we enhance the international student experience.  Loughborough is already renowned, and highly rated, for its education and student experience, but if we are to retain our position, and indeed work towards our ambition to be the university of choice for students around the world, we must be both adventurous and creative in our thinking, unafraid to challenge the norm and do things differently. I look forward to hearing more about your innovative thoughts, ideas and suggestions from the two sessions.

University’s Sustainability Strategy launched

On 9 May we launched the University’s Sustainability Strategy, which will underpin the delivery of our Climate Change and Net Zero strategic theme.

Our new strategy focuses on the collective effort required to foster a culture of sustainability across every aspect of campus life and make meaningful change. It has five key pillars: our campuses and operations; sport; research and innovation; education; and events and partnerships, with the UN’s Sustainable Development Goals, which we signed up to in 2019, embedded in the goals and objectives for each pillar. The strategy will guide our delivery of a range of sustainability commitments, notably: the reduction in Scope 1 and 2 Greenhouse gas emissions to net zero by 2035 and Scope 3 by 2045. 

The event enabled us to reflect on some of the work we’re already undertaking, examples of which are included in this online feature. For instance, we have joined the University of Nottingham in opening the Zero Carbon Innovation Centre (ZCIC) to deliver innovation in transport technology, green hydrogen production, and power solutions for industry. We have partnered with Carbon Jacked to launch the Climate Cup, which will see our sports clubs compete to be the most sustainable. And through our Sustainable Food and Beverage Policy, we’re cutting down on food waste and working with local suppliers to reduce our carbon footprint and support the local economy.   I have said before, the climate crisis is one of the most pressing challenges facing us all today. We must work together to change what we do and how we do it, whether that’s our teaching and research, our sports activity, the way we manage our campuses, and the partnerships we forge with companies and organisations. We must minimise our impact on the environment, and each of us has a crucial part to play.

EDI leads for Schools and Professional Services

Earlier this year we announced our plan to create EDI (Equity, Diversity and Inclusion) leadership structures in Schools and Professional Services, with the appointment of Associate Deans for EDI within Schools and EDI Principals to lead in our Professional Services. The leads will convene committee structures in their areas, and oversee the development and implementation of school or service level action plans that are informed by the objectives in our EDI core plan. 

These new roles are part of the broader governance changes we have made to underline our commitment to developing anti-discriminatory practice, including the formation of an EDI Governance Committee as a sub-committee of Council and Senate and an EDI Board to bring together leads from Schools, Professional Services, networks, unions and student groups. 

The appointments to these roles will be formally approved at Senate next month and will be announced after that.  The world is a challenging and changing place, but here at Loughborough our commitment to EDI and our core plan remains strong. I look forward to working with the new leads as we continue to drive forward our work on EDI.

Sports Industry Award

Loughborough was named Educational Institute of the Year at the FEVO Sports Industry Awards 2025, in recognition of our ongoing outstanding contribution to sporting excellence and academia. Many congratulations to the academics, athletes, coaches, support staff, partners and leadership team who have contributed to this prestigious award.

Mental Health Awareness Week

This year’s events, held earlier this month, celebrated the power and importance of community, with Loughborough Sport running ‘More Than Sport’ to showcase the powerful role sport can play in supporting mental wellbeing and Student Services highlighting the benefits of community connections.

Partnerships with Ghana

Ghana’s Minister of Youth Development and Empowerment visited Loughborough this month to sign a Memorandum of Understanding that will strengthen the partnership between the University and Ghana’s Ministry of Youth Development and Empowerment.

Finding My Place Through Sport at Loughborough: A Northern Irish Student’s Journey

As a second-year Sport Management student from Northern Ireland, moving to Loughborough was both exciting and overwhelming. Leaving home, family and everything familiar behind brought challenges, especially when adjusting to a new style of learning. University is a step up in independence, there’s no teacher chasing you for homework or checking you’re on track. With a coursework-heavy degree, I quickly realised that managing my time well would be crucial. What helped me most in adapting and finding my place was getting involved in sport beyond lectures.

Before arriving, I knew Loughborough’s reputation for elite sport, which was inspiring but also intimidating. I didn’t come with any national titles and wasn’t a performance athlete. At the same time, I was trying to get used to self-directed learning, where you’re responsible for keeping on top of deadlines and reading. I found it useful to check module specifications at the start of each semester, jot down key deadlines in a calendar and set small weekly goals. Breaking the workload down this way made things far more manageable, and sport gave me the balance I needed.

One of the most rewarding things I’ve done is join the CVA (Coach and Volunteer Academy) Sport Mad programme. Volunteering in local schools delivering sports sessions was a fantastic way to apply what I’d learned in lectures. I built confidence and developed leadership and communication skills, qualities that are vital for a future in sport management. Balancing volunteering with my academic work taught me how to prioritise my time, especially when coursework deadlines were approaching.

I also took on the role of Social Secretary for the Train and Gain Society in my first year. Alongside organising events and welcoming new members, I was juggling regular assignments and learning how to structure my independent study. Having that responsibility outside of my course gave me motivation to stay on top of uni work so I could enjoy the social side without stress. It also reminded me that university isn’t just about academic success, building relationships and being part of a community are also important.

Playing netball for IMS (representing your accommodation hall) added another fun and activity to my week. With lectures, group projects and reports filling my schedule, having something to look forward to that wasn’t academic helped me stay balanced. Being in a team also taught me the value of collaboration, which came in handy during group coursework tasks.

What I’ve come to appreciate is how well Loughborough blends high-quality academics with inclusive sporting opportunities. While elite performance sport is rightly celebrated, there’s also space for everyone to get involved, no matter your ability. Sport has been a massive part of my uni journey, not just for wellbeing but for growth in confidence and skills.

To any prospective student, I’d say this: get involved early, stay organised and take every opportunity. The balance between study and sport helped me find my place, and it could help you too.

State of Open Data: 2025 survey now open

State of Open Data 2025: Survey now open

Have your say on research data sharing.

Springer Nature, Digital Science and Figshare would like to invite researchers to participate in our survey on sharing data and open data.

2025 marks 10 years of the State of Open Data survey and our analysis of researchers’ attitudes towards and experiences of open data and data sharing.

This is your chance to take part in the largest global survey of its kind, and help shape the future of research data sharing.

Take the survey

DRN Online Exhibition Drawing Experience: Call for Drawings

Continuing the 2025 Drawing Research Network events, the Drawing Research Group at Loughborough University are pleased to invite submissions for an online exhibition of drawing, curated by Deborah Harty, Isabel Herrera-González and Fan Ye. The exhibition will investigate the question, how can lived experience be translated into drawing? We invite responses to the question from anyone engaged in drawing in the expanded field.

Drawing can be said to be an intimate or near-universal language, the making of traces – traces left by our bodies through movement. Drawing can be a record of time. When we look at a drawing, we can recall the time that the artist has solidified in the work through the traces left. Drawing is also an action that contains the artist’s choices: the choice to respond to art history, the choice of materials, the choice of the act of drawing itself, and of course the choice of the content of expression. It has the potential to communicate tacit knowledge and reach across cultural and linguistic barriers. And so, we ask, how can drawing function as a form oftranslation for sensorial or embodied experience?

Please submit up to 3 drawings or a single audio/video file in response to the question using this link: https://docs.google.com/forms/d/e/1FAIpQLSfS_8RGLsOvHMpYpDPIiBB1B4Xfx_80jT2qLxfWpX3pVdWzXQ/viewform?usp=header

Full information and details including acceptable file types are clearly shown on the submission form.

Deadline for submission: 26^th June 2025.

Biographies:

Deborah Harty is an artist-researcher and senior lecturer at Loughborough University. She is co-director of the Drawing Research Network and the online journal TRACEY drawing and visualisation research with Russ Marshall. Harty also acts as the Chair of the Drawing Research Group at Loughborough University. Her current practice research investigates the premise that drawing is phenomenology.

Isabel Herrera-González (1996) is a doctoral student and teacher at the Department of Drawing at the University of Seville, Spain. As a member of the Research Group HUM1025: Creation, Graphic Art, Aesthetics, and Gender, her research focuses on contemporary drawing and feminism at an international level.

Fan Ye is a Lecturer at Hubei Institute of Fine Arts, her main research and practice focus on expanding the expressive dimensions of ink art through traditional Chinese painting materials.

Five Minutes With: Fran Bonner

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

I’m the Head of Major Sports Events at Loughborough Sport and have been working at the university since June 2022.

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

No two days are the same, and that’s what I love about working at Loughborough Sport. I work in the Business Development & Events Team, and we’re involved in everything from planning and running our own events, linked to our performance sport programmes, to helping external partners bring their events to campus, such as the School Games National Finals and BUCS Big Wednesday.

We deliver around 200 events each academic year, ranging from school camps to major tournaments. Most days involve a mix of project meetings, working with other departments, and supporting the team.

Right now a lot of my focus is on Lightning Netball and delivering a great experience for our home matches both on campus and at the Motorpoint Arena in Nottingham, as part of the Netball Superleague. We’re midway through the season and have really invested in the match day offer —with improved sports presentation and a new fan zone to bring in more supporters. I would encourage Loughborough staff and students to come and experience it for themselves – it’s a lot of fun!

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

My favourite project (although also the most stressful) has been working on the Loughborough Sport Sponsor Dinner delivered in December 2022 at the BT Sports Studios in London. It was the first big event I was involved in, having joined the department earlier that year, and the pressure was on to deliver something incredible to 300 of our sport partners and industry contacts. It was a star-studded evening with many of Loughborough’s talented athletes and alumni, entertainment and a charity auction. From an event operations perspective, working with a broadcast production team was fascinating and I loved all the attention to detail to make it a one-of-a-kind evening for our guests.

What is your proudest moment at Loughborough?

One of my proudest moments at Loughborough is any time the Business Development & Events team comes together to deliver a large-scale event. One example of this is the Loughborough International Athletics which is a 1-day competition featuring both track and field events with teams competing from across the country. That moment at the end of the day when we regroup for a celebration and a team photo is something I always look forward to – it might sound cheesy, but it gives me a real sense of pride in what we’ve accomplished together.

Which University value do you most resonate with and why?

Creative. I enjoy projects that involve creative thinking—whether that’s developing new ways to present sports or enhancing the spectator experience. Creativity also plays a big role in problem-solving, which is a daily part of my job. While I don’t always have the perfect solution immediately, I really value the creativity that comes from talking through ideas with colleagues. There’s generally always a solution.

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

I’ve been a governor at my local infant school for the past five years, and for two of those years, I chaired the Resources Committee, which is responsible for overseeing the school’s finances. This role has given me the opportunity to contribute to an important part of my local community, while also helping me develop greater confidence in strategic-level thinking. One of the most rewarding aspects has been the school visits, where we engage directly with teachers and children — those moments really bring the role to life and remind me why the work is so meaningful (and the children do come out with some very comical one-liners!).

What is your favourite quote?

“There is a stubbornness about me that never can bear to be frightened at the will of others. My courage always rises at every attempt to intimidate me.” ― Jane Austen, Pride and Prejudice

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 Lilia Boukikova at L.Boukikova@lboro.ac.uk

DRN2025 Drawing Negation: Political Space

Online Event: Wednesday 18th June 2025

Tickets: https://buytickets.at/drawingresearchgroup/1720020

Chair: Rachel Gadsden-Hayton

Presenters:
Matt Johnson
Claire Anscomb
Cao Zhehao

This panel brings together artist-researchers exploring aspects of political space within the theme of drawing negation.

Matt Johnson is interested in the contradictions of negation in image making practice, setting up a ‘This doesn’t mean that, but I’m also not going to tell you what it does mean’ moment of connection. The intriguing duality of the signifying regimes of redaction is presented in the book ‘The Commissar Vanishes’ by David King (1997, Edinburgh) which was a collection of historic photographs of victims of Stalinist purges. The images of faces sometimes artistically, sometimes brutally overmarked, redacted or painted out. The marks on the photograph signifies the agency of the protagonist as much as the historical context. The crude censoring of the faces of Stalin’s real and perceived enemies validates them as historic actors and it’s from this visual marker of their activism that Johnson takes as his cue. If a thing is redacted then it is important. These marks transposed to wider printmaking practice seem to impart a mystery. By censoring something, or by using the physical conditions of censorship, Johnson suggests you can also bring attention to it and suggest a subversive nature to the signal, content or character to the subject. The modalities of negation and redaction also stutter the smooth flow of official language. The dynamic of an argument, thoughts in motion, the urgency of process interrupted, overwriting an image or text offers a physical counterpoint to its modality as well as its function. Redaction and negation, stutter and interruption have become a significant part of Johnson’s recent practice.

Claire Anscomb suggests that negation is a pervasive feature of public sculpture, which is rooted in acts of drawing and often fails to reflect the diversity of individuals that make up a society. Anscomb asks, how can further negation through new acts of drawing transform this situation? The proposed presentation will tackle this question by examining a series of drawings about sexist statuary on a Parisian opera house and a case where public sculpture of the first woman to receive a PhD, Elena Piscopia, has been denied.

By drawing in a mode termed “selective realism”, inspired by drawing in epistemically oriented practices, certain details are negated or gestured at with economic lines to direct visual attention and reveal the presupposition embedded in these sculptures that male chauvinism is permissible. To further compel viewers to become active, politically transformative agents who could play a role in countering this content, this series evolved into a phygital one, at the intersection of physical and digital, with a virtual statue of Piscopia created from graphite drawings, that viewers must choose where to locate.

It will be proposed that drawing is well placed to counter the oppressive speech acts that public sculpture may express. As the monotone drawn and simplified digital surfaces of the virtual statue stand in stark contrast to the real environments in which it is placed, they spotlight the relative lack of corresponding physical pieces, but it will be argued that this also highlights the new possibilities for acts of drawing to reimagine our aesthetic and political landscapes.

Cao Zhehao’s research question “Cross-cultural Research of Liu Bai in drawing and hand-drawn animation practice in social and political contexts” explores the concept of Liu Bai as an aesthetic element in contemporary drawing and hand-drawn animation. This research adopts an interdisciplinary approach, combing drawing, animation studies, and political theory to investigate how Liu Bai transcends aspect of aesthetic and reflects social and political dynamics in different cultural backgrounds.

Liu Bai is a core element in Chinese painting, emphasising the expressive power of absence, or what is left unsaid. It influences viewers on how to perceive and fill in blank space. Zhehao will extend research on Liu Bai to include hand-drawn animation, time and movement will give a new field to this research. This research will examine how Liu Bai can be used to convey ideas of power, resistance and memory in different cultural contexts.

Through the case studies of Chen Shaoxiong, Sun Xun, and William Kentridge, this cross-cultural comparison will focus on exploring how they use blank space to criticise political ideologies, historical narratives and social realities. These artists created in different political environments, such as post-apartheid South Africa and contemporary China, using the absence in their works to provoke audience reflection. The theoretical framework of this research draws on the views of thinkers such as Ernst Gombrich, Jacques Ranciere, Wang Guowei, and Zong Baihua. Their ideas about aesthetics and politics will guide my analysis of the relationship between Liu Bai and politics.

Drawing Negation Recordings now available at:
Emergence: https://blog.lboro.ac.uk/tracey/drn2025-drawing-negation-emergence-recording/

Biographies:

Matt Johnson is an image maker and senior lecturer in Graphic Design and Illustration at Liverpool School of Art and Design at LJMU and Programme Leader of the MA in GD&I. Matt has worked for a wide range of international clients in graphic design and illustration as well as lecturing and giving talks and practical workshops nationally and internationally on many aspects of art, design and visual culture.
mutanten.co.uk

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.
www.claireanscomb.com

Cao Zhehao is an artist and hand-drawn animation maker. Zhehao is currently undertaking PhD research at University for the Creative Arts, London.
https://http336776750.wordpress.com/

Experiences to issues to actions: Developing as a reflective mathematics teacher.

This blog post is written by Chris Shore, Senior Enterprise Fellow and PhD student at Loughborough University. Chris is also a tutor and module leader on the Outstanding Mathematics PGCE at Loughborough University (webpage linked at the bottom of this blogpost). Edited by Dr Bethany Woollacott.

How do you sustain a long career in any profession, especially one as demanding as secondary school teaching? We believe that one way to do this is by developing as a reflective teacher, so that each year is different from the last. In fact, the joke often goes that the best teacher experiences 20 different years in school rather than just one year repeated 20 times!

This belief in reflective practice is embedded in the Mathematics Post Graduate Certificate in Education (PGCE) here at Loughborough, such that our university-based modules are called ‘The reflective mathematics teacher’ and ‘Developing as a reflective mathematics teacher’. This short blog post will outline some views of reflective practice and discuss a model we use in our work with student (pre-service) teachers.

What is reflective practice?

Firstly, reflective practice is more than thinking deeply about the knowledge base of your particular discipline. Donald Schön¹, one of the significant thinkers about reflective practice noted:

So, thinking about your domain of knowledge (the hard high ground) is a useful practice to develop, and one of the key ways that we learn new ideas and skills. But on its own, it may not be sufficient to make progress in your chosen field.

Secondly, it is different from merely noting anecdotes from within your working day (the swampy lowland). Again, this may be a good thing to do, especially if they are amusing, but it is unlikely to lead to developing expertise in your career. Instead, it is the bringing together of these two: the integration of your professional knowledge base and your experiences of practice.

Models of reflective practice

There are almost as many models of reflective practice as there are reflective practitioners! For example, Kolb’s Experiential Learning Cycle² lists four stages to effective reflection:

1. concrete experience,
2. reflective observation,
3. abstract conceptualisation,
4. and active experimentation.

Whereas, Gibb’s Reflective Cycle³ features six:

1. description,
2. feelings,
3. evaluation,
4. analysis,
5. conclusion,
6. and action plan.

Schön⁴ suggested two types of reflective practice:

1. reflection-in-action
2. and reflection-on-action.

Reflection-in-action is an immediate act of reflection during an activity or task. Reflection-on-action is a post-hoc practice, involving reviewing professional decisions and then analysing any resulting actions.

Experiences, issues, actions

It is this reflection-on-action that we embed as a central practice on the mathematics PGCE; we use a model that we call Experience → Issues → Actions, broadly based on a professional development programme called Develop your Teaching⁵.

Experience

The idea is that student teachers pick a significant experience to reflect upon as they encounter different aspects of the PGCE. This could be from taught university sessions, school lessons that they are observing, or lessons that they are planning and teaching. By significant experience, we mean something that stood out for them and something that they could describe such that someone else could recognise it. Significant does not necessarily mean earth-shattering or a hinge event which turned the whole lesson. It could be any single instance: positive or negative. For example, it could be an interaction with a pupil or a sequence of events from a lesson, it could be a question asked or an answer given, a decision made or an explanation given. It could be a big event (e.g., teaching trigonometry for 2 weeks to a year 10 class) but it is most likely to be a small event (e.g., the numbers chosen for a trigonometry worked example).

Issue

Whatever experience is identified, the student teacher should consider what issue is raised by the experience. Again, an issue is not necessarily negative: it might be something which highlights an area or skill that they would like to get better at, but it also could be something positive arising from the experience (e.g., noticing how a teacher uses a school’s reward system to encourage pupil motivation). Sometimes, different issues might be raised from one shared experience. For example, in one PGCE cohort, we all observed a teacher in a local school explain upper and lower bounds to his year 8 class. From that observation, one student teacher realised that this area of the year 8 curriculum felt unfamiliar to them, therefore identifying a gap in their own subject knowledge as an issue. Another student teacher identified a different issue, noticing the teacher’s pedagogical choice of mathematical representation during the explanation. Two different issues were raised by different student teachers from having the same experience, and this is one of the things that makes this model of reflection powerful.

Action

Finally, from these issues, the student teachers should formulate a concrete set of actions. In the example above, the student teacher who identified their lack of subject knowledge as an issue might choose to work on a mathematical task or textbook exercises around the topic area. The student teacher who identified the issue about mathematical representations could choose to work with their placement mentor on how different representations afford different opportunities for learning, or plan lessons trialling different representations to understand how pupils respond to each one. Each issue could result in multiple different actions.

Here is another example which describes two student teacher’s reflections after encountering the same experience whilst they were teaching at their placement schools. These reflections are normally written in more detail (eg a paragraph), but they are summarised here to give an example.

As you can see, the same type of incident was experienced by different teachers in different schools, and they were able to draw out their own relevant issues and formulate some actions. This model of ‘experience to issues to actions’ is cyclical in nature as classroom problems are encountered, dealt with, and re-encountered. The goal is bridging the gap between the high ground of educational theory with the swampy lowlands of classroom practice, such that the student teacher can progress and flourish in the workplace. As Sellars⁶ notes:

If you are interested in becoming a mathematics teacher, use the links below to email Tom or Chris, or apply on our website.

References

[1] Schön, D. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, Calif: Jossey-Bass.

[2] Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

[3] Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.

[4] Schön, D. (1983). The Reflective Practitioner: how professionals think in action. New York, Basic Books.

[5] The Mathematical Association (1991). Develop your teaching: A professional development pack for mathematics – and other – teachers. Oxford: Stanley Thornes.

[6] Sellars, M. (2017) Reflective practice for teachers. London: SAGE Publications Ltd.

“Peace Is More Than the Absence of War”: A Look into Feminist Peace Work with Dr Sophia Close

Reflections from an Inside the Profession Event at the Institute for Diplomacy and International Affairs, by Anna Ligęzowska

As part of our Peace and Conflict Transformation module taught by Dr. Tatevik Mnatsakanyan and offered through the MSc Security, Peacebuilding, and Diplomacy programme at the Institute for Diplomacy and International Affairs (IDIA) we had the privilege of participating in a powerful and thought-provoking conversation with Dr. Sophia Close.

Dr Close represents the UK section of the Women’s International League for Peace and Freedom (WILPF), one of the world’s oldest and most active feminist peace organisations. She brings over 20 years of experience in policy, research, and programming, having worked with the United Nations, governments, and NGOs. Her work focuses on gender-transformative peacebuilding, inclusive mediation, governance, and Indigenous self-determination. In addition to serving as WILPF UK’s Treasurer and Board Director, she also works as an independent consultant.

This talk was part of IDIA’s Inside the Profession series, which connects students with seasoned experts in peacebuilding and diplomacy. These sessions not only explore real-world peace and security issues but also offer valuable insights into building a career in the field.

WILPF: A legacy of feminist peace activism

WILPF was founded in 1915, during the First World War, by women’s rights and peace activists—including Nobel Peace Prize laureate Jane Addams. From the beginning, WILPF has stood by a simple but powerful idea: “Peace is not the absence of war, but the presence of justice.” For them, peace is inseparable from social justice and women’s rights.

Today, WILPF continues to campaign against militarism, nuclear weapons, and fascism, while promoting peace through a feminist lens. The organisation holds consultative status at the United Nations and engages with disarmament policy through initiatives like Reaching Critical Will.

The gendered nature of conflict

In preparation for Dr Close’s visit, we attended a lecture by Dr Mnatsakanyan on Gender and Conflict Transformation. We explored how patriarchal structures not only create inequality but also sustain and legitimise violence. Although the UN only formally recognised the gender dimensions of conflict in 2000 with Security Council Resolution 1325, WILPF had been advocating for gender inclusion in peacebuilding processes decades earlier. In fact, it was the first women’s peace organisation to gain permanent consultative status at the UN.

Research now clearly shows that peace processes are more likely to succeed—and lead to longer-lasting outcomes—when women are meaningfully involved. Yet, women still face systemic exclusion and structural violence during and after conflict. WILPF tackles this on multiple levels: by influencing global policy, and by supporting grassroots women peacebuilders in conflict-affected areas.

WILPF’s approach is grounded in five core principles:

• Promoting peaceful conflict resolution
• Opposing militarism and war
• Advancing women’s rights and gender equality
• Challenging the root causes of violence, including patriarchy, capitalism, and racism
• Supporting democratic participation in peace processes.

The “Local Turn” in Peacebuilding

Throughout the Peace and Conflict Transformation module, we also examined the “local turn” in peacebuilding—the idea that peace must be built from the ground up, not just declared by elites or outsiders. This perspective values local voices, lived experiences, and community-driven efforts. WILPF strongly aligns with this approach, actively supporting grassroots women peacebuilders and ensuring their perspectives shape peace processes.

Learning from a Leader

Dr Close’s visit left a lasting impact. Her deep expertise, combined with her candid reflections on current global challenges and their impact on women and peace work, gave us a clearer picture of what feminist peacebuilding looks like in practice. She also generously shared career advice—practical, honest, and inspiring—for those of us interested in working in peace and diplomacy.

The session sparked thoughtful discussion and a wide range of questions, making it one of the most engaging moments of our module.

On behalf of everyone in the Peace and Conflict Transformation course, I’d like to extend our sincere thanks to Dr Sophia Close for her time and for sharing her invaluable experience with us.

May Copyright Reads

Welcome to the May Copyright Reads! As spring truly blossoms and the days grow longer, May brings with it a fresh crop of intriguing and often challenging developments in the world of copyright and intellectual property.

This month, even the legendary Elton John has weighed in, angrily condemning the UK government’s proposed AI copyright plans, calling them “criminal” and accusing them of “theft.”

From the ironic twists of anti-piracy campaigns to the seismic shifts AI is bringing to intellectual property, and from the quiet battles for academic freedom to the surprising environmental impact of our digital age, these links unravel a tapestry of current events and critical discussions.

Dive in to explore the latest in copyright, censorship, artificial intelligence, and the ever-evolving landscape of information and innovation.

“You wouldn’t steal a car” anti-piracy campaign may have used pirated fonts

Sydney woman who sold a cartoon cat T-shirt told to pay US$100,000 in Grumpy Cat copyright case

Spain hits first weekday of 100% renewable power on national grid

Council of Europe adopts new guidelines on AI and cultural policy

New report “Unfair licensing practices: the library experience” is out

The Importance of Copyright Exceptions for Teachers and Learners

Trump fires Librarian of Congress Carla Hayden amid more worker purges

Man burns 100 Beachwood Public Library books on Jewish, African American, LGBTQ+ education: report

Defending Academic Freedom in an Age of Censorship: Why Open Access Matters More Than Ever

How Google Scholar transformed research

The resilience of open science in times of crisis

If you teach with digital content, you might be breaking copyright laws and not even know it

In our time – Copyright

Guidance on AI Image Generation: learnings from our pilot

EUIPO releases study on generative artificial intelligence and copyright

Copyright Law and AI: Time to Revisit Copyright Registration?

Elon Musk’s apparent power play at the Copyright Office completely backfired

Ministers reconsider changes to UK copyright law ahead of vote

What Monolinguals Should Understand About Bilingualism in the Workplace

What is visual arts copyright?

Copy + Paste + Steal: Artists Battle For Copyright vs Generative AI | Undercover Asia | Full Episode

Guest Post — Classification as Colonization: The Hidden Politics of Library Catalogs

ChatGPT Turned Into a Studio Ghibli Machine. How Is That Legal?

Ariana Grande and Travis Scott Fortnite concerts at the heart of patent lawsuit headed to trial

How AI Demand Is Draining Local Water Supplies

Government defeated for third time in Lords over copyright protection against AI | The Independent

‘Criminal’: Elton John condemns UK’s AI copyright plans | Reuters

The hidden copyright dangers in your VLE and how to fix them

Update on AI and Copyright in the UK

Who Owns the Output? Generative AI, Copyright Chaos, and the Legal Storm Ahead

Who Owns the Songs When the Band Breaks Up? A Copyright Guide for Musicians

‘Thank you for the copyright’: ABBA legend warns against diluted rights in EU AI code

As you can see, the world of copyright is anything but static. We hope these reads offer you valuable insights and spark further thought on the complex interplay between creativity, technology, and law.

Is Artificial Intelligence a threat to your job?

As Artificial Intelligence (AI) technology improves, we’ll find ever more creative ways to harness it to improve the way we live, work and play. But we need to progress in a responsible way.

Advances in AI could have a significant impact on society, boosting productivity and global growth. But alongside the opportunities, many are aware of the possible threats, particularly the potentially negative impact on jobs. 

If we’re to remain on the front foot, education systems and employers worldwide will need to adapt to ensure that people in the workforce have the skills they need to make the most of the potential benefits advances in AI will bring. 

“As AI technology improves, we’ll find ever more creative ways to harness it to improve the way we live, work and play. But we need to progress in a responsible way and keep asking crucial questions – what are the risks, what benefits might it bring, and what might be the long-term impact?”

Media Freedom Poll highlights concerns over Elon Musk’s influence in Central Europe

Dr Vaclav Stetka – CRCC’s member and Reader in Comparative Political Communication –presented the key findings of the 2025 Media Freedom Poll on 12 May in Bratislava (Slovakia), at an event featuring representatives of several news organizations from Central Europe.

First launched in 2022 by the Committee for Editorial Independence, of which Vaclav Stetka is a member, the Media Freedom Poll (MFP) serves as a comprehensive annual barometer of public attitudes towards media freedom and regulation in four Central European countries: the Czech Republic, Poland, Slovakia, and Hungary. In addition to perceptions of the current state and importance of media independence, plurality, and editorial autonomy in each country, the poll also tracks public opinion on global digital platforms, regulation of social media content, and external threats to domestic information environments. The data for this year’s MFP were collected in April 2025 through a representative survey (N=4112, aged 18+) conducted by the polling company Median.

Among other findings, the survey shows that a significant majority of people across the four Central European countries support some form of regulation of problematic content on social media. Nearly 90% of respondents agree that platforms should take action against hate speech, cyberbullying, or content promoting self-harm, while 67% support action against the spread of disinformation. In a notable shift in public perception of external threats to the information environment, more people now consider the U.S. a threat (59%) than China (58%), with the largest increase in concern observed among the youngest generation (ages 18–24), where concern rose by 26 percentage points. Additionally, 56% of respondents expressed concerns over Elon Musk’s influence on domestic public opinion, with particularly high levels of concern among voters of non-populist parties. Full results are available on the MFP’s designated website, https://mediafreedompoll.com/.

The public launch of the 2025 findings was hosted by the Slovak daily SME, whose editor-in-chief Beata Balogová also took part in the panel discussion. Other panelists included journalists Márton Gergely (HVG), Veronika Munk (Dennik N), Michał Olszewski (Gazeta Wyborcza) and Martin Ehl (Hospodarske noviny); Pavol Szalai and Alexander Dworzak (Reporters without Borders), Misha Glenny (Rector of the Institute for Humanities, Vienna), Alexandra Borchardt and Tessa Szyszkowitz (Committee for Editorial Independence). Just like in previous years, the launch of the 2025 Media Freedom Poll has been covered by regional as well as international media, including Gazeta Wyborcza, Falter, IntelliNews, Aktuality.sk, Dennik N, Hospodarske noviny and others.

This Week at Loughborough | 19 May

General

Pint of Science

19 May – 21 May 2025, 4pm – 7pm, Various Locations

Quench your thirst for knowledge and come along to a series of local science talks led by doctoral researchers and academics from across the University. 

Arts Scholars’ Showcase

20 May 2025, 12:30pm, Martin Hall Theatre

Come along for this year’s Arts Scholars’ Showcase, which features the four scholarship winners for 2024/25. This year’s winners come from a variety of subject areas and backgrounds with a mix of undergraduate and postgraduate students. Their art forms include music, dance and photography.

Ecological Creativity: A Restorative Workshop

21 May 2025, 1pm – 2pm, LSU

Create your own eye pillow with restorative materials and discover how artists can bring ecology and ecological issues into their work. Bring along an old piece of soft or cotton clothing to cut out and make it from or simply turn up – all materials will be provided. No prior experience is needed.

Sustainable Leadership Workshop

21 May 2025, 1pm – 4pm, Martin Hall

We all have an impact to play when it comes to sustainability, and with the average person working 80,000 hours of their life, our career is a great place to make a difference. In this interactive session, the Sustainability team will explore how to apply our unique skillset, interests and experiences to enter a purpose-led green job and embed sustainability into every sector.

University Choir Spring Concert

21 May 2025, 7:30pm – 9pm, Cope Auditorium

This year’s Spring Concert has a nature theme and will open with a performance of Twelve Trees, with music by Katy Lavinia Cooper and words written and compiled by Catriona Downie. Inspired by trees native to the British Isles, the twelve pieces that make up this work, delve into the history, folk lore and traditional music of these lands. Twelve Trees was commissioned to celebrate the 60th anniversary of Sing for Pleasure and was premiered last August. It is full of folk inspired tunes so, while being new, it’s also very attractive to listen to. The choir has really enjoyed the challenges of learning and performing this piece.

Stage Society – ‘The Addams Family Musical‘

23 May 2025, 7pm, Cope Auditorium

Stage Society has its final production this semester.

DRN2025 Drawing Negation: Emergence Recording

The first in a series of DRN events exploring the theme of Drawing Negation. With speakers Kelly Cumberland, Birgitta Hosea and Garry Barker. The session was chaired by Lucy Brennan-Shiel.

Access the recording here: https://repository.lboro.ac.uk/articles/media/DRN2025_Drawing_Negation_Emergence/29024660?file=54422066

Performance on curriculum-based mathematics assessment in developmental dyscalculia: the effects of content domain and question format

This blogpost was written by Dr. Alison Roulstone. Alison is a qualified primary teacher/SENCO and early career researcher in the field of Mathematics Education. Alison is primarily interested in how we can improve identification and raise awareness of developmental dyscalculia amongst education practitioners in the early years of schooling, both in the UK and worldwide. This blogpost is edited by Dr Kinga Morsanyi, Dr Julia Bahnmüller and Dr Bethany Woollacott.

In this blog post, Alison and her colleagues, Kinga Morsanyi and Julia Bahnmüller, discuss their recently published paper which investigated typical and atypical performance in curriculum-based mathematics assessments, shedding light on developmental dyscalculia and the effects of curriculum content domains and question format (paper linked at the end of this blogpost).

These insights offer practical guidance for education professionals, researchers and policymakers alike, raising important questions about the identification and diagnosis of developmental dyscalculia and how we can help neurodivergent learners achieve the best possible outcomes in mathematics.

Introduction

Imagine living in a world where numbers and most mathematical concepts make little sense —this is the reality for approximately 6% of the global population with developmental dyscalculia.

This specific learning difficulty affects a person’s ability to develop mathematical skills that are appropriate for their age and level of education. Often emerging in early childhood, developmental dyscalculia causes severe difficulties in understanding and developing mathematical skills.  This means that, despite having adequate intellectual capabilities, individuals with dyscalculia often find it challenging to meet national numeracy standards¹.

Although dyscalculia has a similar prevalence to dyslexia and ADHD – impacting at least one child in every classroom of 30 – it remains under-identified and frequently overlooked, both in the UK and worldwide². This lack of awareness highlights the need for greater recognition and support for individuals with dyscalculia.

So, what are the characteristics of developmental dyscalculia?

Traditionally, developmental dyscalculia is known to affect numerical processing and arithmetic skills – few researchers have explored its relationship with other areas of the mathematics curriculum (e.g., understanding shape, measuring, and data handling). Nevertheless, current diagnostic guidance suggests that children and young people with dyscalculia may encounter a diverse range of challenges in learning mathematics¹.

These challenges may involve difficulties in understanding the concept of numbers, their magnitude, and number relationships; trouble memorising and recalling basic number facts; problems with performing basic arithmetic operations; and challenges with applying logical reasoning to solve mathematical problems¹.

For teaching and learning, it is vital to track progress and achievement using curriculum-based mathematics assessments because it provides a measure of how well children are mastering mathematical concepts in the mathematics curriculum for their year group. This enables education practitioners to identify gaps in understanding, allowing them to tailor instruction to address specific needs and ensure children meet their end-of-year learning objectives.

Mathematics assessments typically use a wide range of question formats and approaches, some of which might be particularly problematic for children with dyscalculia. For example, questions might be multiple-choice or might require learners to construct a response, aiming to evaluate students’ procedural and conceptual understanding in diverse ways.

In our recent paper, we compared the performance of children with and without dyscalculia using a curriculum-based mathematics assessment, examining the effects of content domain and question format. We investigated the following research questions:

a) Does dyscalculia impact performance equally across different content domains in mathematics, or does it affect performance more strongly in arithmetic and numerical processing?

b) How does question format (i.e., multiple choice vs. constructed response) affect performance during curriculum-based mathematics assessments in children with and without dyscalculia?

Through these questions, we sought to understand how we might improve the design and administration of curriculum-based mathematics assessments, aiming to ensure that children with dyscalculia achieve the best possible outcomes. We also wanted to understand which question format might be a helpful diagnostic tool to identify children at risk.

The present study

To address the questions above, we compared the performance of two groups of children aged between 8 and 11 years old (from years 5, 6 , and 7 in Northern Ireland) on a curriculum-based mathematics assessment. Twenty children with dyscalculia participated alongside a group of carefully matched peers (i.e., children of the same age, in the same classes, with similar reading and general cognitive skills, and age-appropriate mathematical skills).  

We measured performance across six areas of mathematics:

• Counting and understanding number;
• Knowing and using number facts;
• Calculating;
• Understanding shape;
• Measuring;
• and Handling data.

We compared children’s performance across these six areas to investigate whether the mathematics skills of children with dyscalculia were equally affected in all areas of the curriculum. We also compared children’s responses and performance on multiple-choice questions versus constructed response questions, investigating whether question format impacted on performance.

Key Findings

Our findings revealed that, compared to their peers, children with dyscalculia obtained significantly lower scores across all areas of the mathematics curriculum. Additionally, children with dyscalculia experienced similar challenges in all areas of the curriculum. This suggests that performance in curriculum areas other than arithmetic and numerical processing may be equally informative in supporting the identification of children with dyscalculia.

There was a smaller difference in performance between children with and without dyscalculia for multiple-choice questions compared to open-ended, constructed response questions. This suggests that using multiple-choice questions may help children with dyscalculia to give their best performance and show their true potential. By contrast, constructed response questions showed a larger group difference in performance. This greater sensitivity to identifying learners at risk of dyscalculia could be useful in diagnostic settings.

Next steps

Regarding future research, it would be beneficial to replicate these findings with larger and more diverse samples, as well as with children from different age groups (for example, by looking at the performance of younger children for the purposes of early identification), and with tasks from other age-appropriate curriculum domains.

Our study revealed that children with dyscalculia performed comparatively better on multiple-choice questions than constructed response questions when evaluated against their peers. However, since multiple-choice questions typically feature prominent distractors, and individuals with dyscalculia often exhibit hypersensitivity to interference³ (e.g., De Visscher & Noel, 2013) and inhibition challenges⁴ (e.g., Szucs et al., 2013), it is essential to understand the potential benefits of additional cues or scaffolding on multiple-choice questions. For example, is it helpful to ask students to choose TWO items from a list rather than tick ALL the correct answers? There are various ways in which cues and scaffolding can be used so it is important to understand when they are advantageous – and when they are not.

Additionally, understanding the types of distractors that have the greatest impact on dyscalculic learners in comparison to their peers could be explored through analysing incorrect response patterns on multiple-choice tests or using eye-gaze tracking, while tasks are being performed in real time⁵. Eye-tracking studies allow researchers to study where and how long people look at the materials presented. By tracking where the eyes focus and how long they stay on certain spots, researchers can understand what catches a person’s attention. This information might reveal interesting insights about how children with and without dyscalculia solve mathematics tasks, and what strategies they use.

Conclusion

Supporting children with dyscalculia begins with understanding that every individual faces a diverse set of challenges when learning mathematics, and those with dyscalculia need tailored approaches to achieve the best possible outcomes. These findings suggest that performance on all aspects of the primary mathematics curriculum may be equally relevant for early identification. Adding evidence to this limited research area, we find that children with dyscalculia experience a diverse range of challenges that extend beyond numerical processing, affecting memorisation, general order processing, logical reasoning and spatial relationships.

As such, we suggest support should not only focus on numerical processing and arithmetic skills. Future research might investigate the potential benefits of implementing reasonable adjustments for children with dyscalculia, e.g., additional time during testing to work through questions, testing in smaller groups, and prompting students to tackle all questions.  

References:

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub
2. Morsanyi, K., van Bers, B. M., McCormack, T., & McGourty, J. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. British Journal of Psychology, 109(4), 917–940. https://doi.org/10.1111/bjop.12322
3. De Visscher, A., & Noël, M. P. (2013). A case study of arithmetic facts dyscalculia caused by a hypersensitivity-to-interference in memory. Cortex, 49(1), 50–70. https://doi.org/10.1016/j.cortex.2012.01.003
4. Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674–2688. https://doi.org/10.1016/j.cortex.2013.06.007
5. Lindner, M. A., Eitel, A., Thoma, G. B., Dalehefte, I. M., Ihme, J. M., & Köller, O. (2014). Tracking the decision-making process in multiple‐choice assessment: Evidence from eye movements. Applied Cognitive Psychology, 28(5), 738–752. https://doi.org/10.1002/acp.3060

Five Minutes With: Lewis Darwin

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

Technical Supervisor (Materials) and Deputy School Safety Officer and I’ve been here 11 years.

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

There is no such thing as a typical day for me, you are never sure what each day will bring which is what I enjoy the most. I can go from teaching undergraduate students how to classify a soil, to testing 3D printed concrete columns or operating machines such as fork lifts or excavators. All whilst trying to keep on top of the laboratory risk assessments and inductions as part of my H&S role. I oversee geotechnics in the lab, supporting academic staff, undergraduate dissertation students, and PhD researchers in their work – I suppose you could say I’m an enabler, helping others bring their ideas to life.

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

During my time at Loughborough, I’ve worked on a variety of projects, but my favourite has been the National Engineered Slope Simulator. I’ve been involved from the very beginning – contributing to initial planning discussions, coordinating with contractors on the construction of the new building, and working closely with other staff on the design and installation of all components. This bespoke project has been both challenging and rewarding, involving a steep learning curve and the integration of many new and unfamiliar pieces of equipment.

What is your proudest moment at Loughborough?

Being nominated for a Papin prize for research and being highly commended for my work on the slope alarm project.

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

I have done several bungee jumps and a parachute jump to raise money for charity and also I enjoy going to the theatre to see a good musical.

What is your favourite quote?

Have you got a risk assessment for that?

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 Lilia Boukikova at L.Boukikova@lboro.ac.uk

Introducing Dr Maria Carinnes P. Alejandria

I had been following the work of Professor Ksenia Chmutina both in print and on social media ever since Professor JC Gaillard connected us through RADIX: Radical Interpretations of Disasters in X (formerly Twitter) in May 2023. Her critical perspective on disaster interpretation and her commitment to highlighting the contributions of female researchers strongly resonate with my own professional ethos. So, when she posted about the opportunity to spend a month engaging at Loughborough University through the IAS Residential Fellowship—including the promise of coffee sessions with her—I applied without hesitation.

My application focused on the regional research project I lead on flood preparedness among urban communities in Southeast Asia. At the time of writing it, I had just completed a year-long data collection phase across Brunei, Indonesia, Malaysia, and the Philippines. I was seeking opportunities to exchange insights with experts on disaster risk creation and communication for social change, as the first papers from our project fall within these themes. Naturally, I nominated Professor Chmutina and Professor Thomas Tufte as the key scholars I hoped to engage with during the fellowship.

Arriving at Loughborough University at the start of spring was a beautiful experience. Staying at the IAS Flat, located on campus, allowed me to witness the coming to life of the foliage as trees began to bloom and the lawns erupted with purple hues from flowering plants. Each afternoon, I took long walks through the campus—my quiet signal that the day’s writing was done. Being able to pause all other academic responsibilities and simply focus on the joy of writing was a rare privilege that the fellowship afforded. This sense of comfort and ease was made possible by the thoughtful IAS team. Ksenia, Connor, Laura, Kieran, and Yajie ensured that my first trip to the UK was memorable, even giving me personal tours around campus and beyond.

During my residency, I delivered two lectures. The first shared preliminary findings from my research project, focusing on localizing the concept of resilience in Southeast Asia. A distinctive feature of this presentation was the inclusion of my collaborators via pre-recorded video segments. The second lecture centered on the creative and reflexive methods I employed during data collection. Weekly lectures and informal coffee sessions provided opportunities to explore emerging research on disaster studies, migration, sustainability, and artificial intelligence. And best of all, I finished revising papers and writing a chapter for my monograph!

My residency concluded with a visit to Loughborough’s London campus, where I had a thoughtful conversation with Professor Tufte about civil societies and their roles in humanitarian spaces. As my project enters its second year of implementation, I look forward to continuing these connections with colleagues at the IAS and hope to welcome them in Brunei in the near future.

Dr Maria Carinnes P. Alejandria

Introducing Professor Josef Fahlén

I have now returned to Sweden after a very rewarding month at the Loughborough University, the Institute of Advanced Studies, and the School of Sport, Exercise and Health Sciences. After having been invited by Professor Alan Bairner as a Visiting Fellow in 2023, I was encouraged to apply for the Residential Fellowship in 2024. I am forever grateful to Professor Bairner for introducing me to the great opportunities afforded by the IAS and for bringing me to Loughborough. I am also very grateful to Professor Paul Downward for supporting my application to the Residential Fellowship programme and for being the most gracious host during my stay. With fond memories of my stay as a Visiting Fellow, it was fantastic to get invited anew.

Apart from numerous morning coffees at The Grind with Professor Downward, discussing everything from international politics to exchanging experiences of our respective workplaces, I have also had many intense discussions with Dr. Minhyeok Tak. More than being wonderful people and great discussion partners, both Professor Downward and Dr. Tak also made my visit a great experience socially with Professor Downward taking me for a lovely hike in the Peak District and Dr. Tak bringing me along to Netball games and excursions to the neighbouring cities. Making sure to keep my schedule busy, Professor Bairner always invited me to join his group on Tuesdays at the Wheel Tapper and Professor Barrie Houlihan, Professor Richard Giulianotti, Dr. Joe Piggin and Dr. Matthew Dowling followed suit always making sure that I had lunch dates, dinner reservations and more coffee. Dr. Piggin was also a fantastic resource when planning for bringing my family over for the Easter holidays.

During my stay I gave a few talks at the IAS and the Sport, business and society research theme. I also gave a workshop to the PGR community and met individually with postgraduate researchers. Besides being very fruitful as academic conversations, these meetings also provided me with great insights into ongoing research, and the everyday life of working as an academic in the UK context. Hopefully, some of these discussions can be continued sometime in the future as I have made sure to extend invitations to Sweden and Umeå University to everyone interested in getting to know a little bit more about Scandinavian sport and the Swedish context. I would really like to get an opportunity to return at least some of the hospitality I have experienced during my stay.

Being set up in the IAS flat right at the heart of campus made everything very convenient and I loved taking walks into town, watching the always ongoing sport practices and games on campus and popping in at the IAS for tea with the great IAS team that made all practical arrangements so smooth. Ksenia, Connor, Kieran, Laura, and Yajie took so good care of me in every possible way which made me feel so welcome and appreciated.

I hope I will get further opportunities to return to Loughborough University in the future. My stay was so enjoyable and very productive in so many ways. Existing collaborations have been developed, and new ones have been established. I want to thank all involved for making my visit possible. 

Professor Josef Fahlén

This Week at Loughborough | 12 May

Mental Health Awareness Week

Percussion Discussion: A Drumming Session for Mental and Emotional Wellbeing

14 May 2025, 9:30am – 10:30am, Edward Herbert Building

Percussion Discussion is a unique drumming experience designed to support individuals and organisations on their mental health journey.

Managing Anxiety

14 May 2025, 10am – 11:30am, Brockington

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

Sing, Connect, and Feel the Community Spirit!

14 May 2025, 2 – 3pm, Martin Hall

ISE in collaboration with LU Arts are offering a one-hour workshop to Sing, Connect and Feel the Community Spirit during Mental Health Awareness Week.

Whether you’ve only ever sung in the shower or love singing with others, this workshop is for you! Join us for a fun and uplifting hour of music, where voices from around the world come together in harmony. No experience needed—just bring yourself and enjoy the joy of singing in a friendly and welcoming space.

Wellbeing Stalls

12 – 18 May 2025

Visit our stalls across campus throughout the week to discover how community connections can enhance mental wellbeing. Engage in interactive activities, gather valuable resources, and connect with others who share a passion for mental health.

General

CVA Careers in Sport Q&A Panel

12 May 2025, 6:30pm – 8:30pm, James France

Interested in a career in sport? Come along for a Q&A like no other.

From the BBC to basketball, the Brownlee brothers to broadcasting, Olympians, being a female coach and so much more! Hear from an expert panel on their own career highs and lows with advice on how to get into a career in sport.

More Talk and Action: Men’s Wellbeing Workshop

15 May 2025, 9:30am – 11:30am, Rutland Building

This workshop offers a safe space in which men can talk about the challenges they face and learn practical tools to improve their health, wellbeing and coping strategies. Together we will explore ways to overcome the stigma and shame that often leads men to ignore their mental and physical health until it’s too late.

The theme for May is Building Positive Friendships.

Stage Society – ‘Equus’

16 May 2025, 7 – 9:30pm, Cope Auditorium

Watch the LSU Stage Society’s production of Peter Shaffer’s ‘Equus’ on Friday 16 and Saturday 17 May at 7pm in the Cope Auditorium.

Community Fun Day

18 May 2025, 10am – 4pm, LSU   

Get ready for a day of celebration at the LSU Community Fun Day – a vibrant afternoon packed with activities, entertainment, and excitement for all ages. From stalls and games, face painting, and inflatables to community and student performances, there’s something for everyone to enjoy.

Loughborough International Athletics

18 May 2025, 10am – 4pm, Paula Radcliffe Stadium  

Loughborough International Athletics (LIA) is widely recognised as the curtain raiser to the outdoor season with an action-packed day of first-class athletics hosted at the Paula Radcliffe Stadium on campus. Once again, Loughborough athletes will compete against teams representing England, Wales, Scotland, GB&NI Under-20s and the National Athletics League.

From the Vice-Chancellor – April 2025

In my April newsletter: Staff appointed to the UK and Global Young Academies, our new People and Culture Strategy, a partnership to deliver real change for our community, a new academic recruitment campaign, and the Director of Sport and Loughborough Students’ Union CEO appointments.

Staff appointed to influential networks

Ensuring that our researchers and academics have the opportunity to maximise their expertise and work in partnership with colleagues around the world to help address issues facing society is central to several of the core aims within our University strategy. One of the ways in which they can do this is through participation in prestigious national and global networks. 

Last month it was announced that Dr Manuela Pacella, a Senior Lecturer in High Value Manufacturing from the School of Mechanical, Electrical and Manufacturing Engineering, would be the first member of the University to join the Global Young Academy (GYA). The GYA has approximately 200 member scientists from around the world who are united by their academic excellence and their commitment to societal engagement. Members take part in working groups, strategic projects and collaborations with international partners. 

The Global Young Academy is exceptionally prestigious, and I am thrilled that Manuela has been elected. Her outstanding research has had a global impact on some of society’s most pressing problems in the automotive, aerospace, and biomedical fields.  

I am also delighted that, for the third consecutive year, Loughborough academics have been selected as members of the UK Young Academy, a network of early career researchers and professionals established to help tackle local and global issues and promote meaningful change. It is a collaborative endeavour involving some of the country’s most prestigious national organisations including the Academy of Medical Sciences, the British Academy, the Royal Academy of Engineering and the Royal Society. 

Dr Haitao He and Dr David Maidment are Loughborough’s newest members of the UK Young Academy. David is a Senior Lecturer in Psychology based in the School of Sport, Exercise and Health Sciences. His research focuses on healthy ageing, with a particular emphasis on supporting older adults with long-term health conditions and disabilities. Haitao is an UKRI Future Leaders Fellow within the School of Architecture, Building and Civil Engineering, working on simulation, machine learning, and digital twinning approaches for scenario testing and optimisation of multimodal transport systems.  

David and Haitao’s appointments bring the total number of Loughborough members of the UK Young Academy to eight.   Manuela, David and Haitao’s selection to these prestigious academies is testament to their academic excellence, and I’m sure you will join me in congratulating them on their success. Their achievement also reflects the outstanding programme of support provided by the University’s Enhanced Academic Practice team, who support applicants through targeted mentoring and training and ensure colleagues have the best opportunities to flourish.

Advancing our approach to people and culture

Wherever I go in the University, I see the dedication of our staff and their commitment to do the very best job possible. Throughout the whole organisation there is positivity, drive and team spirit. Our staff have real pride in what they do and, I believe, in the University as a whole.  

Our success as an organisation is built on the excellence of our staff and we want to provide an environment where they feel supported and enabled and have opportunities to thrive and develop. I was delighted, therefore, to see Loughborough named in the top quartile of the recent Inspire HE Rankings, a new annual ranking, based on data from staff engagement surveys, that has been developed to celebrate universities that are committed to creating an exceptional employee experience.  

We have a good foundation from which to build, and our new People and Culture Strategy that we are developing will help us work towards our strategic aim of being one of the best employers in the sector. 

Over the last 18 months, our work on Project Expectations (one of the six strategic enabling projects), has highlighted the need to continue and grow our focus on our people, and to look ahead in terms of the changing nature of the workplace and our response to it. Deputy Chief Operating Officer Ffyona Baker has been instrumental in overseeing the development of this work and, to reflect her leadership responsibilities for People and Culture more formally, we have added the title of Chief People Officer to Ffyona’s role, to ensure parity with the sector and provide clarity of leadership for this important activity. As Chief People Officer, Ffyona will continue to help shape our workplace culture and staff experience, championing our people agenda in all that we do.  

More details of the People and Culture Strategy, and what it means for staff, will be made available in the coming weeks and months, and staff will have the opportunity to feed into its development at events being scheduled in the summer. I’m looking forward to working closely with Ffyona to shape and drive this important area of activity, which will be the cornerstone to the overall success of everything we do. 

New programme seeks to deliver change to our region

Earlier this month it was announced that the Universities Partnership, which involves Loughborough, De Montfort and Leicester universities and the county’s local authorities, will be part of the Co(l)laboratory Programme, an exciting community research initiative that aims to deliver meaningful change for people in our region. 

Co(l)laboratory began as part of the Universities for Nottingham Civic Agreement and has given students with typically non-traditional academic backgrounds the chance to make real change and improve the lives of the communities around them. The programme has now been awarded additional funding of £1.8m from the Research England Development Fund, enabling the Leicestershire Universities Partnership to join the project.  

The Co(l)laboratory team is inviting civic and community organisations in the Leicester, Leicestershire and Rutland regions to think about problems they are experiencing and to get in touch to explore a potential collaboration to tackle those issues through research. Twenty-seven PhD studentships across Leicestershire will be fully-funded. 

This is a perfect example of how universities can harness their collective power and work together to make a real difference to their local communities, which aligns well with our Vibrant and Inclusive Communities strategic theme. I look forward to hearing more about the research projects that emerge through this exciting initiative. 

Academic recruitment campaign to be launched

Our staff here achieve great things and have big aspirations to achieve even more. We know that if we are to do this, we need to grow our academic community and so we will shortly be launching a new campaign to recruit additional academics to join us on our journey to our strategic goals and help us drive the University forward.   

In a challenging time for the sector, this is a significant investment in our staff, who are absolutely crucial to the continued success of the University. We want to complement and enhance the excellent work our academic community is already doing and strengthen our organisation still further to ensure its long-term success.  

Through the campaign we’re seeking individuals and teams to join us to amplify our excellence in research and contribute to our education portfolio across the University in six critical areas of strategic importance: Artificial Intelligence and Digital Innovation; Digital Engineering and Transformation; Health and Wellbeing; Renewable Energy, Hydrogen Research and Infrastructure; Sport and Society; and Sustainability and Circular Economy.  If you know someone who leads or is part of a world-class academic team, or who specialises in one of our key strategic areas, and you think they would be a great addition to our community, I would encourage you to share this exciting opportunity with them.  

Senior staff appointed 

This month we have confirmed the appointment of two senior members of staff. 

Louise Gear will join us in June as Director of Sport. Louise is currently Head of Development at the Football Association. During her time there she has helped to double participation in women’s and girls’ grassroots football, was instrumental in working with key commercial partners, including Sport England and UEFA, to grow the women’s game, and launched an award-winning disability football programme. She also played a key role in the transformational legacy of the Lionesses’ historic EURO 2022 win across grassroots football and in curricular and extra-curricular school participation. 

In her role at Loughborough, Louise will be responsible for performance sport, strategic development, and the commercial growth and development of Loughborough Sport. She will work with a multitude of industry partners, support the development of the next generation of sports leaders, and manage our elite and recreational programmes. 

I’m sure you will join me in welcoming Louise to Loughborough when she joins us later this year. 

I also want to congratulate Liz Monk who, after an extensive recruitment process, has been confirmed as Chief Executive Officer of Loughborough Students’ Union (LSU). Liz had been acting as Interim CEO and will now be able to accelerate the positive trajectory she has already established and continue leading the staff team into the Students’ Union’s new strategic period.   LSU is an integral part of the outstanding student experience for which Loughborough is well known and I am confident that under Liz’s leadership, LSU will continue from strength to strength. 

DRN2025 Drawing Negation: Absence online event

11.00 (BST) 21 May 2025

Tickets: https://app.tickettailor.com/events/drawingresearchgroup/1691134

Images: Ellen Bell, Anthi Kosma & deepani seth

This panel brings together artist-researchers exploring aspects of absence within the theme of drawing negation.

Anthi Kosma’s presentation, Water Cut, will discuss her drawing practice, in which she often uses automatic, spontaneous writing-drawing, the “language of doubt” borrowed from the tradition of surrealists. Despite their uncontrolled gesture there is always a kind of control or gestural bias in these processes. To force a non-deterministic, preconstructed, “closed meanings” type of “writing” or to negate personal “customs” Kosma uses two techniques of purposive breaks: watering and cutting drawing.  At first, Kosma rewrote drawings with water. Drawing a layer of “letters” of “invisible ink” to give, in the beginning, the impression of ´drawing a blank´. However, the watery gesture dissolves the ink, provoking an intended destruction of the initial drawing. Water rippling accidents convert ink into aquarela, well-defined lines in diffused, non-defined shades, and wet deformed spots invite an impressionist reverie. Watering ink traces are, in a way, a gesture of catastrophe (Deleuze, 2003). Another intentional gesture of unintentional, uncontrolled, and arbitrary result that follows is to cut the drawing. Cut the watered papers into pieces. Fragmented parts of “letters”, pieces of a mosaic or non-defined puzzle, broken drawings, and divided surfaces of unlinked sentences, an open puzzle. The self in front of infinitive possibilities. Kosma lets the hands re/combine the pieces, and reform them into a new monster drawing. 

The presentation will be presented as a praxiological diary, documenting notes on drawing practice as negation. The use of a diary, functioning as a daily/temporal record of events and experiences, enables an insider’s observation and works as a phenomenological investigation that accompanies theoretical references into the phenomenon of drawing.

Ellen Bell’s presentation, Losing and loss: how can the ‘undrawn’ spaces of the page show such disappearing? uses the daily drawings that Bell makes in her deceased neighbour’s flat as its core, to explore what the “unreadable, the mere empty page” (Lubbock, 2012: 161) is doing in, and for, these images. Encapsulated for Bell in this temporarily-abandoned space and made manifest in the slug trails on the carpet, loss, though emotional and physical (Kubler Ross, 1969), is nebulous and about which “I am no longer able to speak” (Blanchot: 1979). If so, Bell suggests three questions arise: first, how can her drawings tell of it? Second, if, as Tuan (1997: 12) suggests, “space can be…experienced as the relative location of objects”, what role does the negative space – that “rhetoric of borders” (Derrida,1993: 3), shaped and delineated by the penned-lines that form the beds, tables, chairs and objects – play in showing the drawings’ loss-meaning signification? Or perhaps, this “white area”, as in Lubbock’s (2012: 163) critique of Beardsley’s drawings, “doesn’t take form” or meaning, and remains “inarticulate, an expanse of whiteness, into which nothing can be read.” Might this be akin to Derrida’s (1972: 26) différance, where, “there is no name because to define it is to make it a representation?” Third, if all this is true, what possibilities remain for these ‘undrawn’ spaces? Might they be, for the viewer at least, “a door through which moments of a life could enter?” (Berger 2012: 68)

Deepani Seth’s presentation, Drawing the Remembered House, Seth presents a body of work that evokes the absent home by creating negative spaces representing the house. The gaps cut into the surface, express the migrant’s loss of home, and materialise this loss, as well as the longed-for object. This work forms a part of Seth’s research into the relationship between home and house, in the context of postcolonial migration.

Now situated in Tasmania, Seth draws from memory, houses that she has lived in, in Delhi and Bombay. Seth draws, by cutting precisely into the surface of paper, elements of houses and neighbourhoods formerly inhabited, and which are no longer accessible to her. 

Examining this practice and the resultant artwork, Seth asks: can remembering a home-place, from across the distances created by migration, present new meanings of home, and its relation to house? And, how does expressing absence by drawing negative spaces into the surface of material present new meanings of the remembered home?

I propose that the act of drawing (cutting-out) negatives in the surface make present the absent home-place. The process resembles the homesick person’s relationship with the home: the absent home, unattainable except in memory, is made present in utterances. The negative spaces cut into the paper act as portals. These portals, layered and imperfectly aligned against other surfaces and gaps, create a space in which the absent home is animated.

Biographies:

Anthí Kosma also known as anthokosmos, studied Architecture at the Democritus University of Thrace (DUTH, 2005) and get her PhD from the School of Architecture at the Polytechnic University of Madrid (2014, Cum Laude and Special Mention). Her research focuses on drawing as an improvisation act and sentimental writing. Since 2019, she has been a visiting lecturer at the Department of Architecture at the University of Thessaly.      

https://www.anthikosma.com

Ellen Bell is an artist and writer, Bell is currently studying full-time for a practice-based, drawing research PhD at Leeds Beckett University, exploring how drawing can help us understand loss. https://www.instagram.com/belle16isdrawing/

deepani seth is pursuing a PhD in Architecture and Built Environment at the University of Tasmania.  Previously, she has worked as a design researcher in public health and early education. Her illustrations and text-and-image narratives have appeared in print, in publications by Yoda-Sage, Zubaan and CSDS-Sarai.

Dr Monia Del Pinto - Connecting Built Environment Disciplines and Geography in Urban Risk Research: Reflections from an IAS Fellowship

Urban resilience research demands interdisciplinary dialogue, particularly where the built environment interacts with human experience, influencing spatial cultures, people’s wellbeing, and even safety. As an interdisciplinary researcher working on disaster risk and the built environment, my interest in how architectural form and urban landscape influence resilience led to an ongoing collaboration with Dr. Sara Bonati, assistant professor in human geography at the University of Genova. Together, we started exploring the sensory dimensions of urban environments (sensescapes) and their role in shaping risk communication and post-disaster recovery.

In October 2024, I had the pleasure of hosting Sara at Loughborough University as a Research Fellow through the IAS Open Programme. Her week-long visit was a valuable opportunity to advance our shared research and proved to be an incredibly rich and productive experience. The IAS team provided an ideal setting for in-depth dialogue, collaborative planning, and meaningful engagement with colleagues across disciplines.

Over the years, Sara and I have been working together on topics at the intersection of architecture, geography, urban studies, and disaster studies, focusing on sensory landscapes and risk communication, post-disaster urbanism, and architecture-led place branding in disaster-affected contexts. The IAS Open Programme visit gave us a chance to take that collaboration further, and in person, supported by the brilliant IAS team, who provided space, resources, and great visibility to the event.

During her visit, Sara delivered a presentation on (re)production of nature in climate change discourse, bringing together Loughborough University colleagues from across geography, architecture, engineering, and the social sciences, and was followed by an insightful informal discussion. The interdisciplinary conversations prompted reflections on ways nature is used, re-used, represented, and re-conceptualised in the ongoing climate change debate, focusing on emerging trends in place-making in a time of escalating climate threats and the impact on ecosystems and non-human actors. The cross-disciplinary lens prompted the audience to think differently about our discipline-specific assumptions and approaches.

The visit enabled us to develop a funding application to support a Europe-wide research network, finalise a collaborative paper, and sharpen our joint research strategy for the next couple of years. It also gave us the space to envision future projects and reflect more deeply on where research on climate change and risk reduction requires cross-disciplinary and cross-sector collaborations.

As a former IAS Doctoral Leader, my continued connection with the Institute since 2020 has been deeply enriching, and the IAS’s diverse programme of events has consistently broadened my academic network, sparked new research ideas, and inspired interdisciplinary collaborations. This recent hosting opportunity has once again shown the IAS’s role as a catalyst for intellectual exchange. I’m incredibly grateful to the IAS team for making it happen, and to Sara for being such an engaged and inspiring collaborator.

Political Communication and Environmental Challenges

The Centre for Research in Communication and Culture and the Successful Transitions Under Environmental Change research theme will be hosting a research seminar on Political Communication and Environmental Challenges. The event will take place on May 14^th from 10-11:30 in D201.

The research seminar will be centred around empirical studies at the intersection between politics, communication, environment/geography, and sociology – with four short research talks followed by a discussion period chaired by Duncan Depledge.

Please join us to discuss early-stage research on:

• “The role of civil society organizations in the European Union and their responses to climate change-induced migration” – Judith Fortunova-Russell
• “The scale and influence of the fossil fuel industry in sport sponsorship” – Theo Frixou

• “News avoidance and scepticism about anthropogenic climate change: Survey evidence from 18 countries” – Anthony Kevins and James Stanyer
• “Triadic polarisation in climate debates: Climate change and culture wars in English-language tweets in COP26 and 27” – Dayei Oh and John Downey

We look forward to seeing many of you there!

#ClimateChange #PoliticalCommunication #EnvironmentalResearch #Lboro

Bringing the EYFS to the PhD: A Reflective Account of Lifelong Learning from Educator to Researcher

Jess Green is a doctoral researcher at Loughborough University. Jess’s primary interest is in supporting the teaching of mathematics within early years settings and using her experience as an early year’s educator to support her research. Edited by Beth Woollacott.

In this blogpost, Jess explores her journey from early years educator to doctoral researcher, highlighting how the Characteristics of Effective Learning—central to the Early Years Foundation Stage—continue to inform her practice as an adult learner in higher education. Jess reflects on how principles such as curiosity, persistence, and critical thinking have supported her transition into research, and how they remain essential in navigating her PhD in mathematics education. Through this lens, Jess considers how early learning frameworks can have enduring relevance across all stages of lifelong learning.

The journey so far…

I first started volunteering at a nursery while studying for my degree in social psychology at Loughborough University. Initially, I volunteered to switch off completely from academic work and to do something that required me to be fully present in the moment; I particularly enjoyed the outdoor games and joining the imaginary worlds created by the children.

However, my time at the nursery became less of an academic switch-off as I started to learn about theories of child development in my psychology course. I was fascinated by how these theories developed and seeing them play-out in action.

As I became an early year’s practitioner, I was aware of how the other educators were planning their teaching and learning and using child development theories to encourage children’s learning. I attended several professional development days with my colleagues and found myself inspired by the current research being shared, eager to put it into practice and see its impact.

I challenged myself to take this further by enrolling in an Early Years Teacher Training PGCE after completing my undergraduate degree. During this training, I spent more time working with other age groups, took deep dives into child development theories, shadowed other educators, attended online conferences and most importantly for my current journey, conducted my own research projects and led professional development sessions.

I began to recognise the importance and potential impact of research-informed practice, again recognising the critical role of professional development opportunities in supporting this.

Following my PGCE, I then took on the role as a room leader in a preschool room; alongside teaching children, I was now responsible for the day to day running of the room, leading other practitioners, and maintaining a stimulating, high-quality environment. Being a pre-school room leader was a challenging job, but some of the things I loved about the role were: being able to have a wider perspective of the teaching and learning that was taking place, organising training opportunities for my team of educators, and ensuring that the learning environment was expanding children’s learning as well as meeting their needs.

I was able to spend time reflecting on the strengths of my team and where we were having to work harder. One of these areas, for me, was supporting children’s early mathematics. At school, mathematics had never been my favourite subject, and I realised the extent to which my own mathematics experiences were shaping my teaching. I noticed I was not alone in this whilst observing other practitioners’ teaching and the lack of enthusiasm that our mathematics PGCE lectures were met with compared to our typical lectures!

This led me to think about the impact of mathematics experiences for educators and what could be done to change this for future generations, starting with the children in our nurseries.

So, I took a leap of faith and applied for a PhD. After a couple of attempts, and plenty of refining my research focus, I was awarded a place on the master’s and PhD programme in the Department of Mathematics Education at Loughborough University, funded by the Centre for Early Mathematics Learning (CEML). And just like that, I went from being a teacher… to becoming a student again.

From educator to educatee: utilizing the characteristics of effective learning as an adult learner

During my first master’s lecture, I quickly sensed how different it felt to shift from an educator to becoming a full-time learner again — moving from the early years sector into the world of higher education. As everything around me changed, I knew I needed to hold onto something familiar.

Within the early years curriculum there is a two-pronged approach to teaching and learning, these are based on what children learn and how children learn. What children learn is determined by 7 key areas of learning including things such as physical development, communication, and language and maths. How children learn is determined by the characteristics of effective learning. Specifically focussing on these characteristics is designed to encourage a love of learning and greater academic success.

Early on in my master’s, I realised that these characteristics of learning did not only apply to learning done by children within early years education, but are just as relevant to me as a learner within higher education. The early years curriculum highlights three overarching themes of effective learning: Playing and Exploring, Active Learning, and Creating and Thinking Critically, and these continue to guide my approach to learning and research.

Playing and exploring

As a researcher, curiosity is a key skill, I can “play” with ideas and explore where they take me — often in unexpected directions. This process of playing and exploring has shaped the direction of my research.

I initially began by investigating the rates of mathematics anxiety among educators; but, as I explored the topic further and kept asking questions, my focus evolved. I began to investigate how professional development can have an impact on teaching and learning within the early years.

Active Learning

Research requires a lot of self-motivation and persistence: with no set curriculum to follow, I’m free to venture down unfamiliar paths, enjoying the learning and discoveries along the way.

Active learning, for me, means not just “keeping on trying,” but also staying immersed in current research debates, reading widely, and maintaining an internal drive to grow.

That intrinsic motivation — so often nurtured in early years settings — is something I now consciously apply to my own development as a researcher.

Creating and Thinking Critically

As an early year’s educator one of the most rewarding parts of my job was supporting children’s creative and critical thinking – seeing them link ideas and create new ideas was always a joy.

Now, as a researcher, I am linking my thoughts, creating new ideas and both curiously and critically engaging with the world around me.

Some Final Thoughts

My research journey continues and though my environment has changed, the foundations of how I learn haven’t.

The Characteristics of Effective Learning continue to guide me, helping me stay curious, motivated, and thoughtful in my approach. From educator to educatee, the learning never stops — it simply evolves.

Funding

Jess Green’s PhD studentship is funded by the UKRI Economic and Social Research Council [grant number ES/W002914/1] through the Centre for Early Mathematics Learning.

Open Research: Meet the team - Lara Skelly

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

I’m the Open Research Manager for Data and Methods. I currently hold the record for the longest job title among all library staff members. I’ve been at Loughborough University since June 2022.

Why did you choose to work in Open Research?

I’ve spent my whole professional career working in libraries. Due to my own interest in research, I moved fairly quickly to supporting research, but I never lost my love of cataloguing. My current role has the best blend of my favourite tasks.

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

Like just about everyone in my team, no two days are the same. Some days, all I do is catalogue the weird and wonderful things that come into the library collection (some recent additions include poems from emails, pictures from an exhibition and a dataset about batteries). Other days, I mix it up by commenting on Data Management Plans for funding bids and working on Open Research advocacy, such as marketing the Midlands Innovation Open Research Week (see what I did there?). Whatever the day holds, I always try to squeeze in some coding. I’m exploring different ways of making materials available from the Research Repository, such as this custom display I created for the Water Development and Engineering Centre.

What’s your favourite thing about working in a library?

I love seeing the amazing research that happens every day. As an Open Research Manager, I’m at the forefront of creative discoveries, each with the potential to change the world. I’m exposed to projects, ideas and outcomes that I could never have even dreamed up, and never encountered without this job.

What’s the most exciting development in Open Research that you’ve seen?

Right now I’m excited that Open Research was explicitly mentioned in the Research Excellence Framework 2029 pilot guidance: “Connectivity: Enabling inter-disciplinary and cross-disciplinary approaches both within and between institutions, fostering co-creation and engagement with research users and society, and recognising and supporting open research practices “(section 17, emphasis mine). Open Research practices have been increasingly making an appearance in various policy documents – including it in REF is a significant milestone.

What’s one thing you wish everyone knew about Open Research?

It’s so easy to get started – and as soon as you do, you’ll see the benefits.

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

I am unreasonably entertained by dental commercials.

If you could have any superpower, what would it be and why?

Definitely to stop time – then I could read everything that interests me!

Five minutes with: Richard Jackson

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

I’m a Customer Services Assistant and I’ve been working at Loughborough University for 14 years.

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

My day-to-day duties include:

• Responding to customer enquiries via email and telephone
• Helping students with their parcels
• Printing new ID cards
• Advising staff and students with our print and postal service

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

My favourite project was helping set up a new parcels system on campus.

What is your proudest moment at Loughborough?

My proudest moment at Loughborough was helping out at Summer Graduation. It was such a special event to be a part of and I felt proud to contribute to making the day run smoothly for everyone attending. It really highlighted the sense of community and achievement that makes Loughborough such a special place.

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

I volunteer as one of Santa’s helpers through my local Rotary Club!

What is your favourite quote?

Short and sweet – ‘Keep calm and carry on!’

April Copyright Reads

Ah, the air feels lighter, the days are longer, and the vibrant colours of new life are all around us – spring has sprung! As nature awakens, why not take a break and read some interesting copyright articles in the sun? To help you make the most of these brighter days, we have a whole host of good articles lined up for you in this month’s Copyright Reads. So, grab a refreshing drink, find a sunny spot, and dive into the latest discussions and insights from the world of copyright.

Creators’ Earnings Calculator – Beta Launch

The Unbelievable Scale of AI’s Pirated-Books Problem

Is Web Scraping the Only Copyright Concern for AI?

How Google Used AI to Re-Create ‘The Wizard of Oz’ for the Las Vegas Sphere

AI bots are destroying Open Access

Rebooting Copyright For The Age Of AI

AI, Ownership And The Legality Of Generative Inspiration

One copyright to rule them all?

Copyright law in the age of AI: analysing the AI-generated works and copyright challenges in Australia

[Guest post] ‘Ghiblification’ and the Moral Wrongs of U.S. Copyright Law

What’s Up With Copyright Lately?: Spring Cleaning Edition

How is artificial intelligence actually being used in higher education?

Rebooting Copyright: How the UK Can Be a Global Leader in the Arts and AI

AI Copyright Litigation: Recent Legal Developments

Studio Ghibli v. OpenAI: is this the next U.S. copyright lawsuit to drop?

The AI-Generated Studio Ghibli Trend, Explained

Mislabelled Cats, Deep Research and ‘Bigger and better’ – a few recent LLM Trends

Celebrating 136 Years of the Eiffel Tower & Its Intellectual Property Rights (IPRs)

A trade mark cocktail: Why PORTSOY whisky and port wine do not mix

The Style Returns: Some notes on ChatGPT and Studio Ghibli

Guest Post — The Open Access – AI Conundrum: Does Free to Read Mean Free to Train?

How many people are using generative AI on a daily basis? A Gemini report

“ER” Sues “The Pitt” [Video]

…And Justice For Us: Metallica v. Napster 20 Years Later

We hope you enjoyed this edition of Copyright Reads! If you don’t want to miss our blog posts, please subscribe to our monthly digest.

CRCC Welcomes Local Councillors and MP

The Centre for Research in Communication and Culture will be participating in several events on May 9^th as part of a campus visit by Cllr. Naomi Bottomley, Dr. Jeevun Sandher, MP, and Cllr. Margaret Smidowicz.   

Schedule Highlights:

• 12:30–13:00 – Informal Lunch (CRCC event): An opportunity to meet Dr. Sandher and chat informally over lunch.
• 13:00–14:00 – The Future of Higher Education Policy (LUCU event): Dr. Sandher will share his perspective on the direction of HE policy, followed by an Q&A session. This is a hybrid event, open to all staff.
• 14:30–16:00 – Life in Politics (IRPH/CRCC event): This session kicks off with refreshments and informal conversations, followed by a panel where Cllr. Bottomley, Dr. Sandher, and Cllr. Smidowicz will talk about their political journeys and engage in a Q&A.

Drawing (Paper) Show ‘25 Open Call

Open Call to exhibit in the Drawing (Paper) Show ‘25 at The Bridewell Studios and Gallery, Liverpool @bridewellstudiosliverpool, be published in the 10th Edition of Drawing Paper and be featured in the Directory of Drawing Artists (DoDA).

The exhibition runs during Liverpool Biennial ‘25 from Friday 11th July until Thursday 31st July, with the exhibition launching Thursday 10th July, (times tbc).

Be published in the 10th Edition of Drawing Paper, both a printed and digital publication.

Featured in the Directory of Drawing Artists (DoDA) is a Directory which exclusively features artists who have exhibited in the Drawing (Paper) Shows. The Directory of Drawing Artists (DoDA) allows people to find, hire or buy directly from artists who specialise in drawing, with a 100% of any sales or fees going directly to the artist. 

The Drawing (Paper) team will be joined by acclaimed artist Curtis Holder to help select the show’s exhibitors. Curtis Holder http://www.curtisholder.co.uk, @curtisartist is a renowned winner of Portrait Artist of the Year 2020. Curtis, a London-based artist known for his stunning large-scale portraits and figurative works crafted with graphite and colored pencil, will bring his expertise to the judging process.

How to enter 
– Enter via our website – http://www.drawingpapershow.com(through a google form)
– Pay entry fee (£10 per artwork/max of 3 artwork)
– Upload image
– Include: artwork’s title, medium, size, year made (must not be more than 3 years old)
– Provide your Instagram handle you would like us to tag when we share your entry/entries on our Instagram stories

It is not required for entries to be shared in our Instagram stories, however if you would like your entry to be shared and tagged, please make sure it is enabled in your Instagram’s privacy settings.

Cost
£10 per artwork submitted, maximum of 3 submissions per artist. Please note only one work will be exhibited from artists selected.

Who can enter
International open call to all drawing artists.

What can be entered
Contemporary drawings, traditional drawings and drawings that challenge the conventional definitions of drawing. Drawing in any form and in/on any medium. 
For work that exceeds 1.5 meters in any direction or has very specific hanging requirements, please contact us to check if we can accept it.
For live or site-specific work please upload an image/video of previous work/examples of what you would propose to do in the medium section.

Triptych/ Diptych – can be submitted as a singular piece.

Deadlines
Artists can apply from 14th April until 11th May 2025, Midnight (GMT). 

Notification
Both successful applicants and unsuccessful applicants will be notified by 25th May. Please note we will be unable to provide feedback on unsuccessful applications. 

For full terms and conditions please visit http://www.drawingpapershow.com

Navigating grief in the workplace

Image: Courtesy of Getty Images

Grief is a deeply personal and challenging experience that affects individuals in various ways.

It can manifest as sadness, anxiety, exhaustion, or difficulty concentrating. Some people may prefer to keep busy at work, while others may need time away. There is no right or wrong way to grieve, and it’s important to respect each person’s unique process.

Working through grief

Returning to work while you’re grieving can be a particularly challenging time so it’s important to be kind to yourself.

• Establishing a daily routine can help provide a sense of stability.
• Be patient with yourself as healing takes time.
• Focus on small, manageable tasks.
• Take care of yourself by eating well and exercising.
• Prioritise rest and allow yourself to take breaks.
• Seek support and let others know what you need.

How to support colleagues going through bereavement

When a colleague is going through bereavement, it can be difficult to know how to offer support. Grief can sometimes feel like an uncomfortable subject but in times of loss, small acts of understanding can make a world of difference.

• Give them time and space to share their situation at their own pace, don’t press for details if they are not ready.
• If they choose to talk, let them share as much or as little as they want without interruption or judgement.
• Choose an appropriate time and private setting to have a conversation, away from high-stress work situations or busy environments.
• Small gestures like covering a task, checking in with them, or offering to grab lunch can provide comfort and ease some of their burdens.
• Be mindful of anniversaries and triggers, certain dates or events may bring up emotions. A thoughtful acknowledgement can show you care.

Find more guidance and advice about supporting someone who is grieving.

Support available for staff

The Employee Assistance Programme is available to provide support to you if you need it. More information on support for bereavement from Health Assured. If you would find comfort in the Chaplaincy, you can contact them on 01509 223741 or by emailing chaplaincy@lboro.ac.uk. 

Information on the University’s compassionate leave policy.

The following organisations offer specialised services that could help you cope with bereavement:

• At a loss – find bereavement services and counselling across the UK.
• Child Bereavement UK – offers support if you are bereaved after losing a child.
• Child Death Helpline – helpline for all those affected by the death of a child. 
• The Compassionate Friends – find support for bereaved parents and their families.
• Cruse Bereavement Support – offers face-to-face, telephone, email and online support for anyone who has experienced a loss.
• Dying Matters – resources to help people talk more openly about dying, death and bereavement, and to make plans for the end of life.
• The Good Grief Trust – a charity run by bereaved people, helping all those experiencing grief in the UK.
• Hub of Hope – database of mental health services in the UK, including community, charity, private and NHS mental health support.
• The Loss Foundation – offers support to people who have lost someone to cancer.
• Samaritans – if you’re struggling you can call Samaritans any time on 116 123 to talk about anything.
• Sands – information and support for anybody affected by the death of a baby.
• Sue Ryder – offers bereavement support, including ways of finding bereavement support online.
• WAY (Widowed and Young) – advice for people who have lost a partner before their 51st birthday.

Keep an eye on our events page for upcoming wellbeing webinars. The next webinar on the topic of ‘Dealing with Grief in the Workplace’ will take place on 14 May 2025.

Decoding the Beat: Intellectual Property in the Music Landscape

I know what you are thinking. First, she came for the books, now she is coming for the music. The reality is that music and Intellectual Property (IP) are intrinsically linked.

What is IP exactly? IP refers to creations of the mind, such as inventions (patents), literary and artistic works (copyright), designs (design rights) and symbols, names and images used in commerce (trademarks and trade secrets).

When it comes to music, IP plays a crucial role in ensuring and safeguarding the rights of musicians, composers, and producers, making sure they can thrive in a competitive market.

Different IP will protect different parts of a musical creation, from the musical works themselves, to the recordings, and performances. These are all protected. Let’s have a look at each in turn.

Music copyright

Hopefully by now you know what copyright is, but just in case you are new to this page: copyright is an automatic right given to an original work, which has been created somehow in a tangible form. It does not protect ideas.

Musicians will typically own their recordings and compositions (written music and lyrics). However, if they have a publisher or record label, those entities might own, share ownership or even “lease” those rights for a time. It very much depends on the contract signed with the labels.

Let’s see how that can play out in real life, and we shall take cat-lady extraordinaire and all-round businesswoman, Taylor Swift as an example of fighting back.

Taylor Swift signed early on in her career with Big Machine Label Group, who owned all the master recordings of her first six albums. The Label Group was acquired in 2019 by Scooter Braun, including Taylor’s catalogue. She claimed that she was never given the opportunity to buy the master recordings back. In response to the takeover, she announced her intention of re-recording her first six albums which would mean she would gain control over her music and devalue the original recordings owned by the new label. However, she has also had to contend with claims of copyright infringement, the case being ultimately dropped. Haters gonna hate, eh?!

Music publishing rights

As with copyright, the first holders of publishing rights are the authors, however, if there is a contract with a music publisher, then the music publisher will own those rights. A music publisher, can ensure that the use of the song is done with the correct renumeration and credit, making sure that the creators are rewarded for their creativity.

• Rights for a song recording – the music industry, relies on the first recording of the song, called the master recording, to which it will mostly own the rights to. As mentioned above. In this recording both the authors as well as the performers authorise the recording of the lyrics and composition and the performance of these. Once the record is done, the record label who has done the recording will have rights over that recording.
• Rights for musical copies – the same music can have multiple rights owners as we have seen, the exploitation of music can be done by obtaining different licenses, in particular mechanical licensing.
• Rights for music performance – the same as above, the authors, performers and producers of recordings own the right to public performance. As such, any type of public performance, live music, background music or streaming platforms will require a licence from the rights holder. In the UK, there are multiple agencies which offer licence for music broadcast, distribution, and performance: TheMusicLicence, PPL and PRS.
• Rights for use of music in movies and video games – music and film just go together, same goes with video games. I mean, the Blair Witch Project game would be half as creepy without the atmospheric background music. These two industries could licence music through what is called a synchronisation licence, self-explanatory I hope, or as for The Lord of the Rings, they could commission completely new music from artists. Best known here are Enya’s song May it Be and Ed Sheeran with I See Fire in The Hobbit.
• Rights for use of music in TV programs and the radio – ever wondered if your favorite café needs permission every time a song plays in the background? That’s where “blanket licenses” come in handy. Think of them as an all-access pass from a music rights organization. For a set fee and by reporting the music they use, businesses like restaurants can legally play any song in that organization’s vast library. This system ensures songwriters get paid fairly based on how often their music is played. To make this happen, these organizations need to know exactly which songs are being used and who owns them, which is why registering music with a local rights group is so important for creators.
• Rights for printing lyrics or music notes – think about buying sheet music to learn a new song – that’s print rights in action. These rights cover the act of writing down a musical composition and its lyrics, as well as sharing and selling those written versions, both on paper and online. Even something seemingly simple, like putting song lyrics on a t-shirt or a poster, involves print rights and could potentially infringe on the lyricist’s ownership. While copyright generally protects these rights, there are specific cases where using song lyrics or sheet music is permitted. To know when these exceptions apply, you need to understand the copyright laws and any limitations in the country where the song is being used.

Trademarks and music

Another important IP in music, is trademark. Musicians as well as bands, might protect their names and logos as trademarks. Bon Jovi for example, or Taylor Swift. The protection through trademarks enables artists to engage with fans through memorabilia and merchandising.  As the band expand its fanbase, trademarks will ensure exclusivity over the use of their names and logos.

Patents for musical innovations

While patents might at first seem to be a strange IP to have in music, inventions do play an important role in how we listen to music, for example. From the crackle of vinyl on a record player to the seamless streaming on our phones, patents have driven the evolution of music access. Beyond listening, patents have also fuelled crucial advancements in music creation, like mixing technologies and innovations that enhance instruments like guitars. These patented inventions have ultimately benefited both musicians and the fans who enjoy their work.

IP issues in music

Behind the catchy tunes and memorable lyrics of the music industry lie some landmark legal battles over Intellectual Property. These famous infringement cases, often involving allegations of copyright theft, have not only captivated public attention but have also significantly shaped the legal landscape of music. By examining these high-profile instances, we can gain a deeper understanding of the complexities of music IP and the far-reaching consequences of its infringement for artists, rights holders, and the industry as a whole.

So, let’s have a look at some famous cases:

Ed Sheeran and his woes with Thinking Out Loud

Led Zeppelin and Stairway to Heaven

Queen & Bowie vs Vanilla Ice

Napster vs the Music Industry

Famous Music Copyright Cases Revisited: Ed Sheeran, Led Zeppelin, Katy Perry and More

Free Expression or Infringement? 10 Famous Copyright Cases to Know

iTunes Playlist

To offer a unique perspective on the complexities of music copyright, we’ve curated an Apple Music playlist featuring some of the iconic songs at the centre of famous infringement lawsuits. By listening to these tracks side-by-side with the works they were alleged to have copied, you can become your own judge. Explore the sonic similarities and differences and perhaps gain a fresh appreciation for the delicate balance between inspiration and imitation in the creative world of music. This playlist invites you to engage directly with the controversies that have shaped the legal landscape of the industry.

We have also added some notable and innovative songs; some songs created specifically for film and of course some Romanian songs. Enjoy!

Webinars and whatnots – April 2025

Midlands Innovation Open Research Week 2025

• Tuesday, 6th May, 11:00am – Improving student research training through a consortium model (Dr Charlotte Pennington, Aston University)
• Tuesday, 6th May, 1:00pm – Open Peer Review: perspectives from editor, author and reviewer (Dr Lara Skelly, Loughborough University)
• Wednesday, 7th May, 11:00am – What if I really can’t share my data but want to be open? Synthetic data (Dr Krzysztof Cipora, Loughborough University)
• Wednesday, 7th May, 1:00pm – The intersection of neurodiversity and open scholarship (Dr Mahmoud Elsherif, University of Leicester)
• Thursday, 8th May, 11:00am – Computer Vision for Old Books: Open Research in the Digital Humanities (Dr Hazel Wilkinson, University of Birmingham)
• Thursday, 8th May, 1:00pm – Get Feedback, Work Smarter: The Hidden Perks of Preregistration (Dr Roni Tibon, University of Nottingham)
• Thursday, 8th May, 3:00pm – Building a Thriving Research Culture: The Importance of ‘Openness’ in its broadest sense! (Dr Marie Sams, Vicky Strudwick, & Dr Jake Spicer, University of Warwick NCRC)
• Friday, 9th May, 11:00am – Measuring Ourselves: A Self-Assessment Tool for Open Research Practices (Dr Masi Noor, Keele University)
• Friday, 9th May, 1:00pm – What can open research learn from the open source movement in computing? (Professor Stephen Eglen, University of Cambridge)

Other webinars:

• UKRI new draft research data policy information webinar

Interesting read(s):

• Kroon-Batenburg, L. (2025). Toward the Open Science model: publish your raw diffraction data. Structural Dynamics, 12(2_Supplement), A59-A59. https://doi.org/10.1063/4.0000368

Catch up on recorded webinars:

• Demonstrating Impact Beyond Metrics: How Lancaster University Uses Altmetric To Support Its Researchers
• Open Research Conversation – Early career researchers and open research
• Open Research Week at The Open University:
  • DAY 1: The fundamentals of open research: decisions around data.
  • A great start to the week with webinars on using open science to support science communication, the launch of the OU’s freely available course on Open Research, and a dedicated session for OU staff and students run by the Library Research Support Team on understanding the OU’s new Research Data Management Policy. 
  • DAY 2: Collaboration, AI and open education resources.
  • The second day hosted a detailed account, spanning over 20 years, on open research in Artificial Intelligence, as well as a real-world example of five open practices to support effective capacity building and co-creation when developing open education resources.  
  • DAY 3: Citizen science showcase.
  • The OU’s support and knowledge of citizen science platforms was demonstrated via the expansive Pelagios Network, the award-winning iSpot, and the hugely popular nQuire platforms.  
  • DAY 4: Open publishing pathways.
  • Open access journals and open book publishing was the focus of the fourth day with practical sessions on how the Open Arts Journal has supported and expanding public-facing research, and on understanding the book commissioning and editing processes at the Scottish Universities Press.  
  • DAY 5: Accessing data. Open Research Week’s final webinar focussed on driving open research with AI and detailed the COnnecting REpositories (CORE) team’s current work on CORE-GPT, SDG-Classify and soFAIR.

Previous months’ Webinars and whatnots:

• March 2025
• February 2025
• January 2025
• December 2024
• November 2024

Innovation machines: can AI boost human creativity?

Co-authored by Lise Jaillant and Prof. Nick Jennings

AI won’t replace human creativity. But it could become an invaluable creative partner, say Nick Jennings FREng and Lise Jaillant.

If you think that machines cannot produce art, think again. There is now ample evidence that artificial intelligence can expand human creativity and produce stunning artwork.

Take the example of “Machine Hallucinations: Unsupervised” by the Turkish-American media artist Refik Anadol, exhibited at the Museum of Modern Art (MoMA) in 2022. After training the model on the museum’s wide-ranging collection, the artist ceded some creative control to AI, allowing it to “hallucinate” and generate its own “dreams” and interpretations. The exhibition was so successful that it was extended four times, and eventually, MoMA acquired the seven-by-seven-metre “data sculpture” for its permanent collection.

Soon after, an AI-generated “photograph” fooled judges and was awarded the Sony World Photography Award. In 2024, a prize-winning Japanese author admitted part of her book was generated by ChatGPT. While AI-generated artworks and creative writing may divide opinion at times, when it comes to evaluating artistic quality, research shows that they are often considered at least as good or even better than the average human creation.

From threat to opportunity

The AI era comes with extraordinary creative opportunities, but also widespread fears. Some believe AI will exhaust our scope for creativity. In 2023, AI ethics researcher Timnit Gebru and colleagues wrote that with AI, “nothing new is truly created, a stale perpetuation of the past”. Last year, researchers at UCL pointed to a risk that, despite the possibility for individual gains, “collectively a narrower scope of novel content is produced”. Then, there is the potential economic impact: AI is already disrupting existing jobs and labour models in the creative industries, enabling the production of quality work in a fraction of the time and cost required previously.

Many artists fear that if they share their work online and on social media, it will be used to train AI systems. To avoid plagiarism and breach of copyright, it may be tempting for artists to withdraw from the online sphere. Withdrawal may also prevent reputational damage – for example, if AI tools are used to create offensive images imitating the style of the artist. But having less visibility reduces artists’ ability to find new clients and opportunities, leading to more economic loss. As an alternative, artists can check if their work has been used to train AI without their consent with tools such as “Have I been trained?”. They can then opt out of future AI training by adding images or domains to the Do Not Train Registry.

Do these threats of copyright infringement and economic loss exist? Yes, undoubtedly. Should we get rid of AI and go back to a world of human-only artworks and creative writing? No. It is simply not possible to turn the clock back on these developments. Moreover, we believe this is undesirable because it would prevent artists from harnessing AI to enhance their creativity.

Crossing the art/science divide

First, no human artist could ever gather a range of sources comparable to the huge datasets on which AI systems are based. Artists and writers do not reinvent the wheel each time they produce a new artwork, book or poem. They are influenced (and not always consciously) by their cultural environment and by other artists, past and present. It is these influences that lead to “original and unusual ideas” – which is at the core of the definition of “creativity”.  

In his book Range: How Generalists Triumph in a Specialised World, David Epstein argues that the world’s most successful artists, musicians and scientists have developed broad interests and skills. Their vast knowledge base is key to understanding the way they produce new and imaginative work. The same applies to AI systems: although they cannot feel or use personal experience, they have access to a mass of information much broader than any human could possibly gather. Drawing on the full scale of their training data, they can generate good-quality creative outputs.

Second, AI can be used to overcome technical obstacles. For instance, the French-Senegalese photographer Delphine Diallo has used AI as a creative partner for her visual project Kush, which transposes an ancient Egyptian civilisation into a utopian future. “I understood that AI would allow me to do what was impossible with photography,” Diallo told French language magazine Azerty in 2024. “Thanks to it, I can create universes never seen by anyone else, without cost limits.” She goes on to explain that at first, the technology did not generate satisfactory images of African faces. To move beyond biases and clichés, she prompted the AI to draw on a more diverse range of ethnic groups from different parts of Africa. Diallo’s artistic work exemplifies the use of machine learning to push human creativity towards new horizons.

Since AI makes it much easier to produce technically advanced artistic work, professional artists will also need to distinguish themselves from amateurs. For a performance on speculative bubbles, for example, the British artist Anna Ridler put together her own database of tulip photos and created an installation that could generate new tulip shapes, linked to the price of bitcoin. Such distant connections highlight the possibilities for collaborations across the art/science divide.

Human, machine, co-creation

Musicians are also creating AI-generated or augmented audio compositions. The Icelandic musician and artist Björk created Kórsafn, an adaptive sound installation for a New York hotel. It processes real-time environmental data, such as weather and bird movements, to generate a continuously evolving musical composition, blending her choral arrangements with the ambience of the city.

AI models can also produce unconventional rhythms and patterns. Berlin-based artist Holly Herndon designed Spawn, a collaborative AI trained on her voice, to produce entirely new vocal compositions. Going forward, we might see creative outputs labelled as “human only,” “machine only,” or “co-created”. This would create accountability for artists, and transparency for potential customers.

While current AI systems are expanding the frontiers of creativity, we do not believe they will entirely replace humans. When researchers tried to train an AI system to generate Beethoven’s unfinished tenth symphony, the result was disappointing at the artistic level, lacking the depth of feeling and originality of the musician’s finished works.

Nevertheless, today’s artists who use AI to enhance their work have much to gain. Some serious risks need to be negotiated, but human–AI co-creativity has the power to unlock extraordinary new and original work at the crossroads between art and technology.

The Enduring Magic: Why Books Still Matter in the Digital Age

Welcome all to this year’s World Book and Copyright Day! Last year’s blog post looked at what World Book and Copyright Day is, so have a read if you haven’t yet. Why do we celebrate this day? Reading is an important pastime, for both widening our horizon, understanding, escapism and the fact that in general it makes us more knowledgeable and is good for our mental health.

However, worryingly, according to a YouGov poll, only 40% of Britons have read or listened to a book in the last 12 months.

In this blog post, we will have a look at why you should read more and how copyright intertwines with the written word.

Books vs Kindle vs Audible

There are many ways to read a book: you can read a physical book, use a Kindle for ebooks or use apps like Audible to listen to books. Not everyone can focus on listening to books, for example I am terrible at listening to books, as my mind tends to wander, so I prefer to curl up with a good book. But my colleague loves them because she can crochet while she reads.

Physical books do have a magic of their own. Their feel, their smell are something that most of us can associate with our childhood, and let’s face it, for the booklovers and bookworms among us, there is nothing like the smell of books.

Kindle readers are also useful. They are handy to take on holiday with you, unlike real books where you might have to limit yourself to maybe 2 or 3, you can have 10 books ready to read when you reach your destination. Drawback: you need to make sure your Kindle is charged, or you might run out of battery during the best part of the book. Audiobooks are similar to ebooks. You can have as many as you want on your account, and all you need is your headphones.

Books and copyright

Many books are protected by copyright. Copyright ensures that books cannot be reproduced or used without the authors’ or rights holders’ specific permission, and / or paying licensing fees.

Now a book is not always just about the text. There are of course children’s books, which will have text and images. Here there might be multiple copyright holders, the writer or writers, and the artist(s).

Sometimes, books will be changed to keep up with increasing changes in our world and how we perceive things. Many books, especially older books present the stereotypes and views of a world the modern reader cannot associate with. As such, publisher’s update these works so that they resonate with the new reader.

These updates are being facilitated through copyright. Once copyright to a work expires (usually protection lasts for the lifetime of the author plus 70 years) anyone can update, change and sell the books. This will usually add another 25 years’ worth of copyright protection to the ‘new’ work.

Let’s take a much-loved Jane Austen novel (it might be much loved by me, but that is beside the point). Currently there are a billion book adaptations, spinoffs and retellings of the same story. Did you know that Bridget Jones’ Diary by Helen Fielding is one of them? Copyright allowed that. In what way you ask? Well, once copyright expired on Pride and Prejudice, people were free to use their imagination to create something new, which then created a whole new universe with many ramifications and gave us an exasperating and loveable character (Bridget Jones) and a myriad of books and films we can enjoy. Which in turn are protected by copyright.

Books as artefacts

Books can be multiple things, they can transport you to magical places like Westeros or Narnia, you could be taken on an adventure by a grumpy wizard called Gandalf, without even a handkerchief, but they are also an immense well of knowledge of the human race through different lenses of experience.

What do I mean by that? Books can bring cultures of different nations to the fore. We all experience life through our own lens, we cannot understand at times what other people go through, their culture is so much different to ours, but books can present that culture through the lens of the people living it. These books can be seen as artefacts.

For example, Through the Language Glass: Why The World Looks Different In Other Languages by Guy Deutscher, looks at how the languages we speak will change our perception of things. Another good book Girl, Woman, Other by Bernadine Evaristo is also a great read, presenting the interconnected stories of black British women.

Where to find your next read

If we have whetted your appetite and you are rearing to go, and wanting to read or listen to books, why not try our World Book Day reading list on Libby? We also have a number of multi-cultural books. Here are some more inspirations for culturally diverse books around the world.

And of course this blog post would not be complete, without me highlighting some good Romanian writers as well as some books which have been translated into English.

Whatever your medium of choice is, take some time for yourself today and read a book!

Trans Day of Visibility 2025

To mark Trans Day of Visibility (31 March 2025), we would like to share a poem written by a member of the LGBT+ Staff Network. Whilst the author has chosen to remain anonymous, their writing provides a glimpse into their lived experience, offering readers time to reflect and resonate.

What do you see
When you look at me?

The polarising ‘epiphany’
Of leaders and tyrants
Sowing seeds of uncertainty?

They say I’m confused
How long is a phase?
They say I’m deluded
My truth is a lie

Touch down in a country
I thought I was stealth
They invited me here.
Now I’m ‘misrepresenting’ myself?

We see the distraction
Of course, we can see
The scandal and chaos
Like pirates at sea

Still, does what they say
Shape what you think about me?

I’m buying a coffee
Brush past on the train
Hold the door open
As you rush through the rain

So when we’re invisible
Why shouldn’t we be visible?
And when we are visible
Why should we hide?

From the Vice-Chancellor – March 2025

In my March newsletter: the new Women in Sport hub, BUCS Big Wednesday, Loughborough’s Real Living Wage supplement, Sustainability Week, and recognising our students’ entrepreneurial and academic achievements.

New hub to drive research and innovation in women’s sport

Women’s sport is growing and professionalising at a rapid pace, but research and education to date has not progressed sufficiently to understand the unique challenges that women face in the sector. As the world’s top-ranked university for sports related subjects – we retained our number one placing in the recent QS rankings for the ninth consecutive year – Loughborough is at the forefront of driving this agenda. But we want to do even more, which is why we have invested more than £2 million in our new Women in Sport Research and Innovation Hub.

The Hub was launched this month by Stephanie Peacock, Minister for Sport, Tourism and Civil Society within the Department for Digital, Culture, Media and Sport to an audience that included Karen Carney, the University’s ambassador for Sport, Health and Wellbeing, and Denise Lewis, UK Athletics President. It will bring together academics from four of our Schools/Institutes (Sport, Exercise and Health Sciences, the Sports Technology Institute, Design and Creative Arts, and the Institute of Sport Business in London) with industry partners, national governing bodies and athletes to drive positive change at every level of the women’s sporting ecosystem.

We have a strong foundation from which to build. For instance, research by the Peter Harrison Centre for Disability Sport has led to a rule change in World Wheelchair Rugby, increasing female participation in the sport; and research by the School of Sport and Exercise Sciences informed UK Sport’s pregnancy guidance to help support performance athletes who want to have a child.

The Women in Sport hub, which is a priority within both our Sporting Excellence and Opportunity core plan and our Sport, Health and Wellbeing strategic theme, will help more women from all backgrounds to be active, provide valuable insight into the issues that women in sport face, and support the government’s goal of removing barriers to sport.

Our new Director of Sport, Louise Gear, whose appointment we announced last week, will also bring a wealth of experience to this agenda.  

Louise, a former netball player, is currently Head of Development at The Football Association (The FA). During her time at The FA she played a key role in helping to double participation in women’s and girls’ grassroots football, was instrumental in working with key commercial partners, including from Sport England and UEFA to grow the women’s game, and launched an award-winning disability football programme.

I’m sure you will join me in welcoming Louise to Loughborough later this year.

Loughborough Real Living Wage supplement addresses pay compression

The work of Loughborough’s Centre for Research in Social Policy on the Minimum Income Standard, which identifies the amount of money different types of households require to achieve a socially acceptable standard of living, has been instrumental in encouraging employers, including the University, to adopt the Real Living Wage (RLW). From November 2024 the RLW hourly minimum increased to £12.60 per hour; as an accredited Real Living Wage employer, we have committed to implementing this uplift.

This is a positive move, but it has also presented us with some challenges, primarily pay compression within the University salary scale structures, particularly in the lower grades. This is a nationally recognised issue and not unique to us, but in order to address it, we have decided to implement a Loughborough Real Living Wage supplement to spine points F06 to F18 for 2025/26, creating a 1.1% pay differential to the take home pay for staff on grades 1 to 4, with effect from April 2025. Further details of this and how it will be implemented will be shared in the staff newsletter on Friday.

This decision, in liaison with our trade union partners, to address lower pay compression at this financially challenged time, demonstrates our strong commitment to all our staff and aims to show a genuine appreciation for their contributions.

Events mark Sustainability Week

Earlier this month we held Sustainability Week, which allows us to find out more about the actions we can all take to create a more sustainable future for everyone.

During the week we announced a partnership with JogOn, a social enterprise that aims to reduce the number of trainers and sports shoes that end up in landfill. You can now drop off your old shoes at the collection bin in the Herbert Manzoni building on the East Midlands campus and JogOn then sort them; shoes in good condition are reused, those at the end-of-life are disposed of through a government programme. This aligns with the work being undertaken by the Centre for Sustainable Manufacturing and Recycling Technologies (SMART) at Loughborough, which has been exploring and developing recycling processes to improve the quality of recycled footwear materials.  

Our students were also invited to take part in a hackathon to help influence the future of food sustainability at the University; and on 11 March, honorary graduate Sir Jonathon Porritt CBE, the eminent writer and campaigner for sustainable development, gave a lecture in which he discussed the criminalisation of environmental protest, looking at instances such as the Just Stop Oil arrests and imprisonments.

This month the University’s Infrastructure Committee, which advises Senate and Council on the best use of the estate, formally approved the Sustainability Strategy that will guide the delivery of all our activity under the Climate Change and Net Zero theme – our research and innovation, teaching and student experience, our partnerships and international engagement, as well as our everyday working practices and the way we develop and manage our facilities and estates. The strategy’s delivery will be overseen by the Sustainability Sub-Committee, which has been established to reflect the importance of this area.

We’ll be formally launching our Sustainability Strategy later this year, and I hope you will all engage with its delivery.

BUCS Big Wednesday brings more Loughborough success

Campus was alive with activity last week as the University hosted BUCS (British Universities and Colleges Sport) Big Wednesday, showcasing the very best of elite student sport. More than 2,000 athletes, coaches and support staff were at Loughborough to contest 57 Championship, Trophy and Vase finals across 16 different sports, with around 2,500 spectators cheering on their respective university teams. More than 100 student volunteers from Loughborough’s Coach and Volunteer Academy (CVA) helped to deliver the event.

It was a hugely successful day for our athletes, with Loughborough securing 14 of the 20 possible pieces of silverware, with victories in sports ranging from basketball to volleyball – a perfect illustration of our strategic aim of Sporting Excellence and Opportunity.

As well as the BUCS Big Wednesday action, the University was also the finish line for day three of Jamie Laing’s Comic Relief challenge, which saw him run 30.5 miles from Market Harborough to the University. Over the course of the week Jamie, who co-founded the Candy Kittens sweet company with Loughborough alumnus Ed Williams, ran five ultra marathons in five days, raising more than £2 million.

Congratulations to all those involved in these events and thank you to everyone who worked so hard to deliver them.

Recognising our students’ entrepreneurship

Those of you who watch the BBC programme Dragons’ Den may have spotted Loughborough alumnus Zak Marks’ appearance a few weeks ago. Zak and his business partner successfully pitched to the dragons, securing £75,000, the full investment they had requested, for their company Kitt Medical.

Kitt Medical provides schools and businesses with adrenaline pens, which are stored in a secure wall-mounted kit along with instructions for administering the medicine during a life-threatening allergic reaction. Zak began developing the concept during the final year of his degree at Loughborough. Kitt Medical launched in 2023, assisted by a £2,500 grant from Loughborough’s Start-Up Fund, one of three funding schemes run through the Loughborough Enterprise Network to help students and graduates on their enterprise journeys.  

Providing our students with opportunities to be imaginative and creative and ensuring they are supporting in running their own businesses is part of our Education and Student Experience core plan. I’m always astounded by the entrepreneurship of our students and graduates, who are regularly recognised for their products and companies.  

Last month, three of our graduates – Sri Ellen Hollema, Katie Michaels and Katerina Mouliadou – were named winners of Innovate UK’s Women in Innovation Awards for 2025, each receiving a grant of £75,000 and business support to accelerate the growth of their businesses.

Sri founded Mat Zero, a heated sleeping mat powered by solar energy that provides a safe and sustainable source of warmth for refugees and disaster relief; Katie developed Moti Me, a physiotherapy-focused product to help children with learning and movement disabilities such as cerebral palsy; and Katerina founded LIGNOO, the first brand to create sustainable water bottles using biobased materials and UK supply chains.

Each will now be honoured with a purple plaque, a scheme developed by Innovate UK to inspire more girls into STEM (science, technology, engineering and mathematics). The plaques will be displayed in the graduates’ schools and on the University campus.

Celebrating our high achieving students

We recently held the Academic Excellence Awards celebration to recognise and reward some of our top performing students. Thirty-three students were presented with awards this year, each receiving £500 in recognition of their achievements.  

Our students work very hard and this event is always a wonderful opportunity for us to mark significant milestones in their journey through the University. I have no doubt that many of them will go on to achieve incredible things in whatever they choose to do in their lives.

As well as congratulating the award recipients, I would like to say thank you to the members of staff in the Schools who support the students with their academic progression. I know it is a real team effort that includes the academics who teach them, the technicians who help to bring the students’ ideas to life, and the many support staff who help our students to navigate university life. You should all be proud of the part that you play in helping our students on their journey through Loughborough and beyond.

The Figure of the "Mad Scientist" and Victorian Attitudes to Science and Religion

By Jasmine Cairns

I am currently in my second year of History (BA) at Loughborough University. I’ve always had a fascination with the past, but it was during my GCSEs that a particular teacher changed the way I saw the subject: History isn’t just a study of what was, but a warning of what could be again- a reflection of our own capabilities for courage, cruelty and change. Studying at Loughborough thus far has further compounded this sentiment, helping me appreciate not just the what, but the how and why, transforming my view on the world around me, and shaping me into a more thoughtful and perceptive individual.

One of the most, admittedly unexpectedly, eye-opening modules I have taken is Dr Peter Yeandle’s Victorian Values Reconsidered. While I came into it expecting crinoline skirts and stiff upper lips, what I found instead was a period in crisis – grappling with change, anxiety, and the promise (and threat) of progress. Sound familiar? Nowhere was that tension clearer than in Victorian attitudes toward science, and how these were expressed through the fascinating figure of the “mad scientist”, a cultural phenomenon both feared and revered, and the focus of my coursework essay “How did the figure of the mad scientist reflect Victorian attitudes around scientific developments?”

***

We often think of the mad scientist as a wild-eyed figure in a lab coat, tinkering away with lightning and test tubes. But this trope didn’t come out of nowhere – it is rooted in the nineteenth century clashes between rapid scientific development and religious belief, moral certainties and doubt, and challenges to traditional views of authority. The mad scientist, I’ve come to realise, was not just a character. He was a cultural warning sign.

Take Charles Darwin, for example. Today, he’s remembered as the father of evolutionary biology, a groundbreaking mind. But when On the Origin of Species was published in 1859, Darwin’s theory of natural selection was seen by many as nothing short of heretical. It flew in the face of the biblical story of creation, prompting outrage and ridicule. To many Victorians, he was a dangerous figure – someone who had “played God” by daring to question divine design. The reaction to Darwin helps explain why some eminent Victorians came to see some scientists as “mad”, not necessarily because they were mentally unstable, but because they crossed the moral and spiritual boundaries that society wasn’t ready to let go of.

That fear wasn’t just centered around real people, it was fictionalised, too. When brainstorming ideas for my essay topic, it was Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde (1886) that kept reappearing in my mind. Stevenson’s depiction of Victorian society formed a large part of my understanding of the era prior to this module, and the novel tackles a plethora of themes: science, religion, human nature, and social responsibility, and so on. The line between genius and madness is explored dramatically in Dr. Jekyll and Mr. Hyde. A well-respected doctor, seeking to separate the good and evil within himself through science, instead unleashes Hyde: a creature of primal violence and immorality. Hyde’s “ape-like fury” and “troglodytic” nature reflect Darwinian language, hinting at humanity’s animal instincts lurking just beneath the surface. Jekyll’s fate is similar to other more contemporary “mad scientists” (think Dr. Connors in The Amazing Spider-Man and Dr. No in Dr. No). He is destroyed by his own creation, not because science is evil but because he pursues it without restraint or empathy.

I also explored Mary Shelley’s Frankenstein. This iconic work, though originally published in 1818, gained a renewed audience in the Victorian period, and its message was clear: scientific ambition without responsibility is dangerous. The Protagonist, Victor Frankenstein, literature’s first “mad scientist”, embarks on a blasphemous venture to replicate the role of God: to create life from death. His desire to “bestow animation upon lifeless matter” sounds impressive, until you realise the monster he creates is unloved, rejected, and ultimately turns to violence. Victor became absorbed by ego and unchecked ambition, and like Prometheus – referenced in the novel’s subtitle The Modern Prometheus – he is punished for defying the natural order.

The tragedy of Frankenstein is a warning for overstepping the boundaries believed set by God; the scientist’s downfall encapsulates Victorian fears of science as a disruptive force when untethered from moral or spiritual guidance.

That fear deepens when science seems to shrug off morality altogether. In real life, the story of Dr. Robert Knox – an Edinburgh anatomist linked to the infamous Burke and Hare murders – is a chilling case in point. Knox purchased cadavers from the two men for medical dissection, turning a blind eye to where they came from. Whether he knew they were murdered or not, his “clinical detachment” terrified the public. Knox embodied the stereotype of the cold, obsessive scientist, willing to forego ethics for the sake of discovery.

What I found most interesting when building my essay was how Victorian-style fears still linger in our culture today. The mad scientist remains a powerful image – from horror films to superhero stories – and it always comes back to the same questions: Should we do something just because we can? What happens when we value knowledge over ethics? And who decides where the boundaries lie?

In the end, the Victorian “mad scientist” was less about actual madness and more about moral panic. These figures represented a society trying to come to terms with massive change, unsure whether science would save them or destroy them. It’s a dilemma that still feels relevant today – in the age of AI, genetic editing, and chemical weaponry, we’re still asking: where does progress end, and hubris begin?

Some recommended reading:

Novels:

• Shelley, Mary Wollstonecraft. Frankenstein: or the Modern Prometheus. London: George Routledge and Sons, 1891 edition.
• Stevenson, Robert Louis. Strange Case of Dr. Jekyll and Mr. Hyde. London: Longmans, Green, and Company, 1886.

Secondary Sources:

• Goodall, Jane. “Electrical romanticism.” In Frankenstein’s Science: Experimentation and Discovery in Romantic Culture, 1780-1930, edited by Jane Goodall and Christa Knellwolf, 117-132. London: Routledge, 2016.
• Sanders, Elizabeth M. Genres of Doubt: Science Fiction, Fantasy and the Victorian Crisis of Faith. Jefferson, NC: McFarland, 2017.
• Toumey, C. P. (1992). “The Moral Character of Mad Scientists: A Cultural Critique of Science.” Science, Technology, & Human Values 17, no. 4: 411-437. https://doi.org/10.1177/016224399201700401.
• Weingart, Peter, Claudia Muhl, and Petra Pansegrau. “Of power maniacs and unethical geniuses: Science and scientists in fiction film.” Public Understanding of Science 12, no. 3 (2003): 279-287.

Image by: Logan Gutierrez on Unsplash

Five Minutes With: Michelle Richey

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

I’m a Senior Lecturer in Technology and Entrepreneurship, focusing on social entrepreneurship and community leadership. I’ve been at Loughborough for 10 years now in roles on both campuses, working with students and community partners to understand how entrepreneurial approaches can create positive social change, especially for people on the margins.

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

My days vary enormously, which is part of what I love about academic life. I might start with a research meeting with partners from refugee support organizations, discussing how their mentorship programs are developing. Later, I could be teaching entrepreneurship concepts to students, often bringing in real-world case studies from my fieldwork. I regularly collaborate with social enterprises and philanthropic foundations across Europe and Africa on evaluating their impact. At some point, I’ll likely be writing, whether that’s academic papers, policy recommendations, or guidance for practitioners. What ties it all together is working with people who are using entrepreneurial approaches to create meaningful change in their communities.

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

I’d have to say it’s a project that started as a small evaluation of TERN’s (social enterprise) support for refugees and grew into something much bigger. Our findings ended up informing Home Office policy on business support for refugees, which was pretty incredible to see. The work has since expanded across Europe and East Africa. One of the most rewarding aspects has been bringing together stakeholders from across the refugee sector to create a community-led network. Before this, many support organizations were working in isolation, but now they share knowledge, develop best practices together, and collaborate on funding opportunities. It’s a perfect example of what academic work can achieve when it bridges research and real-world practice.

What is your proudest moment at Loughborough?

I’m most proud of the relationships I’ve built with communities that often face stigma and marginalization. There’s always a delicate balance in research between sharing findings and protecting people’s dignity and privacy, and I’ve worked hard to get that right. My work in the Kakuma refugee camp really stands out for me. The opportunity to do research there didn’t happen overnight, it came after years of building trust across the refugee sector. When I finally arrived in Kenya, the local refugees and their business mentors welcomed me into their community because of that foundation of trust. This allowed me to document insights that might otherwise have remained hidden and to highlight the remarkable resilience and innovation happening in communities that rarely get the recognition they deserve. Seeing my academic work help amplify these voices has been incredibly meaningful.

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

When my children’s school expanded from a middle school to a full high school, I put my entrepreneurial hat on and established the school’s first PTA. That involved establishing charitable status for a new organization, recruiting community volunteers, and starting to host fundraising activities and events. We have been going less than a year, but have already funded a sensory room for students with additional developmental needs, equipped departments with up-to-date resources for their GCSE students, and we’re currently fundraising to refurbish the library. It’s another example of seeing real-world impact, using the same principles I teach and research to create something valuable for our local community.

What is your favourite quote?

Life can only be understood backwards, but it must be lived forwards – Soren Keirkegaard

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 Lilia Boukikova at L.Boukikova@lboro.ac.uk

Protecting the Season: An Overview of Easter-Related Intellectual Property

As Easter is fast approaching, I decided to do a bit of digging into Easter and how it relates to the world of Intellectual Property. Yes, you read right, Easter and IP. As sorely I am tempted to discuss mainly Easter recipes and traditions around the world, this is a copyright blog after all.

Here goes.

Easter Eggs and the Easter Bunny

Who would have thought the humble Easter egg could cause mayhem in the IP world?! Traditionally, Easter eggs are a combination of ancient Pagan beliefs and Christian symbolism. Eggs have long been associated with new life and rebirth, and the tradition of decorating eggs and giving them as gifts dates to at least the 13^th Century. Christians later adopted the egg as a symbol of Jesus’s resurrection.

So how does the humble Easter egg cause chaos in the IP world? Well, if you create an original Easter egg design, that design can be protected by copyright law and trademark law. Think of the Lindt chocolate bunny. It is iconic for Lindt, and it is intrinsically linked with the Lindt brand. While the sitting bunny cannot be protected, Lindt has managed to protect the gold colour of the foil the bunny is wrapped in, causing some issues with a previous case which was initially dismissed i.e. no protection for the sitting bunny itself.

Another case happened in 2010, when Cadbury and Nestle were involved in a trademark dispute over the use of the colour purple on their Easter egg packaging. Cadbury had registered a specific colour purple as a trademark, which Nestle argued caused issues. However, the court ruled in Cadbury’s favour.

In Central and Eastern Europe, eggs can be extremely elaborately decorated. Indeed, no Romanian Easter table is complete without the iconic red (symbolism for blood) painted eggs. In some areas of Romania (and other countries, however, since I am Romanian, I might be excused for promoting my country first) it is an art form, and it is called ouă încondeiate. While this type of decoration is protected only as intangible cultural heritage, different artists can of course protect their designs if those are original enough; some of these eggs have become works of art.

Traditional recipes

Most traditional Easter recipes would have been handed down through generations, and while recipes themselves cannot be protected by copyright, they can however be protected by trade secrets, think of the secret Coca Cola recipe.

Did you know that there is a patent for Hot Cross Buns? Yes, you did read that correctly. The application of the cross on the buns is patented.

Lamb dishes are a staple of the Easter dinner table (unless you are vegetarian). In Italy for example, there is a lamb preparation typical of the Roman cuisine, called abbacchio which is protected by the European Union with the PGI (Protected Geographical Indication) mark, a new form of IP.

If these tasty protections have whet your appetite, why not have a look at the EU’s GI cookbook ‘Sensational’ and enjoy an IP taste feast. 

Who would have thought that Easter could be fraught with so many IP traps?! All this talk of trademarks and copyrights makes you wonder if the Easter Bunny has a legal team on retainer.

Whether you’re celebrating Easter with vibrant traditions, observing another cherished holiday this season, or simply enjoying the arrival of spring, may your time be filled with joy, laughter, and connection. And while the world of Intellectual Property might seem like a surprising guest at our festive tables, let’s raise a (carefully chosen, non-infringing) glass to a season of happiness for all.

Happy holidays!

Midlands Innovation Open Research Week Booking now open!

Open Research Week 2025 marks a significant milestone as all eight Midlands Innovation partner universities come together for the first time to celebrate and promote open research.

This week-long event is designed for researchers and colleagues across the partnership who advocate for open research practices. The theme for this year’s event is “Just for the love of it”, where we aim to spotlight open research beyond compliance—focusing on the principles, values, and innovations that drive researchers to embrace openness as a way of working.

Throughout the week, participants will have the opportunity to explore groundbreaking research, engage in thought-provoking discussions, and discover new avenues for collaboration.

Book now!

How Early Years Practitioners Engage with Research Summaries

Dr Bethany Woollacott is a postdoctoral research associate at the Centre for Early Mathematics Learning at Loughborough. Beth’s primary focus is investigating how we can narrow the gap between research and practice through effective research communication. She is interested in making educational research more accessible and relevant to education practitioners. Edited by Dr Colin Foster.

In this blog post, Beth reviews her recently published paper which explores how eight early years practitioners engaged with research summaries, shedding light on the barriers and facilitators of effective research communication in their eyes. From a series of interviews, Beth identifies key challenges—including time constraints, complex language and presentation issues—while also highlighting how well-designed summaries can support educators in applying research to practice and critically reflecting on the research and their practice. These insights offer practical guidance for researchers, knowledge-brokers and policymakers striving to bridge the research-practice divide.

Introduction

The gap between educational research and classroom practice is a long-standing challenge. Research findings can have a real impact on teaching and learning, but only if educators can access and engage with them. Many organisations now produce research summaries to make findings more accessible, yet there is little evidence that these are effective.

This blog post explores the perspectives of early years practitioners—an underrepresented group in education research—on research summaries. What makes a summary engaging? What prevents educators from using the research discussed in their practice? And most importantly, how can we improve research communication to ensure it is truly useful for educators?

Why Focus on Research Summaries?

Research summaries are increasingly used to bridge the gap between researchers and educators. However, most summaries are not designed with early years practitioners in mind. Much of the existing research on research-practice communication focuses on primary and secondary teachers, potentially neglecting the perspectives of early years practitioners.

This study set out to explore how early years practitioners interact with research summaries, identifying key factors that influence engagement.

Analysis and Key Findings

After collecting the interview data from each of the eight early years practitioners, I thematically analysed the transcripts using reflexive thematic analysis¹. Using this approach, it is important to acknowledge that my role as a researcher is an inherent part of this process where meaning does not reside in the data but is made by how I engage with it. My own perspectives and experiences will have inevitably influenced the themes that I identified during this process and this is seen as a strength, aiming to generate discussion and ideas for further research in this area.

I present the five main findings in an infographic format below.

Educational Impact: What can researchers do to support early years practitioners?

1. Improve Research Summary Design

Research summaries should be created with educators in mind. Practical strategies include:

• Writing in clear, accessible language which is not technical
• Using visuals and structured layouts (using colour or text blocking) to aid comprehension
• Minimising in-text referencing in favour of giving references at the end – don’t just remove references
• Reflecting on the relevance and timeliness of the information being communicated

2. Make Research Easier to Access

Given that time constraints are a significant barrier – and one which is often mentioned – research summaries could aim to be:

• Concise, focussing on the core components needing to be communicated
• Actionable: with clear support or examples of practical implications (where appropriate)
• Formatted for quick reading: considering how instructional design features (such as colour or text blocking) can support educators in easily understanding the material

3. Involve Educators in Research Communication

Involving educators in the development of research summaries could ensure that they meet educators’ needs more effectively. This is true at any stage of the research, where taking account of educators’ views could hugely improve the relevance and usefulness of research from the outset.

At this point, I would like to emphasise that these findings and recommendations (particularly this one) are not necessarily applicable to all types of research: some research is valuable from a theoretical or methodological perspective, and does not necessarily have real-world applications – and nor should we expect it to.

4. Consider the specific challenges that early years practitioners face

Although our findings predominantly reflected those in the existing literature with primary and secondary teachers, a key difference was that early years practitioenrs reported finding that the majority of research failed to account for children who could not yet read or write. Therefore, it is important to consider which age range your research applies to, and whether there are any practical implications that you could suggest which do not require reading or writing skills.

Conclusion

Effective research communication is essential for bridging the gap between research and practice. This study highlights key areas for improvement, showing that well-designed, relevant, and accessible research summaries can help early years practitioners engage with educational research more effectively.

Disclaimer: A ChatGPT model was used to support the writing of this blogpost. For more information, contact b.woollacott@lboro.ac.uk

References

1. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Five Minutes With: Felix Plasser

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

I am a Senior Lecturer in Chemistry and I have been here for about seven years.

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

I get into the office between 8:00 and 9:15, depending on whether or not I brought my children to school first. After I get into work, I usually try to get 2-3 hours of uninterrupted work time where I can concentrate my full attention to a task that I want to achieve that day. This could be working on a paper, a grant, a new lecture course, or marking student work. During this time I usually keep my emails and Teams turned off to avoid distractions.

Later in the day I open my emails and usually find out that my inbox is filled with requests from a variety of different people, such as undergraduates, research students, admin staff, or international collaborators. The next hours are then filled with responding to and acting on these emails.

Scattered during the day, I also have lectures and various in-person and online meetings. These meetings could be related to various administrative tasks, such as the Learning & Teaching Committee and the Undergraduate Admissions Taskforce or I could be talking about research to my PhD students and colleagues.

On most days, enjoy the variety of different tasks that my job offers and the mix between research and teaching. Sometimes, my job gets a bit hectic if too many requests and tasks are coming in at the same time.

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

I am very much enjoying a joint project with an organic chemist at Cambridge. We are working on translating some fairly abstract theory, developed by me initially, into rules that can be effectively be used by him to make new molecules that can ultimately improve the efficiency of solar cells.

What is your proudest moment at Loughborough?

I was very proud when my first PhD student, Patrick, graduated and later found a great job he enjoys.

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

I enjoy running with my running club. In summer, you can find me paddle boarding on the Soar river. If I have some more time I enjoy a good hike (especially back home in the Austrian Alps).

What is your favourite quote?

Study hard what interests you the most in the most undisciplined, irreverent and original manner possible. (Richard Feynman)

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 Lilia Boukikova at L.Boukikova@lboro.ac.uk

Being visibly trans in 2025 

I wanted to take a few minutes to stop and think about what this actually means to me, being out as transgender in 2025. I’ve got past the initial embarrassment and awkwardness that I had when I first came out a few years ago. The fear of being rejected just for being different. I don’t think about that part so much these days. Obviously, I’m very lucky that my place of work is supportive and understanding in letting me be myself. But even in the nearly six years since I came out, the landscape has changed, and the general understanding and perspectives have changed too. 

In the last few years it felt like there was a wave of people coming out as openly trans, that broke a barrier of ignorance in western cultures. Which meant that I could almost casually stroll into an understanding environment. Obviously, it didn’t feel like that at the time, and I don’t think I would have come out at all if I didn’t feel that I might – to some extent – just be accepted, and have people move on with their lives. Actually, this is pretty much how things went. I was extremely lucky to have supportive colleagues, family and friends, that on the whole just accepted me and moved on. This is what I’d always hoped for, but at the beginning never dreamed would actually happen. In the media, LGBT+ support in general was seen as a positive thing. I was also aware that big business was riding on the back of this popular cultural wave and likely cashing in on what was for them, a very lucrative thing to support. Even if the reasons for support were for self-interest, I didn’t mind too much if the outcome was positive for the LGBT+ community. It felt like a period of enlightenment and acceptance for the LGBT+ community, for which I was very happy to be a part of. 

Obviously there have always been people who don’t support the trans and non-binary community, they didn’t go away, they would still have been making their views known, through words and violence. But it wasn’t long before it felt like supporting LGBT+ was old news and people didn’t care so much about being seen to openly offer support. And indeed, it didn’t take long after the coverage of Isla Bryson – a transgender rapist – for more people to vilify the entire transgender community. Suddenly I felt that people might look at me in the same way – that my coming out as trans was simply an excuse for unacceptable behaviour, then using the transgender identity as some kind of diplomatic immunity. 

Back when I first came out, I decided that I didn’t want to make a thing of using the women’s toilets, but I also didn’t feel comfortable going into the men’s toilets anymore. Luckily most buildings at Loughborough University have at least one single cubicle, accessible toilet. So, I chose to use this rather than risk making either male or female colleagues feel uncomfortable by my presence. Yes, I realise I’m jumping on the typical trans points of conversation – either toilets or tablets! – but it’s true, something that most people take for granted feels like a potential battleground. On occasions where a building doesn’t have an accessible toilet, I then have to decide carefully whether I feel comfortable enough to go in the men’s, women’s or disabled toilet. Or to hold it in until I can get to somewhere I feel safe to go. This challenge is then multiplied if I choose to go on a night out. In short, I do my best to try and be a ‘nice’ trans person. Someone who can hopefully be one someone people might think ‘yes, I know a trans person and they aren’t evil’. 

Jump forward to the election of Trump as the new President of the USA and the rise of the ‘anti-woke’ brigade that followed. The future felt bleaker than ever. Anyone with a voice against the LGBT+ community suddenly looked like their day had come and they could openly condemn anything they disagreed with, under the banner of freedom of speech. These have become scary times indeed, with comparisons being drawn between current world leaders and past dictators. However, one unusual comfort that I’ve been able to draw upon, is that there now seems to be a rebellion against this unkind perspective. Even humorous lampooning, calling out the idiocy of it all. Creating one of my favourite satirical quotes: ‘Everything I don’t like is woke.’ Suggesting a childish reaction to something they don’t understand and putting it under a term they probably don’t understand either. This has also led to what feels like a better camaraderie with fellow minorities under the umbrella of EDI or DEI. 

To conclude this rambling post, I feel that we’re in significant a depression of acceptance, and that things are worse than they have been for a long time. But I also feel confident that these things come in waves; that things will improve, as a reaction to the negativity being experienced now. And with a new generation carving their way into the world – I count my own children as part of this – as they were raised with an understanding of what life can be. And so I hope they will fight not just for acceptance, but for improvement and celebration of uniqueness. So, I choose to wear my rose-tinted glasses in looking forward, and hope that others do to. 

Written by Stevie Ashurst, Senior Web Designer and LGBT+ Staff Network Chair

Three tips on making Shiny apps more accessible 

By Lara Skelly & Emma Hibbert

Disclaimer: This post is about R, R/Shiny and accessibility. If you don’t know what any of that is, please stop reading now and have a cup of your chosen beverage. It’s guaranteed to be more enjoyable than reading this 🙂

Using R to create dynamic websites is a fun way of making research more accessible. With the ability to fully customise the look and feel through cascading style sheets (css), it’s little wonder that the developers of this library opted for something quite bland as their out-of-the-box styles. Unfortunately, for the R-coders, it means that you have to remember to style for accessibility.

Below are three tips we’ve come up with to improve the accessibility of all the apps we make.

1. Explicitly code for h1 headings

The basic titlePanel is an h2 heading, so you have to alter this to an h1 heading. You can do this in your css, or directly in the code:

titlePanel( 

  tags$h1("Your App Title", class = "title") 

) 

2. Change the navigation bar colours 

The greys of the standard Shiny app navigation bar do not meet colour contrast standards. The bslib library allows developers to add the Bootswatch themes, some of which have a better colour contrast. You can also change this with a custom css: 

.navbar { 

    background-color: #222 !important;  

    color: white !important; 

    border-bottom: 3px solid #000;  

} 

 

.navbar-nav > li > a { 

    color: #f1f1f1 !important;  

} 

 

.navbar-nav > li.active > a, 

.navbar-nav > li.active > a:focus, 

.navbar-nav > li.active > a:hover { 

    background-color: #666 !important;  

    color: white !important; 

} 

 

.navbar-nav > li > a:hover { 

    background-color: #777 !important;  

    color: #fff !important;  

} 

 

.navbar .navbar-header .navbar-brand { 

    color: #ffffff !important;  

    font-weight: bold; 

}  color: #ffffff !important; 

  border-radius: 5px; 

} 

3. Include an Accessibility Statement 

If your app is going to be a standalone website, and not embedded somewhere, then it needs to have an accessibility statement. You could create one that you use across all your apps, linking to it in your app. That’s what we’ve chosen to do, putting this code at the end of the ui.R: 

  tags$div(class = "footer",  

           fluidRow( 

             column(12,  

                    tags$a(href = 'https://doi.org/10.17028/rd.lboro.28525481',  

                           "Accessibility Statement") 

             ) 

           ) 

  ) 

Tools to help you check the accessibility 

The Web Content Accessibility Guidelines (WCAG) evaluating web accessibility overview has a range of guidance and tutorial videos regarding checking your site or app for accessibility. They also provide a web of accessibility tools list with evaluation tools that are free to use.  

Government guidance provides a range of resources and blogs regarding accessibility and meeting the needs of various users. The dos and don’ts of designing for accessibility provides useful information regarding guidance and best practice.  

WAVE accessibility checker provides a suite of evaluation tools that support making web content more accessible to individuals with varied needs. Tools include easy-to-use browser extensions to assess accessibility in any web browser. 

Examples of Shiny apps from Loughborough University Library 

If you are curious about what kind of Shiny apps we’ve been working on, take a look at these: 

• Word Cloud My Repo: Create word clouds from a list of titles chosen in the Loughborough University Research Repository. 

• WEDC Illustrations and Graphics: A collection of illustrations and graphics produced by the Water Engineering and Development Centre (WEDC) 

• Future Flight Scenarios: Imagine a future where flying is different 

Introducing Dr Arnoud Arps

I am very grateful that I was selected to join the IAS for a fruitful month of writing, speaking, and collaborating at the end of 2024. I found out about the IAS Residential Fellowship through social media, where a post was shared by Professor Emily Keightley. Her formative work on media and memory was already familiar to me and the opportunity to come to Loughborough University to meet and discuss the common ground in our research was the main reason I applied for the fellowship. Hence, I jumped at the opportunity to apply.

In addition to Professor Keightley, it was instructive to meet and have lunch with Loughborough University colleagues from Communication and Media and in particular those from the Media, Memory and History research expertise. The fellowship allowed me to meet people with whom I share a common network, such as Dr. Jilly Kay. Connecting over a cup of coffee and speaking to scholars whose work I had already engaged with was exciting and valuable. The fellowship really facilitated these kinds of informal meetups.

A key prerequisite for doing research is the conducive environment in which it is done. It was therefore my pleasure to have stayed in the IAS Flat which really had everything that was needed to do my work. It was the perfect base from which to join IAS events, leave for the abovementioned coffee meetings, and walk to the Pilkington Library to access books. Besides that, it was quite an experience to live in the heart of Loughborough University’s campus. The flat is just around the corner from the IAS, which was a similarly pleasant place. In large part because the IAS team consisting of Kieran, Connor, Laura, Ksenia, and Yajie made sure I felt very welcome and helped wherever it was needed. I also came to understand that the IAS takes pride in the quality of their lunch and I can attest to this.

The month went by quickly, mostly because there were many events to attend. While I was in Loughborough, colleagues from the Centre for Research in Communication and Culture held an inspirational roundtable and double book presentation with The New School’s Julia Sonnevend. My stay in Loughborough coincided with a Memory Studies Association Research Centres Meeting in Nottingham. It was a real pleasure to be able to travel there with my new Loughborough University colleagues and to represent both my home research institute the Amsterdam School for Heritage, Memory and Material Culture as well as the IAS and Loughborough University’s Media, Memory and History group.

The location of the town of Loughborough is so central that, in my capacity as IAS Residential Fellow, I could reconnect with former colleagues at the University of Oxford and give a guest lecture at the University of Sheffield. At the IAS itself I presented twice. I gave a research seminar on work-in-progress as well as an academic career workshop for Loughborough University’s postgraduate research seminar. The former was even graced by the attendance of Indonesian students who came over from Nottingham.

In all, my time at the IAS was highly productive and enjoyable. The groundwork has already been laid for future collaborations and I hope to welcome my former Loughborough University colleagues at the University of Amsterdam. In addition, I hope to be able to return to the IAS in the future as well.

Dr Arnoud Arps

Dr Anshuman Sharma - Exploring Research Synergies: My Experience as an Open Programme Fellow at Loughborough University

My recent visit to Loughborough University as an Open Programme Fellow was a highly rewarding experience, shaped by academic collaboration, knowledge exchange, and the exploration of new opportunities. With a strong motivation to strengthen my ongoing research partnerships and establish new ones, I embarked on this journey with several key objectives in mind.

Strengthening Collaborations and Building New Partnerships

A primary driver for my visit was to nurture my existing collaboration with my host, Dr. Yasir Ali. Our research synergies have been fruitful, and this visit provided the perfect setting to deepen our discussions and set the foundation for further projects. Additionally, I had the opportunity to engage in insightful conversations with my PhD student, Mr. Tamim, who is also contributing significantly to our research efforts.

Beyond these existing relationships, I was eager to connect with other researchers at Loughborough University. One of the most promising developments was my interaction with Dr. Marcus, where we explored avenues for potential joint research work. I also aimed to showcase my research and exchange ideas with a broader academic community, receiving valuable feedback that will help refine my future investigations.

Another major goal of my visit was to explore the possibility of establishing a Memorandum of Understanding (MoU) between IIT (BHU) and Loughborough University. Such an agreement could open doors for enhanced academic exchange, including the potential development of a joint PhD program. This initiative would not only strengthen institutional ties but also provide students with greater access to international research opportunities.

Advancing Research through Collaborative Insights

The visit proved immensely beneficial to my research. Through discussions with esteemed colleagues, I gained fresh perspectives on ongoing projects and identified new research directions. The feedback I received was particularly valuable, helping me refine my approaches and methodologies. One of the most exciting outcomes of my visit was the identification of potential joint funding opportunities, which could play a crucial role in sustaining and expanding collaborative projects. These funding prospects pave the way for impactful research that bridges expertise across institutions and disciplines.

A Memorable Experience at Loughborough University

Beyond the academic engagements, my experience at Loughborough University was exceptional in every aspect. The campus itself is a beautiful and well-planned environment that fosters both learning and collaboration. The facilities were outstanding, from the well-equipped research spaces to the excellent cafeteria, ensuring a comfortable and productive stay. The accessibility and overall organization of the university further enhanced my experience, making my visit smooth and enjoyable.

Looking Ahead

As I reflect on my time at Loughborough University, I am grateful for the opportunity to engage in meaningful discussions, develop new collaborations, and explore pathways for long-term academic cooperation. This visit has reinforced my belief in the power of international partnerships to drive innovative research and enrich the academic experience. I look forward to building on these connections and contributing to impactful research that transcends borders.

Dr Anshuman Sharma

Dr Xiaoya Xun - Exploring Youth Development and Social Dynamics: A Journey Through My Research

The development and behaviour of young people have long fascinated me, particularly how personal traits interact with environmental influences to shape their life paths. My research focuses on understanding the complex interplay between individuals and their surroundings, spanning several interconnected projects.

Longitudinal Research on Juvenile Delinquency

At the core of my work is a decade-long longitudinal study on juvenile delinquency. This project examines how personal characteristics—such as morality and self-control—interact with environmental factors like peer influence and community conditions. Over the past ten years, we’ve completed three waves of data collection, and I’m excited to announce that the fourth wave is about to begin.

Through this study, I aim to uncover how these dynamics evolve as young individuals grow and transition through critical life stages. Tracking these changes longitudinally offers a unique perspective, revealing patterns that may otherwise remain hidden. This research not only deepens our understanding of youth development but also holds potential for informing more effective interventions and support systems.

Exploring Moral Education in Alternative Schools

Another significant area of my research focuses on alternative educational settings for young offenders in China. These schools are designed to support young people who have committed offenses but are not legally liable due to their age.

In collaboration with Dr. Neema, I’m investigating the role of moral education in shaping the behaviours and attitudes of these students. Our goal is to evaluate the effectiveness of these programs and provide evidence-based recommendations to enhance their impact. By understanding how moral education influences these young individuals, we hope to contribute to the broader discourse on restorative justice and youth rehabilitation.

Bridging the Gaps in Understanding School Bullying

My third project addresses the pervasive issue of school bullying. One of the key challenges in tackling bullying is the lack of a universally agreed-upon definition. My research examines the differing perceptions of school bullying among students, teachers, and parents in China.

I believe that bridging these gaps in understanding is crucial. If all stakeholders share a common framework for identifying and addressing bullying, it becomes much easier to collaborate on preventive measures. My work aims to highlight these discrepancies and pave the way for a more unified approach to combating bullying in schools.

A Vision for the Future

Through these projects, my aim is to contribute to a better understanding of youth development and social dynamics, particularly in contexts where personal traits and environmental factors intersect. Whether it’s through longitudinal studies, exploring alternative educational models, or addressing the challenges of school bullying, my hope is to inform policies and practices that support young people in reaching their full potential.

I am deeply passionate about these topics and look forward to engaging with fellow researchers, educators, and policymakers to create meaningful change.

Dr Xiaoya Xun

Webinars and whatnots – March 2025

Forthcoming:

• GW4 Open Research Week 2025 – 31 March to 4 April 2025 (Monday – Friday)
• Early career researchers and open research – 23 April 2025 (Wednesday)
• *** Midlands Innovation Open Research Week – 6 to 9 May 2025 (Tuesday – Friday) *** stay tuned for more information
• Developing open research indicators – the UKRN Open Research Indicators Project – 28 May 2025 (Wednesday)
• The University of Manchester’s Open Research Conference 2025 – 9 to 10 June 2025 (Monday – Tuesday)
• Open data, indigenous data sovereignty and the CARE principles – 11 June 2025 (Wednesday)
• International Conference on Open Repositories – 15 to 18 June 2025 (Sunday – Wednesday) Chicago, Illinois, USA

Catch up on recorded webinars:

• Open research across different epistemic cultures
• File organization in Figshare: options and suggestions for researchers and curators
• British Social Attitudes and ‘Dividing Lines’ 40 years of open-access research
• Open Qualitative Research Challenges – Limitations and Possibilities
• Recognising and Rewarding Open Research
• Open research and AI – both changing the nature of scientific research
• Lessons learned from setting up REPOPSI – supporting open psychology research in Serbia
• Measuring, Monitoring and Evaluating Open Research
• At the intersection of openness, reproducibility and training
• The impact of being ‘open’ for small charities

Previous months’ Webinars and whatnots:

• February 2025
• January 2025
• December 2024
• November 2024

From Overwhelm to Clarity: How mindfulness and fitness transformed my life in the UK

Rahul Shankar, currently studying for a Master’s in Sport Management at Loughborough University, shares how he embraced mindfulness, fitness, and structure to transform his wellbeing.

Moving to a new country is a whirlwind of new experiences, new people, and an entirely different way of life. When I first moved from India to the UK for university, I expected excitement, adventure, and growth. What I didn’t anticipate was how much it would challenge me mentally, physically, and emotionally.

Suddenly, everything was different. The weather, the food, and the academic expectations all felt overwhelming. For a while, I questioned if I had made the right decision. It had been a long time since I last studied, and the pressure felt suffocating. My mind played tricks on me, convincing me that I had made a mistake.

But then, something shifted. Instead of focusing on the external chaos, I turned inward. Mindfulness and fitness became my anchors, and I experienced an unexpected transformation.

Meditation: From external struggles to internal mastery 

I’d heard of mindfulness, but it wasn’t until I committed to a daily 20-minute practice that I truly understood its power. Unlike guided meditations, I chose to simply sit in silence, observe my thoughts, and detach from the noise.

And that’s when things started shifting.

At first, it gave me clarity, the kind that cuts through the fog of doubt and overthinking. Instead of resisting discomfort, I embraced it. The more I focused on my internal world, the more my external reality started aligning effortlessly.

What changed

• I stopped reacting to external situations and started creating my internal state first.
• I realised what temporary discomfort is and how pushing through it leads to clarity.
• I began influencing outcomes. Just before meetings I’d pause and tell myself, “This is going to be an amazing meeting” and it almost always was.

Fitness: Structure in the midst of chaos 

If meditation was my mind reset, fitness was my physical anchor. The moment I stepped onto a tennis court or into the gym, everything else faded.

Beyond just physical health, fitness gave me structure. In a new environment where everything was unpredictable, working out was something I could control. It became my non-negotiable, and the benefits went beyond just strength or endurance.

How fitness helped me

• It gave me a daily sense of stability.
• The endorphins kept me in a high-energy, positive state.
• It reinforced the idea that consistency beats motivation, even on bad days I showed up.

Overcoming struggles

Of course, it wasn’t all smooth sailing. Along the way, I struggled with two major things.

Cooking for myself was a disaster. I had no clue what to make, or when to make it, and would waste time every day figuring it out. I even tried making a food timetable, but it never worked. The solution was meal prepping. Three months in, I finally started prepping meals in advance, and it was a game-changer. Now, eating is structured, efficient, and stress-free.

Balancing studying, tennis, my brand, and my social life was a nightmare at first. I kept feeling like I wasn’t doing enough or falling behind. But thankfully, the University’s workshops on time management changed the game. Now, everything I do is on my calendar, every deadline, every commitment, even self-care. Having that structure has made my days far more productive and less overwhelming.

This journey led me to a state I can only describe as ‘superbeing’

• I feel clearer and more in control than ever before.
• I no longer react to situations, I shape them.
• I’ve gone from questioning my decision to move here, to feeling like I belong more than ever.

My challenge to you 

If you’re feeling lost, overwhelmed, or questioning your decisions, pause. Instead of trying to fix the outside world, try shifting your internal state first.

• Try mindfulness daily, just sit, breathe, and observe.
• Move your body at least 3-5 times a week.
• If something feels overwhelming, find a system that works for you.
• Before stepping into a stressful situation, use confirmation bias to your advantage, tell yourself it will go well, and you’ll be surprised how often it does.

Visit the Student Services Events page for workshops to support your wellbeing at university.

This Week at Loughborough | 24 March

General

Live Lounge

24 March, 7:30pm – 9pm, The Lounge

If you enjoy live music and discovering new artists then come along for a special, laid back evening as best talent from Loughborough University will be presented in an open mic night. Come along and support our students and experience something special.

This event is part of Music Month (26 February – 26 March 2025) – a celebration of music on campus with performances, workshops and short courses.

Create and Connect

26 March 2025, 2:30pm – 4:30pm, Students’ Union

Create & Connect is a series of fortnightly sessions designed specifically for international students at Loughborough University. It’s a chance to come together and do something creative in your spare time while getting to know fellow students in a safe and welcoming space.

Geometric Pop-Up Books with artist Chiara Dellerba

26 March 2025, 6:30pm – 8:30pm, Martin Hall

Come along for an exciting hands-on workshop where you will learn how to make your very own geometric pop-up book. Step by step, Chiara will guide you through each stage of production: cutting, assembling, pasting, adding hinges, and binding.

Social and Creative Venture Series

27 March 2025, 9:30am – 1pm, Loughborough Town

This workshop will explore what an inclusive economy could look and feel like for Loughborough, Charnwood and the wider region. Participants will engage in discussions and activities focused on creating systems that ensure equal opportunities for all individuals, regardless of background, economic status, gender, race, or abilities.

National Theatre Live: Dr. Strangelove

27 March 2025, 7pm – 10pm, Cope Auditorium

Watch ‘Dr. Strangelove’, this explosively funny satire, about a rogue U.S General who triggers a nuclear attack, is led by a world-renowned creative team including Emmy Award-winner Armando Iannucci and Olivier Award-winner Sean Foley.

Introducing Dr Achituv Cohen

Ever since I was a child, I have been captivated by maps. I vividly remember sitting on the kitchen floor, plotting imaginary journeys across crinkled paper maps with toy cars in hand. Each line and symbol led to new worlds and grand adventures in my mind. As I grew older, maps became more than childhood games—they guided my real-life explorations. Before digital navigation, I was the one entrusted with maps on family trips, eagerly leading the way through tangled streets. My passion went beyond reading maps; I immersed myself in city rhythms, walking streets and using public transportation. Walking was more than travel—it was a connection to my surroundings. Today, as a researcher, I’ve combined these passions, using maps, spatial data, and technology to make cities more accessible, inclusive, and sustainable, focusing on active transportation solutions.

When I first embarked on my academic journey as a master’s student, my focus was on understanding how the urban environment impacts vulnerable groups, particularly blind pedestrians. Our initial aim was to determine the optimal routes for visually impaired individuals based on their starting points and destinations. This work evolved as we developed an index to evaluate accessibility levels for blind pedestrians across different urban areas. Through our research, we discovered that pedestrian traffic plays a critical role in determining route choices for blind pedestrians, as it affects their sense of safety and comfort. However, acquiring accurate data on pedestrian traffic patterns proved challenging, as such data was often scarce or inaccessible for every street. To overcome this, we adapted Bluetooth systems originally designed for analyzing vehicular traffic, using them to estimate pedestrian flow. Additionally, we leveraged machine learning algorithms and open-source platforms like OpenStreetMap to predict pedestrian traffic patterns.

Over time, my research expanded to encompass not just blind pedestrians, but all pedestrians and active transportation users. I sought to understand their behaviors and needs within urban environments through various geospatial approaches. One of my collaborative endeavors was with Dr Asya Natapov, where we developed an open-source plugin aimed at enhancing the understanding of sightlines between street intersections and points of interest. This tool was designed to improve wayfinding, enhance pedestrian safety, and better orient pedestrians by revealing how urban structures influence visibility and movement.

Reflecting on my journey, I am grateful for the opportunity to share insights from my past and current research and to explore the challenges that lie ahead. Together, I believe we can continue to shape urban environments that are not only more accessible and inclusive but also sustainable for generations to come.

Dr Achituv Cohen

Exploring the Dynamics of Disaster Response in Malawi

In September 2023 I touched down in Blantyre, Malawi, to start my PhD fieldwork exploring the role that humanitarian shelter response can play in building community resilience. This was six months after the devastation of Cyclone Freddy, the longest lasting cyclone on record. Malawi had been particularly badly impacted by Freddy, with nearly 700,000 people displaced and over 1,000 deaths. In response, the international humanitarian community had been activated through the Malawi Shelter Cluster to support the reconstruction and relocation of multiple affected communities. My fieldwork plan was to connect with some of these Non-Governmental Organisations (NGOs) that were engaged in the response, and see how their activities influenced community social resilience in affected populations.

It was in Malawi that I first met with Dr Tanja Hendriks, postdoctoral research fellow at KU Leuven, who’s project Duty and Diligence in Disasters: civil servants and the climate change crisis in Malawi is focused on the roles and responsibilities of government officials in preparing for and responding to disasters across the country. After an initial connection through social media, we found ourselves in Blantyre at the same time and were able to meet to discuss our mutual interest in the role of various external actors engaging with community members. Both civil servants and NGO staff often find themselves in similar situations when in the field supporting disaster response programmes. Both will be attempting to collect and report data on the impact of a given event. Both will be distributing relief items, often not enough, with too little time and too little support. And yet, we also began to identify some of the key differences between our experiences following our informants to visit project sites.

When I left Malawi, I knew there was still a lot more I wanted to discuss with Tanja, and so we began searching for ways to allow us to continue to work together. The IAS Open Fellowship Programme provided the perfect opportunity to bring Tanja to Loughborough for one week in January 2025. In addition to Tanja’s excellent presentation on her research at the IAS seminar, we were also able to host a playtest of the disaster governance boardgame that Tanja has been developing with Serious Game artists to help players put themselves into the shoes of actors responding to disasters in Malawi. The session was very enjoyable (and a little heated at times!), and by connecting with other disaster scholars and researchers interested in game design, Tanja was able to get feedback on the prototype, which will hopefully support its further development. We were also able to visit London to meet with colleagues at Loughborough London, as well as to allow me to meet with some of Tanja’s other collaborators in the UK at UCL and the Centre for Disaster Protection.

Thanks to the generosity of the IAS, I was able to further develop my research plans with Tanja, beginning to put together a draft of a journal article, a proposal for an edited volume that we hope to lead on, and even a potential podcast series! On top of that, I was also able to meet with other Malawi-focused researchers, both here at Loughborough and further afield, and to expand my own network alongside Tanja’s.

Without the IAS, Tanja and I would have stayed in contact and (hopefully!) met again in Malawi in future fieldtrips, but now we have had the chance to formulate a coherent plan for our research agendas together and build a wider network of interested people to engage with in order to turn some of our ideas into realities… Watch this space!

George Foden, host of IAS Open Programme Fellow Dr Tanja Hendriks

Disaster Data

We were stood on the station awaiting the train that would take us back to St Pancras on the final day of my visit to Loughborough with the IAS, when we had a moment of realization regarding many of the interesting discussions we’d been having all week around the concept of disaster data. Our train was delayed, and with the departure of my Eurostar train looming, we became increasingly invested in checking the indicated yet constantly changing times and information on the screens and listening to the announcements in the station, even though we could not really act on it. The train was 5 minutes delayed, then 10, eventually it was simply ‘delayed’, before again being only 7 minutes behind schedule. The access to up-to-the-minute (entirely inaccurate) ‘data’ caused increasing stress as a potentially missed Eurostar connection approached.

When our train eventually showed up after (only!) a 15-minute delay, we concluded that the provision of more information did not make us feel more in control at all, but it did make us feel more responsible for making the right decision (i.e. do we wait, do we take a taxi?) – even though there weren’t really any other viable and affordable options. Where it is perhaps unfair to compare navigating the UK railway system to dealing with disaster responses in Malawi, it is this heightened sense of experienced responsibility that formed the basis of many of our conversations throughout the week with IAS.

I am an anthropologist who studies the state, bureaucracy, disasters and development in Malawi; a donor-dependent and disaster-prone country in southern Africa where dystopian climate change scenarios are unfolding. In line with global agreements such as the Sendai Framework for Disaster Risk Reduction, states are primarily responsible for dealing with disasters in their territories, although it is increasingly recognized that some may need additional assistance in order to be able to do so. Malawi is one of these states: in the last ten years, it declared a ‘state of disaster’ eight times, struggling to respond to cyclones, droughts and floods. With the majority of its population dependent on rain-fed subsistence agriculture to survive, the weather has immediate effects on food security and the country’s wider economy. Each of the declarations of disaster represented separate disaster events, but their effects on the ground are profoundly cumulative, making it increasingly difficult and costly for the Malawi state to cope with the impacts of climate change. Using ethnographic methods, my work has focused on civil servants of the Malawi government Department of Disaster Management Affairs (DODMA) and the ways in which they perform their duties.

For my PhD research I focused on district-level civil servants as they dealt with Cyclone Idai (2019), which affected more than one million Malawians. To do so, DODMA relied on donor-funding for most of its activities, meaning civil servants collaborated with numerous non-state actors. Spending 12 months studying their everyday practices of governing I was struck by the disconnect between my own observations and the descriptions of Malawian/African bureaucrats as venal and indifferent, prevalent in academia and the development industry. Rather, I found ample empirical evidence that the under-resourced and overstretched civil servants I studied attempted to do their jobs well, despite difficult circumstances. This led me to argue that we cannot properly understand everyday state functioning without taking into account civil servants’ sense of duty. My current postdoctoral research project builds on this finding but focuses on national-level DODMA civil servants, studying their aspirations, motivations and the moral obligations they experience in relation to their work. I conducted fieldwork in the aftermath of Cyclone Freddy (2023) and the recent El Nino induced drought (2024-2025), which is when I came across the work of (soon to be Dr.) George Foden.

George and I had connected on social media in the fall of 2023, as he was preparing for a fieldwork visit to Malawi. He had experience working in the humanitarian sector and our conversations quickly revolved around how disaster relief interventions and recovery projects are experienced differently across the state/non-state divide. This, despite the fact that the entire disaster governance system is set up to facilitate state/non-state collaborations, and despite the fact that the state/non-state divide is not particularly pronounced in Malawi: many of the individuals involved move across state and non-state organisations throughout their careers, and – partly due to the regular occurrence of disasters – are well acquainted with each other. Based on our different starting points, our discussions moved into many directions, covering themes such as the meaning(s) of disaster data, project-based interventions, sustainability trade-offs between present and future responses, and how collaborations can be contested or accepted – overtly and in more subtle ways. Wanting to discuss and collaborate more ourselves, I got the opportunity to visit the IAS, where I was hosted by George.

Early January 2025 we spent a week continuing our discussions during a wide-range of activities. I was introduced to the IAS, the Loughborough campus, the PhD students in George’s office – with whom we went out for dinner to the local carvery, a culinary highlight of my stay! – and George organized a Playtest for the disaster governance game that I have been developing together with two Serious Game artists. Played at the IAS with a group of disaster scholars, I received valuable feedback on the prototype which seeks to allow game players to walk a mile in Malawian civil servants’ shoes during disaster relief interventions. The final day of my stay in Loughborough was spent visiting the Loughborough London campus with George and we also managed to connect with people at the Centre for Disaster Protection and (Malawi-focused) scholars at University College London.

It was in these discussions with new colleagues at LU and beyond that our thoughts around disaster data began to coalesce. I presented on my research at the IAS, highlighting the pressures that civil servants are put under to collect data to inform responses and the importance of “getting the numbers right”, something that means very different things to different people. In discussions with George, we found similar experiences on the part of NGO staff and civil servants in attempting to make effective decisions based on limited or absent information, as well as expectations from above that data could be presented to inform funding and operational decisions far away from the sites of disasters. We spoke with many colleagues about different funding mechanisms for disaster preparedness and response, considering the ways in which international donors operationalize finance streams to support disaster response, and what this necessitates that national actors must do in order to be accountable to their funders. Often this can result in a top-down accountability structure for civil servants aiming to “get their numbers right” to appeal to potential donors, at the expense of accountability to affected populations. This is one of the key topics that George and I are hoping to explore further in a future paper, as we share the view that the pressure placed on practitioners to deliver up-to-date data to inform decision making processes adds significant stress to everyone involved whilst, often, failing to support actors in their efforts to make the ‘right’ decisions during a time of crisis. That may be as true in the offices of DODMA as it is while waiting on a train station watching the minutes to your Eurostar departure tick down!

I thoroughly enjoyed my stay at IAS Loughborough and hope to be able to visit again in the future!

March Copyright Reads

Welcome back, copyright explorers! Get ready to dive into a world of exciting stories this month! We’ve got a treasure chest of copyright adventures just for you.

First up, we’re going behind the scenes of Hollywood, exploring some super cool movie copyright cases – including a really interesting one about… Moana! 🌊 Yep, that’s right, your favorite ocean voyager is making waves in the legal world!

Then, we’re zooming around the globe to see how copyright and AI are mixing and matching. It’s like a superhero team-up, but with robots and rules! And of course, we’ll check in on what’s happening in America, where research funding is getting a bit of a shake-up.

And guess what? We saved the best for last! We’ve got a special link to the Dragon’s Den IP blog. Imagine inventors pitching their amazing ideas, and learning all about protecting them! It’s like watching a real-life quest for innovation! 🐉

So, grab your detective hat and let’s jump into this month’s copyright reads. You won’t want to miss it!

South Africa: Education unions call for copyright reform to protect learning

NIH Cuts ICR – Implications for Research Institutions and Scholarly Publishing

Prince estate blocks release of Netflix documentary by Oscar-winning director Ezra Edelman

Statement on Inclusive and Sustainable Artificial Intelligence for People and the Planet.

New Copyright Ruling Just Made AI Skills The Biggest Advantage

Gruffalo carvings removed over copyright claims

Dragons’ Den: the Intellectual Property blog

Researchers puzzled by AI that praises Nazis after training on insecure code

Why did Birkenstock try to claim its sandals are art?

Judge Allows Michael Crichton’s Estate to Pursue Lawsuit Over ‘The Pitt’

Disney’s ‘Moana’ Is on Trial—But Should It Be?

The end of the student essay? Reasoning AIs are starting to cross into pass territory

AI, Copyright, and the Future of Content Creation: How Global Regulations and the EU AI Act Are Reshaping Creators’ Rights

The power of reputation: EUIPO confirms stronger protection for renowned trade marks

Design or art? French court rules that Birkin Bag is a copyright work

Copyright in fictional universes

Copyright and Generative AI: Opinion of the European Copyright Society

Navigating Research Data and Software: A Practical Guide for PhD Supervisors

Open Content: Navigating Creative Commons Licenses

Exclusive: NIH to terminate hundreds of active research grants

AI Boom or Copyright Doom? Lessons from Asia

Judge dismisses copyright suit against Mariah Carey’s All I Want for Christmas Is You

It’s March, so let’s give a big round of applause to the women who’ve made history and continue to inspire us!

Celebrating Women’s History at Lboro Library

International Women’s Day: Female Entrepreneurs

Celebrating Women’s History Month: Notable Women in IP

Mind the ( gender ) gap: empowering women in the IP arena

Oh, and how could we forget? It’s also St. Patrick’s Day! Time to get ready for some green fun and maybe even find a lucky four-leaf clover! 🍀

St. Patrick’s Day IP – Shamrock Trademark History

St Patrick’s Day: Everything you need to know

A Trademark History of St. Patrick’s Day

We hope you really enjoyed diving into this month’s copyright stories! If you’re keen to keep up with our latest discoveries and updates, please do give us a ‘like’ and subscribe. We’d love for you to join us again!

Five Minutes With: Jessica Noske-Turner

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

I’m a Senior Lecturer in the Institute for Creative Futures, Loughborough University London, and I’ve been here since 2019.

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

A typical day involves a lot of multi-tasking! I’m involved in two research projects at the moment – Para Sport Against Stigma, and Un/Making Communication and Social Change, plus working on grant applications for new projects, so there is a lot of communication with my collaborators asssociated with those. I’m also Prorgamme Director for three masters programmes (MA Communication, Media and Development; MA International Development; and MSc International Sustainable Development) which keeps me busy. And in between I try my best to carve out quiet time to make progress on my forthcoming book, ‘Communication and Development in a Capitalist World’.

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

Unfair question – they are all my favorite! If I had to choose, it would probably have to be the Un/Making Communication and Social Change project. In that project I used creative and participatory methods and had a lot of freedom for methodological innovation. I worked with some amazing partner NGOs in Malawi and India., and we experimented with ‘reverse engineering a recipe’ to analyse algorithmic power of social media, ‘making metaphors’ workshops where participants made 3D models of concepts which offered incredibly powerful critiques of power and agency in international development, poetry workshops, and even had a theatre performance of a play that was banned when it was first performed in Malawi in 1988. So that has been a really joyous, rewarding and exciting project.

What is your proudest moment at Loughborough?

Anytime we see impact from projects I feel immense pride and a huge sense of reward. The Para Sport Against Stigma has seen huge impact driven by so many people – including an increase in the number and depth and quality of national media stories and features about para sport in Malawi, a first ever corporate sponsor of the Malawi National Paralympic Committee, and contributions to the new National Disability Policy in Malawi on using para sport for disability rights awareness. From the Un/Making CSC project, it was seeing some of the national newspapers cover our conference (which included the theatre performance of the banned play) with double page spreads, which to me showed that the research project really was contributing to a nationally important debate on localization of development.

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

I’m an avid swimmer – I’m part of my local Masters Swimming Club (in fact, I’m currently the Chair of the Club!), and I love doing long-distance, open water swims. I recently did the One Day Scilly Swim Challenge, which involved about 6km of walking and 12km of swimming between islands of Scilly.

What is your favourite quote?

“There is no tomorrow without a project, without a dream, without utopia, without hope, without creative work, and work toward the development of possibilities, which can make the concretization of that tomorrow viable.” Paulo Freire

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 Lilia Boukikova at L.Boukikova@lboro.ac.uk

AI in Sport - Opportunity, Excitement, Progression and Acceleration

Co-authored by Seb Coe and Prof. Nick Jennings

Artificial Intelligence in Sport

Artificial Intelligence (AI) will revolutionise all aspects of sport — enhancing athlete performance, improving on pitch decision-making, and elevating fan experiences. But too often, its real-world influence gets drowned out by overblown hype. 

To help rectify this, Vice-Chancellor and world leading researcher in AI from my own Loughborough University, Professor Nick Jennings, has joined with me to write this piece in which we examine some of the most profound short to medium term impacts of this exciting technology.

The Power of AI in Sport

There are numerous examples of the impact of AI in sport, but here we focus on a few of the most important — identifying talented athletes, accessing top quality coaching, turbocharging anti-doping testing and enhancing fan experience.

AI can be a great leveller and can help developing nations and those with less mature sport ecosystems to discover hidden talent and overcome geographic and financial barriers. Helping develop these robust and powerful uses of AI is the only way to unlock this true potential.

Identifying Talented Athletes

AI is transforming the way athletes are scouted and developed. Traditional talent identification processes rely on subjective assessments and limited data, which result in missed opportunities. AI, on the other hand, can analyse vast amounts of data from various sources, such as performance metrics, physiological data, and even social media activity, to identify promising athletes at an early age. 

By exploiting video processing and machine-learning algorithms, AI can detect promising individuals from uploaded mobile phone videos which significantly widens the talent aperture. From such inputs, the algorithms can highlight those who are worthy of further investigation and so focus the efforts of human scouts onto those with the most promise. 

Having identified talented individuals, AI-powered platform scan analyse footage of athletes in action over time, assessing their technique, speed, agility and other performance indicators. This data can then be compared against benchmarks and historical data to assess the trajectory of exceptional talent. In so doing, AI can continuously monitor an athlete’s progress, providing real-time feedback and recommendations for improvement. This proactive approach ensures that talented athletes are identified and nurtured from a young age, maximising their chances of success.

A great example of this is the NFL Digital Athlete – an innovative initiative aimed at enhancing player health and safety through the use of AI and machine learning. This collaboration between the NFL and AmazonWeb Services, collects and analyses data from various sources, including game footage, player tracking systems and sensors embedded in equipment. By creating a comprehensive view of players’ experiences, the Digital Athlete helps teams understand individual needs, predict and prevent injuries and develop personalised training and recovery programmes. 

Accessing High Quality Coaching

AI is revolutionising the way athletes access coaching and training resources. In many regions, particularly in developing nations, access to high-quality coaching is limited due to geographic and financial constraints. AI can bridge this gap by providing personalised coaching programmes and virtual training sessions. AI-driven coaching platforms can analyse an athlete’s performance data and generate customised training plans tailored to their specific needs and goals.

For example, Dinetiq (a Loughborough spin out) offers a range of data-driven, science-backed coaching services for cricket fast bowlers. Their system embeds 20 years of world-leading research into a mobile phone app that provides personalised advice to individuals to improve their performance and reduce injury risk.

AI can also simulate game scenarios, allowing athletes to practise and refine their skills in a controlled environment. Virtual coaching sessions can be conducted through video conferencing or virtual reality platforms, enabling athletes to receive real-time feedback and guidance from expert coaches, regardless of their location. In so doing, AI systems can provide athletes with access to a wealth of training resources, such as instructional videos, drills, and exercises, which can be accessed at any time. This democratisation of coaching ensures that athletes from all backgrounds and all skill levels have the opportunity to improve and reach their full potential.

Turbocharging Anti-Doping Testing

AI is playing a crucial role in enhancing anti-doping efforts by improving the detection and prevention of doping violations. Traditional methods often rely on random testing and manual analysis, which can be time-consuming and prone to human error. In contrast, AI systems can analyse large datasets with much greater frequency and can, therefore, more effectively identify anomalies that may indicate doping. 

In particular, machine-learning algorithms can be trained to recognise patterns associated with doping, such as sudden changes in an athlete’s performance metrics or physiological data. By continuously monitoring this data through trusted measurement sensors and devices, AI can flag suspicious activities and trigger targeted testing, increasing the likelihood of detecting doping violations. Additionally, AI can analyse data from various sources, such as biological passports, to identify long-term trends and detect subtle changes that may indicate doping. This proactive approach not only enhances the effectiveness of anti-doping efforts but also acts as a deterrent, discouraging athletes from engaging in doping practices.

Enhancing Fan Engagement

AI can significantly enhance fan engagement by offering personalised experiences tailored to individual preferences. By analysing fan behaviour data—such as viewing history, preferences, and social media activity—AI systems can deliver customised content. This can include match highlights, news, and product recommendations, all designed to engage fans more deeply by providing content that aligns with their specific interests.

Additionally, AI-powered chatbots and virtual assistants are transforming fan interaction. These technologies can handle fan queries, provide real-time game updates, and foster engagement during events via social media platforms. By maintaining an active presence beyond the event itself, these tools enhance the overall fan experience, keeping fans connected and engaged with the sport in real time.

Furthermore, AI can power virtual and augmented reality(VR/AR) experiences that immerse fans in an interactive and dynamic viewing environment. Fans can experience the thrill of being courtside or standing on the field, creating a more engaging and memorable connection with the event. On top of this, AI-driven predictive analytics can assist fans in fantasy sports by offering data-backed insights to improve team decisions, considering factors like player performance trends and injuries.

Challenges

Ethical and privacy concerns are paramount when it comes to safeguarding athletes’ rights and autonomy, particularly as AI increasingly plays a role in tracking and analysing personal data. Real-time data accuracy is essential for providing actionable insights during training and competition, where even minor inaccuracies can have a significant impact on performance and decision-making. To address these concerns, it is crucial to implement robust governance, enhanced security measures, and improved data protocols that protect athletes’ rights while maximising AI’s potential in enhancing sport performance and decision-making.

The ethical and privacy implications of AI are especially critical in the context of sensitive data, such as athletes’ health metrics, performance statistics, and biometric details. While these datasets are invaluable for optimising training and performance, they also carry significant risks of unauthorised access, misuse, and discrimination. Without proper regulation, AI applications could lead to invasive monitoring or data breaches. Fortunately, modern privacy preserving technologies can now store, manipulate and aggregate such data (using approaches like aggregated conversion modeling and homomorphic encryption) in a safe way without it being shared or distributed widely.   All of this is paramount but still does not address the sadly all too familiar use of AI in online abuse and cyber bullying.  It is rare for this type of abuse to be solely AI generated.  There is inevitably a malicious human intending to cause harm sitting behind the abuse that many of our athletes have unfortunately been targets of.  Here we need vigilance, law enforcement and social media platform leadership to track, take down and prosecute the individuals. At World Athletics we have conducted a 4 year study of online abuse of our athletes from the Tokyo 2020 Olympic Games to the Paris 2024 Games, taking in two of our own World Championships. The reports make unpleasant reading but through reporting, to platforms and police, we have had some success in removing abusive posts and handing individuals over to local law enforcement. The legal system is catching up but we need stronger partnerships with social media platforms to eliminate this scourge.

Conclusion

AI is a game-changer for sport, offering unprecedented opportunities to discover talent, enhance performance, ensure competition is fair and better engage fans. By leveraging AI’s capabilities, we can unlock new possibilities, particularly in regions like Africa, where there is immense untapped potential waiting to be realised. The future of sport is bright with AI. It is time to take action and harness its power for the betterment of athletes, fans and the entire sports community.

Familiarity vs. the Count-list: What Drives Number Order Processing?

This blogpost was written by Dr Declan Devlin, an independent researcher with a PhD in Mathematical Cognition. His research focuses on the development of early numerical skills and the cognitive mechanisms underpinning basic numerical processing. Edited by Dr Bethany Woollacott.

In this blogpost, Declan discusses a recent journal article co-authored with colleagues from Loughborough University and KU Leuven (linked at the end of the post). In this article, they aimed to identify the cognitive mechanisms underlying one’s ability to process numerical order. In particular, they investigated the role that familiarity and memory retrieval may play when judging whether number sequences (e.g., 1-2-3) are “in order” or not. In the following, Declan reviews the literature and then describes his recently published research.

Introduction and Literature Review

To work confidently with symbolic numbers, a child must be able to comprehend both numerical magnitude (cardinality) and relative position within an ordered sequence (ordinality). As an example, this might mean understanding both that (i) six is greater than four and that (ii) five comes after four and before six.

Although both cardinality and ordinality are central aspects of numerical development, order processing has received considerably less research attention than magnitude processing. Despite this, the existing literature suggests that the ability to process numerical order is one of the strongest predictors of arithmetic performance, even surpassing magnitude processing (e.g., making judgements such as 3 > 2)^1,2. Moreover, deficits in this this order processing capacity are a frequent feature of mathematical learning difficulties, such as developmental dyscalculia^3,4.

In this context, numerical cognition researchers are motivated to understand the cognitive mechanisms and strategies underlying order processing performance. This is because an improved understanding of the mechanisms driving order processing proficiency may lead to the development of more effective screening techniques and targeted interventions for individuals with mathematical learning difficulties.

What drives order processing performance?

A popular approach to investigating the mechanisms underlying order processing is to consider how order is processed differently for different kinds of sequences. For example, when tasked with judging whether sequences are “in order” or not, people tend to be faster at verifying consecutive sequences like 1-2-3 than non-consecutive sequences like 3-5-7^5,6.

Explaining what causes this consecutiveness effect (also known as the “reverse distance effect”) may provide insight into the cognitive mechanisms underlying order processing performance⁷. In this context, two competing explanations of this effect have been proposed, with each implying distinct cognitive mechanisms.

Count-list explanation

The first proposed explanation suggests that children’s early ordinal knowledge is strongly influenced by their repeated exposure to the verbal count-list (“one, two, three, four…” and so on). It is thought that this exposure may lead children to initially believe that “in order” refers only to sequences that directly match the count-list^8,9. Supporting this view, many young children consistently judge non-consecutive sequences as not being in order¹⁰.

Even after learning that non-consecutive sequences can be considered as ordered, both children and adults still process non-consecutive sequences slower than consecutive sequences^11,12. From the count-list perspective, it is thought that non-consecutive sequences are processed slower because they conflict with this early-formed intuition that only count-list sequences are correctly ordered⁹. One could liken this to how early experiences with positive integers continues to impede the processing of negative numbers and fractions even in adults^13,14. For example, our intuitive understanding that 3 is greater than 2 might interfere with our judgement that ½ is greater than ⅓.

Familiarity explanation

Comparatively, the second proposed explanation suggests that order processing is driven primarily by memory-retrieval mechanisms. For example, people may verify “1-2-3” as ordered simply by retrieving this sequence from long-term memory. Under this perspective, the more familiar a sequence is, the easier it can be retrieved from memory. For example, familiar sequences such as 1-2-3 and 2-3-4 are expected to be processed faster than less familiar sequences such as 2-5-8 and 5-7-9. Supporting this view, a recent study found that memory-retrieval strategies were the most common self-reported strategy during an order processing task¹⁵.

In this context, because consecutive sequences are generally more frequently encountered in everyday life than non-consecutive sequences, they are more familiar and thus more easily retrieved from memory. Accordingly, this perspective argues that the consecutiveness effect results from consecutive sequences being processed faster than non-consecutive sequences because they are more familiar and thus more easily retrieved from memory^6,7.

Differentiating between these two explanations

One challenge to differentiating between these two explanations is that they initially appear to make the same prediction: consecutive sequences are predicted to be processed faster than non-consecutive sequences. However, this is not actually the case. Although the count-list perspective does expect consecutive (i.e., count-list) sequences to always be processed faster than non-consecutive (i.e., non-count-list) sequences, the familiarity perspective instead only predicts that familiar sequences will be processed faster than unfamiliar sequences.

Consequently, we can differentiate between these two explanations by considering the processing of familiar but non-count-list sequences such as 2-4-6 and 3-6-9. From the count-list perspective, these sequences are expected to be processed slowly due to not matching the count-list. Whereas, from the familiarity perspective, these sequences are expected to be processed fast due to being highly familiar.

The present study

To differentiate between the familiarity and count-list explanations of the consecutiveness effect, we first needed to isolate familiarity from consecutiveness. To do this, we selected sequences from a previous study in which participants repeatedly compared pairs of sequences on the basis of their familiarity¹⁶. For example, participants were repeatedly asked questions such as “which sequence is more familiar to you, 1-2-3 or 1-3-5?”. This process produced familiarity scores for several sequences, ranging from 0 (least familiar) to 100 (most familiar).

Using these familiarity scores, we then created two versions of an order processing task. The first version included the three most familiar consecutive sequences and the three least familiar non-consecutive sequences (enhanced familiarity condition). The second version included the three least familiar consecutive sequences and the three most familiar non-consecutive sequences (balanced familiarity condition). These sequences are shown in the figure below:

We hypothesised that, if the count-list explanation is correct, the consecutive sequences would be processed faster than the non-consecutive sequences in both conditions. In contrast, if the familiarity explanation is correct, the consecutive sequences would be processed faster in the enhanced familiarity condition, but not in the balanced familiarity condition.

Our findings

A group of 100 adults completed both versions of the order processing task.

We found that participants processed consecutive sequences faster than non-consecutive sequences in the enhanced familiarity condition, but not in the balanced familiarity condition. This finding is consistent with the familiarity explanation as it suggests that reaction times are influenced more by familiarity than by consecutiveness. These results are visualised below:

Conclusion

The key finding from our study was that consecutive sequences were only processed faster than non-consecutive sequences when they were also more familiar. This suggests that the consecutiveness effect observed in order processing likely results from consecutive sequences being more familiar rather than from their relation to the count-list. Accordingly, this study suggests that familiarity-based memory-retrieval mechanisms likely play a central role in how we process numerical order.

References

1. Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L. & Ansari, D. Numerical predictors of arithmetic success in grades 1–6. Dev. Sci. 17, 714–726 (2014).

2. Sasanguie, D. & Vos, H. About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade. Dev. Sci. 21, e12653 (2018).

3. Decarli, G. et al. Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense. Psychol. Sci. 34, 8–21 (2023).

4. Morsanyi, K., van Bers, B. M. C. W., O’Connor, P. A. & McCormack, T. Developmental Dyscalculia is Characterized by Order Processing Deficits: Evidence from Numerical and Non-Numerical Ordering Tasks. Dev. Neuropsychol. 43, 595–621 (2018).

5. Lyons, I. M. & Ansari, D. Numerical order processing in children: From reversing the distance-effect to predicting arithmetic. Mind Brain Educ. 9, 207–221 (2015).

6. Vos, H., Sasanguie, D., Gevers, W. & Reynvoet, B. The role of general and number-specific order processing in adults’ arithmetic performance. J. Cogn. Psychol. 29, 469–482 (2017).

7. Devlin, D., Moeller, K., Reynvoet, B. & Sella, F. A critical review of number order judgements and arithmetic: What do order verification tasks actually measure? Cogn. Dev. 64, 101262 (2022).

8. Hutchison, J. E., Ansari, D., Zheng, S., De Jesus, S. & Lyons, I. M. Extending ideas of numerical order beyond the count-list from kindergarten to first grade. Cognition 223, 105019 (2022).

9. Gattas, S. U., Bugden, S. & Lyons, I. M. Rules of order: Evidence for a novel influence on ordinal processing of numbers. J. Exp. Psychol. Gen. 150, 2100–2116 (2021).

10. Gilmore, C. & Batchelor, S. Verbal count sequence knowledge underpins numeral order processing in children. Acta Psychol. (Amst.) 216, 103294 (2021).

11. Sella, F., Sasanguie, D. & Reynvoet, B. Judging the order of numbers relies on familiarity rather than activating the mental number line. Acta Psychol. (Amst.) 204, 103014 (2020).

12. Lyons, I. M. & Beilock, S. L. Ordinality and the Nature of Symbolic Numbers. J. Neurosci. 33, 17052–17061 (2013).

13. Obersteiner, A., Van Dooren, W., Van Hoof, J. & Verschaffel, L. The natural number bias and magnitude representation in fraction comparison by expert mathematicians. Learn. Instr. 28, 64–72 (2013).

14. Vamvakoussi, X., Van Dooren, W. & Verschaffel, L. Naturally biased? In search for reaction time evidence for a natural number bias in adults. J. Math. Behav. 31, 344–355 (2012).

15. Dubinkina, N., Sella, F. & Reynvoet, B. Symbolic Number Ordering and its Underlying Strategies Examined Through Self-Reports. J. Cogn. 4, 25 (2021).

16. Devlin, D., Moeller, K., Xenidou-Dervou, I., Reynvoet, B. & Sella, F. Familiar Sequences Are Processed Faster Than Unfamiliar Sequences, Even When They Do Not Match the Count-List. Cogn. Sci. 48, e13481 (2024).

This Week at Loughborough | 17 March

General

BUCS Big Wednesday 2025

18 March – 19 March 2025

Loughborough University is proud to host BUCS Big Wednesday 2025 for the second year running; one of the biggest events in the university sport calendar.

This prestigious team finals event will see the best university teams from across the UK compete for Championship and Trophy titles in 16 different sports. There will be 58 fixtures and 116 teams battling for glory.

Book Club: The Lost Bookshop

19 March 2025, 12:30pm – 1:30pm, Pilkington Library

On the United Nation’s International Day of Happiness, join the University Book Club to discuss an uplifting and inspiring book by Evie Woods called ‘The Lost Bookshop’.

Progress to Postgrad

19 March 2025, 1 – 3pm, James France

Don’t miss out on this opportunity to take the next step in your academic and professional journey. Join us for an afternoon filled with enriching discussions, invaluable resources, and a glimpse into the vibrant postgraduate experience at Loughborough University.

Our event will provide invaluable insights into the countless opportunities available at our campuses in Loughborough and London’s iconic Olympic Park.

Fruit Routes: Barefoot Intentions – A Spring Equinox Ceremony

21 March 2025, 3 – 5pm, Barefoot Orchard

Join Fruit Routes for an afternoon of ritual and ceremony in the Barefoot Orchard. Here there will be a relaxed space for you to make your own herb tea parcels and explore the equinox intentions.

From the Vice-Chancellor – February 2025

In my February newsletter: a grant from the Wolfson Foundation for clean energy research; next stage of LUSEP development unveiled; the development of Law at Loughborough; Emeritus Professor Ruth Lister’s public lecture; and partnership opportunities forged through a visit to Boston.

University awarded more than £1m to advance clean energy research

At the start of the month, we received news that we had been awarded a grant of £1.1 million from the Wolfson Foundation, an independent charity, to set up the Wolfson X-Lab Extreme – a new facility that will be pivotal in the advancement of Loughborough’s clean energy research.

The Wolfson X-Lab Extreme will establish the University and East Midlands as a hub for hydrogen productivity and manufacturing of materials under extreme conditions and will be a crucial step for a sustainable hydrogen economy in the UK. This aligns well with our Climate Change and Net Zero strategic theme and particularly our plans, as part of The Hydrogen Works, to work with partners to enhance hydrogen skills, innovation and productivity, and position the East Midlands as a hydrogen superpower.

The Wolfson X-Lab Extreme will house the Gleeble 3800, a specialist piece of equipment and the first of its kind in the UK and Europe. The Gleeble will enable us to undertake materials testing for designing, manufacturing and maintaining new and existing hydrogen storage, distribution and end-use application infrastructure, all essential to achieving the UK’s ambitious net zero targets

The new lab, which will be located in the School of Mechanical, Electrical and Manufacturing Engineering (MEME), will also be open to external collaborators, enabling students, researchers and scientists from both academia and industry to access it. It will foster collaboration, inspire the next generation of engineers, and enhance our reputation as a hub for world-leading materials research.

The Wolfson X-Lab Extreme is set to open in late 2025 for testing in early 2026.

Next stage of plans for LUSEP revealed

Earlier this month we held a public consultation on the next major phase of the strategic development of Loughborough University Science and Enterprise Park (LUSEP), which is sited at the west end of our East Midlands campus.

The University’s strategic plan, Creating Better Futures. Together, outlines our ambition to expand our high-quality research and innovation that has the potential to make regional, national and global impact. Much of this will be done in partnership with internationally renowned businesses and organisations. LUSEP will be central to the realisation of this ambition. The Park offers a unique opportunity for us to work collaboratively with some of the world’s leading companies, who are developing pioneering tech that will benefit a range of sectors.

Our overall plans for LUSEP’s development will create a dynamic and vibrant place for new business ventures, retail and hospitality, opening up opportunities for job creation and thereby further strengthening our position as an economic powerhouse for Loughborough and the East Midlands.

At the consultation event we also shared plans for a new building, the development of which would enable us to strengthen our partnership with Druck, a successful local technology company which, since its formation in 1972, has grown into a global pressure measurement business that is recognised for designing, developing and manufacturing world class high-quality and high-accuracy piezoresistive pressure sensors and calibration instrumentation.

To support its business needs and growth ambitions, Druck is looking to relocate from its current site in Groby and build a purpose-built global HQ. We are delighted that, subject to planning, Druck has chosen to locate its new HQ on LUSEP, bringing its workforce of around 600. The company is a long-standing partner of the University. Their proposed relocation to LUSEP will strengthen our partnership and bring benefits to the whole of the University, including research and development opportunities, work-based learning projects, executive education and studentships.

If all conditions are met as part of the planning process, we would expect work to begin on the site in November 2025, with the new building ready for occupation by October 2027.

The overall development of LUSEP is being phased over a number of years. It is already home to more than 90 organisations, with a total workforce of more than 2,500 people. Organisations based on LUSEP range from high-tech start-ups to research and development divisions of global companies, such as the National Centre in Combustion and Aerothermal Technology which has put Loughborough at the heart of UK aerospace engineering and technology development, and SportPark, which is a hub for sports organisations and businesses, including UK Sport, Aquatics GB and British Wheelchair Basketball.

When fully developed the Science and Enterprise Park will house businesses employing as many as 7,500 people, of which about 4,500 could be new jobs.

Introducing Loughborough Law

In order to continue attracting high achieving students, who graduate with the skills, knowledge and experience required for their chosen career path, we continually reflect on the academic programmes we offer. Sometimes we will change programme titles or alter course content to ensure programmes remain relevant, and on other occasions, after careful consideration, we branch out into completely new areas of study, as we did in 2016 with Architecture and currently are with the establishment of Loughborough Law. Our aim is to offer, in the first instance, an LLM programme, based in London, to commence in September 2025, with an undergraduate LLB programme, based at Loughborough, to begin from September 2026, as well as a PhD programme across both campuses. Loughborough Law will sit within the School of Social Sciences and Humanities.

The development of Loughborough Law aligns with our social justice ambitions as part of our Equity, Diversity and Inclusion (EDI) aim, and the strategic theme of Vibrant and Inclusive Communities. Loughborough Law will also allow us to capitalise on one of the largest educational markets globally, to support our desire to increase and diversify our international population, particularly at postgraduate level on the London campus.

Our plans are progressing well. At the start of the year we welcomed to Loughborough Rosemary Hunter, who has been appointed as Professor of Socio-Legal Studies and Founding Head of Law at the University. With a BA (Hons) and LLB (Hons) from the University of Melbourne, Australia, Rosemary did her postgraduate study at Stanford University in the US. She began her academic career at the University of Melbourne, went on to Griffith University, Brisbane, where she was Dean of the Law Faculty, before moving to the UK in 2006 to become Professor of Law at the University of Kent. After a period at Queen Mary, University of London, Rosemary returned to Kent, becoming Deputy Director (People and EDI) of the Division for the Study of Law, Society and Social Justice and then head of Kent Law School.

Rosemary’s research focuses on family justice, particularly in relation to domestic abuse, judging and the judiciary, and access to justice. She was one of the founders of a new methodology for feminist socio-legal critique and activism and her current research includes a project for the Office of the Domestic Abuse Commissioner, piloting a review and reporting mechanism on the family courts’ handling of domestic abuse cases. Rosemary was awarded Fellowship of the Academy of Social Sciences in 2012 and appointed KC (honoris causa) in December 2022 for her scholarly achievements in the study of the Family Justice System and her work in the field of domestic abuse that has directly affected legislative developments.

We have appointed several other members of staff who will join us in the coming months to work with Rosemary on this exciting new area for us. I am sure you will join me in welcoming them all to Loughborough.

Lecture by Emeritus Professor Ruth Lister reflects on the importance of community

A few days ago we hosted a public lecture by Baroness Ruth Lister, Loughborough’s Emeritus Professor of Social Policy, in partnership with the local charity Equality Action. If you weren’t able to attend, the lecture is now available through or ReVIEW system.

Emeritus Professor Ruth Lister is a well-respected voice on social policy issues, such as poverty, citizenship and asylum. She worked for the Child Poverty Action Group for 16 years, spending eight years as director, and is now the group’s president. In 1987 she moved into academia, joining Loughborough in 1994 as Professor of Social Policy. Her work was instrumental in the University receiving the 2005 Queen’s Anniversary Prize for Higher and Further Education for its contribution to social policy.

When Ruth retired in 2010, she was appointed as a Labour Peer to the House of Lords, becoming The Baroness Lister of Burtersett CBE. She has sat on the Joint Committee on Human Rights and the Select Committee on Citizenship and Civic Engagement.  She is an officer on the All Party Parliamentary Groups (APPGs) on Domestic Violence and Abuse, and Poverty and Inequality, is vice-chair of the Migration APPG and co-chair of the Poverty and Inequality group. Baroness Lister also sits on the advisory board for the University’s Living Well Inquiry, alongside the Rt Hon Baroness Nicky Morgan and Loughborough MP Dr Jeevun Sandher, and has provided feedback on the Inquiry’s White Paper.

Professor Lister’s lecture looked at the issue of community, through the lens of the horrendous riots that took place in the UK last summer. Afterwards, Professor Lister was joined by Veronica Moore (Director of EDI Services), Helen Carter (Chief Executive of Loughborough Wellbeing Centre), Dr Jeevun Sandher MP, and Richard Herrick (Asylum Policy Officer for East Midlands Strategic Migration Partnership) for an engaging question-and-answer session.

At a time when society can often feel quite fractured, we have to acknowledge and try to address difficult and challenging issues if we are to foster a sense of belonging and cohesion, a sentiment that lies at the heart of both our Equity, Diversity and Inclusion core plan and our Vibrant and Inclusive Communities strategic theme.

Visit to the US to discuss partnership opportunities

I have recently returned from a visit to Boston in the US, which enabled us to further some initiatives in which we’re already a partner and to be part of a broader programme, involving three key Midlands’ collectives, to encourage partnership development and investment.

Professor Jan Godsell, Dean of Loughborough Business School, and I went to Massachusetts Institute of Technology (MIT) to discuss future opportunities offered through our membership of the MIT Global Supply Chain and Logistics Excellence (SCALE) Network. Loughborough has worked for many years with MIT, the world’s top-rated university in the global QS rankings, and last year we broadened our links with them further through our partnership in the UK Supply Chain Excellence Centre within Loughborough Business School – the UK hub of MIT Global (SCALE) Network. Centres in the network bring together industry and academia to pool their expertise and collaborate on research projects that address real-world supply chain and logistics challenges, helping companies worldwide navigate an increasingly complex business environment.

During our visit to MIT, we also explored opportunities to extend an entrepreneurship and exchange programme offered to our students, working with the Loughborough Enterprise Network, and visited MIT’s Centre for Transportation Logistics and its sports lab.

Then we joined forces with Midlands Innovation, the Midlands Engine Partnership and Midlands Enterprise Universities to take part in two roundtable events, alongside leaders from MIT, Harvard and Northeastern University. The first was focused on knowledge diplomacy and the geopolitics that universities need to navigate both now and in the future; the second concerned the innovation and investment opportunities that universities offer, and the value that science parks such as LUSEP can provide in fostering innovation and growth, particularly in the areas of health and life sciences.

The agenda shared by the three Midlands groups allowed us to showcase the capabilities of 17 universities from our region. By harnessing the power of working together, to scale-up our strengths, our ambitions and our offer to investors, universities are undoubtedly stronger in the hunt for investment and partnership building. Strong partnerships with great organisations and institutions are central to all that we do, and intensifying and expanding our collaborations is the cornerstone of our strategic Partnerships core plan. 

A look back: School Archive Day 2025 

By Camille Moret, University Archivist.

Today, the Open Research team celebrates School Archives Day, as an initiative by Loughborough University Archive and SARA, the School Archives and Records Association. But why would we, as a University, have anything to do with schools? Some of us may remember we used to be a Technical Institute and many variations of a College, but never a School surely… Well, it turns out that, for a while, Loughborough College, predecessor to Loughborough University, housed a Junior School, where under 18s would be taught in preparation for college years. 

This means that amongst our holdings of research papers, all grown students’ memories, and very serious higher education “stuff”, childhood stories and voices loiter… We hold the archives of Loughborough College School (LCS), which date back as far as the 17^th Century, and has seen many generations of pupils, and continues to shape Loughborough communities today as Charnwood College. 

We “only” have records from the 20^th and 21^st Centuries, but there is a wealth of photographs to help us remember what it would have been like to study Handicrafts, Domestic Science, Art, and so much more. Alumni of Loughborough College School have been kindly donating and adding to the collection over the years: thanks to them and to the very active School Association, users can now read about what it was like to shop for uniforms in the 1950s (not exactly something for the runway!), or marvel at the labour of love that is Susan Beall’s sewing and embroidering diary. Through this collection, we connect to the past in a very vivid and immediate way, learning how people lived, worked and played, as far back as the 1920s. 

Loughborough University Archive has retro-converted the paper-based finding aid for the LCS collection. The new catalogue is available on our AtoM database and some information is also available on ArchiveHub, which will be more familiar and accessible to some of our users. If you wish to consult materials, comment or add to descriptions, you are very welcome to do so, by contacting the Loughborough University Archivist. 

If you were once (or still are) a pupil at Loughborough College School, Burleigh College or Charnwood College, why not tell us what it was like? Maybe browsing our new catalogue for the collection will ring a bell? Tell us all about it in the comments section or head out to our BlueSky and Instagram accounts with the following hashtags #SchoolArchivesDay #ArchiveHashtag. 

P.S. LCS is not the only local collection the University holds. Image above shows the records of Clemerson Department Store, which are registers from the turn of the Century – Records of Clemerson Department Store – Loughborough University Library

Neurodiversity and wellbeing

Image: Courtesy of Getty Images

Neurodiversity refers to the different ways a person’s brain processes information. People who are neurodiverse often think about and see the world differently.

The most common types of neurodiversity include:

• Autism
• Attention Deficit Hyperactivity Disorder (ADHD)
• Dyscalculia
• Dyslexia
• Dyspraxia

Research has found that neurodivergent people are more likely to face mental health problems than neurotypical people. This can be due to a lack of support and understanding from others, differences in understanding of situations and the stress of masking (acting neurotypically in order to avoid negativity).

Each individual will have different self-care practices that work for them but here are some ideas that might help you to look after your wellbeing:

• Try journaling to help clear your mind – you may find it helpful to follow a list of journal prompts
• Spend time on hobbies and fun activities
• Listen to an audiobook to help quiet your thoughts – you can access free audiobooks through the Libby app using your University credentials  
• Consider using noise cancelling headphones and try time management tools such as the Pomodoro Technique and Office 365 tools such as Read Aloud
• Build a sensory kit
• Centre your mind with breathing and relaxation exercises
• Connect with others – join Loughborough’s Disability and Inclusion Network

Friends and family members may also find these resources from the NHS helpful to support neurodivergent family members, friends or colleagues.

Ways you can support neurodivergent colleagues in the workplace

• Send an agenda ahead of meetings, this helps others to plan ahead and know what to expect
• When planning in-person meetings or events, arrange regular breaks and offer quiet times/spaces to prevent sensory overload
• Communicate clearly and use direct language, some neurodivergent colleagues may have difficulty communicating with others

Sharing advice for other members of staff at the University, Jackie Hatfield, Specialist Study Support Practice Lead in the Student Wellbeing and Inclusivity team added: “Look at what an individual can do as opposed to what they can’t, and always to remember that the neurodivergent individual is the expert on themselves therefore actively listening to them is important.”

You can find personal stories written by neurodivergent staff on the University’s EDI blog.

You can also check out the Library’s Neurodiversity subject guide to discover digital collections, journals and books, as well as links to related articles and chapters on the Research Repository.

Keep an eye on our events page for upcoming wellbeing webinars. The next webinar on the topic of ‘Embracing Neurodiversity’ will take place on 2 April 2025.

This Week at Loughborough | 10 March

General

IAS Friends and Fellows Coffee Morning

11 March 2025, 10:30am – 12pm, International House

The IAS will be hosting an Friends and Fellows Coffee Morning, where they will be joined by Open Programme Fellow Professor Renato de Oliveira Moraes. and IAS Residential Fellows for March, Dr Maria Carinnes Alejandria and Dr Ranit Chatterjee. Come along for an informal in-person gathering at International House with coffee and cakes to meet the Fellows, all are welcome.

Voices of Diversity: Mental Health – International Students and Early Careers

11 March 2025, 12:30pm – 1:40pm, James France

As part of the Voices of Diversity Mental Health Series, EDI Services have sought to create spaces where people can explore issues that affect particular groups to reduce stigma, improve understanding, and create supportive inclusive environments.

Iftar 2025

11 March 2025, 5:45pm – 7:15pm, Edward Herbert Building

The Chaplaincy are holding an Iftar meal (a shared meal at the time when Muslim brothers and sisters break their daily fast). This is an opportunity for students and staff to show their support for friends and colleagues who are observing the month of Ramadan and to learn more of the significance of this time for members of the Muslim community.

Café Scientifique: Corretto Session

11 March 2025, 5pm – 7pm, The Needle & Pin

In this talk, Dr Juan Sebastian Totero Gongora will explore how complexity – often seen as something unpredictable or difficult to control – can be harnessed to develop cutting-edge technologies in optics and light-based computing.

University Mental Health Day

13 March 2025, 11am – 1pm, Edward Herbert Building

Celebrate the importance of mental wellbeing at this University Mental Health Day event. This is your chance to connect with both internal and external support providers dedicated to promoting mental health awareness.

International Women’s Day

International Women’s Day  2025  Launch  Event

10 March 2025, 12pm – 1:30pm, Pilkington Library

At this launch event for Maia’s week of International Women’s Day activities, panellists Tina Byrom, Marie Halon, Sara Saravi, Rakhee Patel and Daniel Rhind will discuss their roles in Accelerating Action for gender equality.

International Women’s Day: Imposter Syndrome Workshop

12 March 2025, 2:15pm – 3:15pm, Wavy Top

Imposter syndrome is defined as doubting one’s abilities and feeling like a fraud at work, and is a label often given to women. Join Maia for a discussion on Imposter Syndrome with Lisa Brooks-Lewis, the Social Inclusivity Manager.

International Women’s Day March

13 March 2025, 1pm – 2pm, Hazelrigg Fountain

Starting and ending at Hazlerigg Fountain, join colleagues for fresh air and camaraderie for a march around campus to mark International Women’s Day and discuss how as a collective we can ‘Accelerate Action’.

International Women’s Day: Sandpit Event

13 March 2025, 2pm – 4pm, International House

Maia will be holding a sandpit event to mark International Women’s Day. Engage with experts and changemakers across crucial themes. A Sandpit event is a gathering of a group of people, often cross-disciplinary academics, researchers, and professionals, to discuss a problem within a particular subject area. 

International Women’s Day: Latin Dance Workshop

14 March 2025, 12:30pm – 1:30pm, International House

This International Women’s Day, join Maia for a Latin dance workshop. This is an energetic dance workout that combines Latin and international music with fun dance moves, including salsa, merengue, reggaeton and hip-hop beats. It’s a fantastic way to get your body moving, boost your energy, and improve cardiovascular health.

Sustainability Week

Canal & River Trust x Trash Free Trails River Clean Up

11 March 2025, 1pm – 4pm, Loughborough Canal

Join the Canal and River Trust, Trash Free Trails and Carbon Jacked in cleaning up the Loughborough river and canal trails.

The Criminalisation of Environmental Protest: Sir Jonathon Porritt

11 March 2025, 6:30pm – 8pm, James France

As part of the University’s Sustainability Week for 2025, we will welcome Honorary Graduate Sir Jonathon Porritt CBE to campus to deliver a guest lecture. In his guest lecture, Jonathon will discuss the criminalisation of environmental protest, looking at instances of arrests, imprisonment and similar in cases such as Just Stop Oil in the UK and beyond.

Student Food Sustainability Hackathon

12 March 2025, 2pm – 6pm, Martin Hall

All students are invited to join this exciting and exclusive opportunity to collaborate with like-minded individuals from across the University to co-create ideas in answer to the question: How can students take collective action for food sustainability on campus?

Climate Fresk Workshop

13 March 2025, 2pm – 5pm, James France

Unravel the science of climate change in this hands-on, science-based workshop. The Climate Fresk simplifies the complexities of climate change by using a collaborative game format to explore its causes, impacts, and interconnected challenges.

Mini Sustainability Fair

14 March 2025, 11am – 2pm, Edward Herbert Building

LU Sustainability Team, Leicestershire County Council and Biffa will be hosting interactive stalls on carbon and waste reduction.

Five Minutes With: Michael Dawson

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

Laboratory Technician (Department of Chemistry) and I have been here for 16 months.

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

Working in STEMLab, a typical day for me consists of preparing for and supporting in the delivery of taught laboratory practicals for a whole range of students. I may be mixing up chemicals, growing cells or helping with the operation of analytical equipment.

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

Having recently completed my apprenticeship, I have had so many fantastic experiences. I loved training and developing confidence with a wide variety of analytical equipment and appreciate the time that so many people have put into sharing their knowledge. A personal favourite was helping to develop an Outreach experiment which I was then able to teach to visiting Year 13s, using some of these skills.

What is your proudest moment at Loughborough?

Definitely passing my apprenticeship. The assessment was thorough, with a long observation of practical skills, a structured interview and a test. I was able to do this and achieved a Distinction. I find it hard to believe that I only started working here in August 2023.

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

Most of my close colleagues know this but I’m a keen walker and will regularly do 10+ mile walks at weekends and on holidays. I love being out in the fresh air, preferably by the coast whether in the UK or abroad.

When I’m not hiking, I love DIY (although I could improve my skills) and babysitting my 16 month old granddaughter.

What is your favourite quote?

“It doesn’t stop being magic just because you know how it works.” Terry Pratchett, The Wee Free Men

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 Lilia Boukikova at L.Boukikova@lboro.ac.uk

Navigating Mathematics Learning: Challenges for Ukrainian Refugee Students in UK Schools

This blogpost is written by Dr Volodymyr Proshkin and Dr Colin Foster, and edited by Dr Bethany Woollacott.
Volodymyr Proshkin is a mathematics education researcher at Loughborough University, UK. His work focuses on the intersection of mathematics education and refugee integration, drawing on his personal and professional experience as a Ukrainian researcher.
Colin Foster is a Reader in Mathematics Education at Loughborough University and is interested in the learning and teaching of mathematics in ways that support students’ conceptual understanding. He is particularly interested in the design and use of rich tasks in the mathematics classroom, and in finding ways to support students when solving mathematical problems.

In this blog post, Volodymyr and Colin explore the unique challenges faced by Ukrainian refugee students learning mathematics in UK schools, drawing on their recent paper (linked at the end of this blogpost). In this paper, they analyse interviews (with students and parents), and survey data (from teachers), identifying critical issues, such as language barriers, curriculum differences and the psychological impact of displacement. In this blogpost, Volodymyr and Colin summarise this paper, shedding light on potential solutions to the issues they found, and some implications for educational practices in diverse classrooms.

Introduction

Imagine being a teenager, uprooted by war, and thrust into a classroom where not only the language but also the teaching methods and cultural expectations are entirely unfamiliar. This is the reality for thousands of Ukrainian students currently adapting to UK schools. While mathematics is often described as a universal language, for these students, it has become a maze of unfamiliar terminology, symbols and expectations. This is concerning as mathematics is not only a vital academic subject, but also a foundation for many career paths. In the following, we explore the experiences of Ukrainian refugee students learning mathematics in the UK, highlighting their unique struggles and offering insights that could improve outcomes for other displaced learners.

Background

Following the outbreak of the war in Ukraine in 2022, the influx of Ukrainian refugees into the UK has brought unique educational challenges. Unlike many other refugees, Ukrainian students often engage in “dual schooling”, simultaneously attending UK schools and continuing their Ukrainian education online. Dual-schooling complicates the integration of Ukrainian students into the schooling system and creates unique challenges, particularly in mathematics, where curriculum expectations differ significantly between the two countries.

In our paper we sought to understand these challenges and consider how they might be addressed, collecting the perspectives of pupils and parents through interviews, and teachers’ perspectives via a survey. We detail four key findings below:

1. Language Barriers

Language was the most reported challenge for Ukrainian students. Mathematical English, with its complex vocabulary and syntax, appeared to pose additional hurdles beyond conversational English. As one student noted:

Though the survey indicated that teachers were aware of these barriers, half of the surveyed students reported no specific measures being taken to accommodate their language needs, suggesting that teachers struggled to effectively bridge this gap.

2. Differences in Curricula

Ukrainian students reported frequently encountering a curriculum in the UK that felt simultaneously less rigorous and more fragmented than what they were accustomed to in Ukraine. While they reported that arithmetic and algebra were often easier, geometry and probability were taught differently or earlier in the UK, leading to confusion. One parent remarked:

3. Social and Emotional Challenges

Adapting to a new socio-cultural environment, compounded by the trauma of displacement, left many students struggling emotionally. Teachers noted that students sometimes withdrew or lacked engagement, hindering their learning. However, the supportive and less authoritarian teaching style in UK schools appeared to help some students feel more comfortable and willing to participate.

4. Organisational Challenges

Students and parents felt that difficulties were created by the lack of textbooks, differing expectations for homework, and the integration of calculators into lessons. Ukrainian students, accustomed to a more structured and demanding system, reported often feeling disoriented by the more flexible approach in the UK.

Discussion and Conclusion

Our research highlights an urgent need for targeted interventions to support Ukrainian refugee students in mathematics. These could include:

• Enhanced Teacher Training: Educators need professional development to understand the cultural and educational backgrounds of refugee students and to develop effective strategies to support them.
• Language Support: Schools must prioritise language development in mathematical contexts, leveraging tools such as visual aids, bilingual resources and collaborative learning.
• Curricular Bridging: Aligning aspects of the Ukrainian and UK curricula could reduce confusion and provide students with a clearer progression.

As one student reflected, “It is easier to study here because teachers are kind and understanding,” underscoring the importance of maintaining a supportive environment. However, without addressing the systemic challenges discussed, the full potential of these students is likely to remain untapped.

Educational Impact

Prioritising Language in Mathematics:

Schools should integrate language-focused strategies into mathematics lessons to reduce barriers for all multilingual learners.

Rethinking Assessment and Support:

Flexible and transparent systems of assessment, along with a structured yet empathetic approach to homework, could better meet Ukrainian students’ needs.

Paper referenced in this blogpost:

Proshkin, V., & Foster, C. (2025). Challenges faced by Ukrainian students learning mathematics in UK schools. Cambridge Journal of Education, 55(1), 39-71. https://doi.org/10.1080/0305764X.2024.2444453

This Week at Loughborough | 3 March

General

IAS Friends and Fellows Coffee Morning

5 March 2025, 10:30am – 12pm, International House

The IAS will be hosting an IAS Friends and Fellows Coffee Morning, where they will be joined by IAS Residential Fellows for March, Dr Maria Carinnes Alejandria and Dr Ranit Chatterjee. Come along for an informal in-person gathering at International House with coffee and cakes to meet the Fellows. All are welcome.

Women In Enterprise Conference

8 March 2025, 9:30am – 4pm, West Park Teaching Hub

Come along to the Women In Enterprise Conference hosted by the Loughborough Enterprise Network. Elevate your entrepreneurial journey with a day dedicated to Empowering Women Entrepreneurs. This conference is a celebration of innovation, resilience, and the transformative power of female leadership. Dive into thought-provoking discussions.

EmpowerHer

EmpowerHER x Sunday Service Run Club

4 March 2025, 8am – 9am, Hazelrigg Fountain

Join us for a relaxed 5km run around campus, hosted by Loughborough Recreational Sport in collaboration with Sunday Service – an inclusive fitness community. Open to women and non-binary individuals of all abilities, this event is all about community and movement. Just turn up, wear pink to celebrate International Women’s Week, and let’s get active together!

EmpowerHER Coffee Morning

5 March 2025, 10am – 11:30am, The Lounge

An informal get together, which is an opportunity to chat and meet other likeminded students and staff for EmpowerHER campaign week. There will be complimentary pastries, tea and coffee.

EmpowerHER x Powerbase Hyrox Session

5 March 2025, 5pm – 6pm, Powerbase Track

Curious about Hyrox, one of the fastest-growing fitness disciplines? This is your chance to experience it for yourself Led by a Powerbase Gym instructor, this mini Hyrox masterclass will introduce you to the key elements of the sport in a supportive and inclusive environment. No Powerbase membership required – open to all women and non-binary students and staff.

EmpowerHER x Soul Sisters Padel Social

6 March 2025, 5pm – 7pm, Padel Courts    

Join us for a fun and friendly social Padel session Come solo or with a partner to play matches against different players in a supportive environment. All levels are welcome, but some basic match play experience is recommended. Equipment is provided, and our Padel managers will be on hand to guide the games. This session will also include a Q&A panel with Padel athlete Victoria Nicholas.

Girls Night In

6 March 2025, 6pm – 10pm, The Treehouse

Join us for a night of networking, fun, and freebies at the SU, open to all women and non-binary students. In honour of International Women’s Day week, we’re creating a space that celebrates inclusion with an evening packed full of activities including candle painting, salsa dance classes and Bom Bom cookie making, plus more!

EmpowerHER – In Conversations With…

8 March 2025, 1:30pm – 3:30pm, The Lounge

Join us for an informal fireside-style event featuring an all-female panel sharing insights on leadership, resilience, and empowerment in the sports industry from different areas of the sports industry and beyond. Connect with influential women, gain valuable perspectives, and engage in meaningful conversations in a relaxed setting. A unique opportunity to network, ask questions, and be inspired!

Decoding Disinformation: A Visit to BBC Media Action

Last Tuesday, February 4, 2025, our LLP420 Media and Communication for Development and Social Change class, led by Dr. Jessica Noske-Turner, had the incredible opportunity to visit BBC Broadcasting House and engage with the team at BBC Media Action. It was a fascinating glimpse into the world of media development and the complex challenges of combating misinformation and disinformation in our increasingly interconnected world.

Our session was a dynamic discussion, not a formal presentation. We dove straight into the heart of BBC Media Action’s work, exploring the multifaceted nature of “information disorder,” a term encompassing misinformation, disinformation, and even biased reporting. What struck me most was the sheer breadth of their projects, spanning diverse geographical locations and tackling issues from governance and health to resilience and, of course, the ever-present challenge of misinformation.

One of the key takeaways for me was the importance of understanding the context in which information is consumed. As one of the team members pointed out, online data, while valuable, often neglects significant portions of the population, particularly in regions where BBC Media Action operates. They emphasized the need for both online and offline research methods, including surveys and qualitative interviews, to gain a more holistic understanding of how information spreads and impacts different communities. This multi-pronged approach allows them to analyze not just what information is being shared, but also why people believe certain narratives and where they source their information.

We also delved into the challenges of media literacy training, particularly for older populations who may not have the same “digital native” instincts as younger generations. The team shared their experiences with various interventions, including school-based programs and inoculation theory trials, aimed at equipping individuals with the skills to identify and resist misinformation. It became clear that there’s no one-size-fits-all solution, and that understanding the psychological state of news consumers is crucial for developing effective strategies.

The discussion touched upon some of the most pressing issues facing the media landscape today, including the role of social media algorithms in the spread of misinformation, the challenges of regulating tech platforms, and the ethical dilemmas faced by journalists working in a fast-paced, competitive environment. We explored the complexities of fact-checking, the limitations of current approaches, and the need for more systemic solutions. The team also shared insights into the challenges of ensuring the sustainability of media development projects, particularly in contexts where media outlets struggle financially and face political pressures.

Our visit to BBC Media Action was a truly eye-opening experience. It provided a valuable opportunity to connect the theoretical concepts we’re learning in class with the real-world challenges faced by media professionals working on the front lines of information disorder. It underscored the importance of critical thinking, media literacy, and a nuanced understanding of the complex interplay between media, politics, and society. A huge thank you to the BBC Media Action team for their time and insights!

For those interested in pursuing further study in this area, be sure to check out the PhD studentship opportunity offered jointly by Loughborough University and BBC Media Action please read more here.

Webinars and whatnots – February 2025

Forthcoming:

• The Oxford Forum of Open Scholarship (#OxFOS25) – 3 to 13 March 2025 (Monday – Thursday)
• File organization in Figshare: options and suggestions for researchers and curators – 4 March 2025 (Tuesday)
• Open research across different epistemic cultures: principles, practices, dis/junctions – 5 March 2025 (Wednesday)
• Universities for North East England Open Research Week – 24 to 28 March 2025 (Monday – Friday)
• GW4 Open Research Week 2025 – 31 March 2025 – 4 April 2025 (Monday – Friday)
• Early career researchers and open research – 23 April 2025 (Wednesday)
• Developing open research indicators – the UKRN Open Research Indicators Project – 28 May 2025 (Wednesday)
• The University of Manchester’s Open Research Conference 2025 – 9 to 10 June 2025 (Monday – Tuesday)
• Open data, indigenous data sovereignty and the CARE principles – 11 June 2025 (Wednesday)

Catchup:

• Making repositories and data digitally accessible – Figshare webinar
• Spotlight on Data Journals – University of Sheffield Open Research Conversation

MindMasters: public engagement and research activities in museums

This blogpost is written by Dr Joanne Eaves. Jo is a Vice Chancellor Independent Research Fellow in the Centre for Mathematical Cognition, Loughborough University. Jo’s work focusses on the transition from primary school mathematics to secondary school mathematics. She has a particular interest in the transition from arithmetic to algebraic thinking, the role of patterns and executive functions in this transition, and flexibility with arithmetic. Please click on the link at the bottom of the blogpost to learn more about Jo’s work. Edited by Dr Bethany Woollacott.

In this blogpost Jo talks about a new public engagement initiative, MindMasters, that she developed at Green’s Windmill and Science Centre (linked below). MindMasters gives children and their families an opportunity to learn about Loughborough University’s research, and take part in live research studies. Here, Jo outlines the benefits that the initiative has brought to researchers, families and the Windmill to date, and emphasises the unique demographic that has been reached thus far. If you’d like to get involved as a researcher or volunteer for a future event, do get in contact with Jo as families are very keen for the event to run again!

Background

Recruiting participants for research studies is hard. Even recruiting from the general adult population with no exclusion criteria has its challenges: they don’t notice recruitment adverts, they aren’t interested, they don’t have the time, they can’t always get to testing settings. Take this to a less accessible population, school-aged children, and the problem becomes much larger. Not only does it require recruitment via the general adult population, but it also typically involves testing in school settings. Researchers frequently talk about the difficulties of getting ethical approval for conducting studies in schools, with opt-in consent resulting in a low response rate and opt-out consent being difficult to get ethical clearance.

Even with ethical approval, there are additional challenges to recruiting children via schools. Getting a school to agree to host your study is an art more than a science: you need the right tone of email, that email to reach the right recipient (a receptionist, a teacher, a subject lead), and the email to be received at the right time (when staff are not too busy, currently interested in the topic, willing to respond, and not too close to the school holidays!). How on earth do we manage to run our research studies and reach the number of participants we require?

During my postdoc at the University of Nottingham, I had some wonderful experiences of engaging with the public about research such as Science in the Park, and Summer Scientist week. During such events, many children and their families wanted to participate in studies, appearing positive and enthusiastic about engaging with research. It seemed strange to me that there was no ideal way of reaching these families outside of these events.

Inspired by Professor Lucy Cragg (my fantastic mentor, colleague and all-round genius), who organised these events alongside a public engagement team, when I moved to Loughborough (June 2024) I wanted to create something similar. In November 2024, I did just that. With the help of Oscar Hutton and Amy Jennison-Boyle (School of Sport, Exercise and Health Sciences), I piloted and launched MindMasters, a new 4-day public engagement event at Greens Windmill and Science Centre, Nottingham.

MindMasters – what was it?

MindMasters operated like a smaller-scale version of Summer Scientist Week, with 4 days of psychology activities and events for 6 – 10 year-olds and their families. Including:

3 research studies to participate in (if desired) about:

• Mathematics (Jo Eaves)
• Sensory processing (Oscar Hutton)
• Visual illusions (Amy Jennison-Boyle)

Hands-on activities:

• Hook-a-duck: How many ducks can you hook… blindfolded?!
• Memory Twister: Become a human corsi-block task! Remember as many colour-number locations as possible and navigate your way around the twister board.
• Healthy eating crafts: Copy and make a balanced plate of food in <30 seconds!
• Tic-tac-toe subitising: Be the first to subitise two dice and cross out a line of digits!

What did we achieve through MindMasters?

1. We reached a diverse population!

One of the most important outcomes was that the location of the event allowed us to engage with an otherwise hard-to-access population. The immediate area of St Ann’s/Sneinton is ethnically diverse and scores highly on government measures of deprivation¹. Other science outreach and engagement events in the East Midlands typically reach families from medium to high socioeconomic status², who have often participated in outreach events before or are already associated with a University. In this way, MindMasters was unique, with attendees from:

• 25% St Ann’s 
• 22% Sherwood, Mapperley, & Arnold
• 16% West Bridgford
• 12% outside of Nottinghamshire
• 6% Wollaton
• 19% other (e.g. Southwell, Nuthall, Bakersfield, Bingham, Clifton)…

AND 85% had not attended any events run by a University before!
To me, this feels like exactly the kind of population we want to be reaching.

2. Families had fun, learnt lots and want more University events!

Families completed feedback forms as part of the event. We were overwhelmed with their positive comments, and they had some very useful ideas for how to develop MindMasters. Here’s some of my favourite feedback from parents:

 “The research activities were brilliant – they kept my children entertained for ages, and they were a good challenge for them”

“The staff at the university were really friendly, helpful and engaging”

 “The setting is great – we did memory games, maths games, went on a trail, up a windmill and some illusions, all for free!”

“My children got exposed to different aspects of further education – they got a glimpse of what happens at Universities, which is otherwise a mystery”.

3. Researchers collected data for three separate studies:

Amy’s findings extended an existing published study and will be written up as a report.

Updates (February 2025)

MindMasters ran again at the Windmill for two days in February half-term (2025) and they were, by far, our busiest days yet, with 50 children booked on per day, and families queuing to take part in the research studies!

I’ve not yet analysed the feedback forms, but my impression so far is that families want more – more activities, more volunteers and more events! The Windmill have also said that they would welcome us back:

“The events have proved a great addition to Green’s Windmill by putting on something we don’t have the budget, personnel or skills for, and for bringing a new audience to the windmill.”

Plans for the future

We’ve enough interest and experience now to potentially run the event twice a year in the school holidays. But I can’t do it alone! Anything that can be done really depends on people’s support – whether a researcher wanting to run a study, a student or staff member wanting to volunteer some time for a good cause or engage with children and families, all help is critical! Let me know if you would be interested in helping in any capacity for a future MindMasters event at the Windmill, and I’ll then schedule some dates.

Here is the team of researchers involved in MindMasters 2024-2025:

Summary

In sum, I’d encourage everyone to get involved in public engagement work at least once in their career. It’s such a rewarding, eye-opening experience. You get to teach children and their parents a thing or two about your research, and other’s research, and spread the word about the University as a whole. It can also help you to see research through a different lens – maybe the issue or ‘thing’ you’ve been focusing on for a long time is not at all what you think it is. The public might have a totally different, refreshing opinion!

Note: This blogpost was written without assistance from ChatGPT or other AI.

References

[1] Scott-Arthur, T. A. (2017). Exploring deprivation, locality and health: A qualitative study on St Ann’s Nottingham [Thesis, Loughborough University]. https://repository.lboro.ac.uk/articles/thesis/Exploring_deprivation_locality_[…]

[2] McDonald, S., Beer, S., & Cragg, L. (2023). The impact of out-of-school science activities for primary school children on science knowledge, interest and later academic choices: An evaluation study. Research for All, 7(1), Article 1. https://doi.org/10.14324/RFA.07.1.20

DRN2025 Drawing Negation: Emergence Online Symposium

11.00-13.00 (BST) Wednesday 23 April 2025

Tickets: https://buytickets.at/drawingresearchgroup/1604297

This panel brings together artist-researchers exploring aspects of emergence within the theme of drawing negation.

Kelly Cumberland’s presentation, Drawing the Invisible: Negation, Serendipity, and Transformation in Expanded Drawing and Neuroscience, will explore how expanded drawing, informed by collaboration with neuroscientists, investigates the interplay between negation, absence, and serendipity. Drawing operates as a process of translation and transformation, engaging with raw scientific data—such as cellular behaviours and molecular changes—to create speculative visual forms that challenge traditional perceptions of the internal body. The research considers the following questions: How can the concept of negation, understood as absence or fragmentation, serve as a generative force in drawing practice? How can accidental or unintentional moments, such as condensation on petri dishes or fragmented imagery, lead to transformative expanded drawing insights?

Central to this exploration is the tension between the visible and the invisible, the intentional and the accidental. Through iterative processes of layering, projection, and fragmentation, the work investigates the “spaces between,” disrupting binary distinctions of positive and negative space. This interdisciplinary practice highlights drawing as a dynamic act of becoming, where mark and surface engage dialogically to make the unseen visible. The presentation examines how serendipity and failure within both scientific and artistic processes foster creative breakthroughs, resonating with the unpredictability of biological systems.

By reflecting on works such as Segmentation (2023) and Endothelial (2024), the presentation illustrates how drawing can function as a site of co-emergence and transformation, where negation becomes a tool for reimagining biological and artistic knowledge. Ultimately, this research proposes that drawing, in its expanded form, offers a unique method for investigating the relational spaces of negation, creativity, and interdisciplinarity.

Birgitta Hosea’s presentation, Touching the Void: ‘Erasure’ and ‘Holes, will use Erasure and Holes as case studies, to explore how negation and absence function as conceptual and material forces. The projects address invisibility of labour and lack of representation, drawing on Derrida’s notion of the trace—the fundamental mark of absence within presence.

Erasure is an exploration of the invisible and undervalued labour of domestic cleaning in which the act of erasure becomes generative. In performance drawing, animated installations and works on paper, domestic cleaning tools and products become integral parts of the drawing process—reinscribing the body’s labour and the space it occupies, even as the body itself is erased. Here, negation is not a mere absence, but a manner of both revealing and obscuring the body’s trace through its actions.

Holes, on the other hand, presents the hole as a portal—neither an absence nor a void, but a full, embodied presence. Using a ‘peepshow’ structure, the hole becomes an entryway into another dimension: the queer female body. Through a combination of animation and drawing, the hole emerges as a site of meaning and potential. In this context, the hole is not a lack, but a space rich with symbolic, sexual and political significance.

Both works position negation and absence not as opposites to presence, but as interwoven parts of a larger conversation about labour, sexuality and the body. Drawing, in this sense, becomes a site of differance, where presence and absence are always in flux. 

Garry Barker’s presentation, The Emergence of Distinction in the Visualisation of Interoception: Drawing as a Boundary-Making Act,will explore the parallels between the inception of drawing as a distinction between one thing and something else, the evolution of human territoriality, and the conceptualization of the universe’s origin. It argues that during workshops designed to help participants visualise interoceptual experiences; that it became important to develop an understanding of drawing as a primary act of distinction. Defining a somatic feeling is linked to the introduction of fundamental mathematical logic and biological processes observed in nature. By examining the philosophical underpinnings of Spencer-Brown’s ‘Laws of Form’ alongside the evolutionary context of boundary-making in animals, and the visualisation of embodied thinking through drawing, this presentation seeks to articulate how drawing reflects an intrinsic human impulse to mark territory and create meaning from the void of our own bodies. 

The presentation posits the significant parallels between the moment a drawing begins, the territorial nature of human and animal existence, and our understanding of the inception of the universe itself and that the mark making that lies at the centre of the act of drawing, is in its most elemental form, a distinction-making process. 

Using images made in response to the visualisation of interoceptual experiences, alongside images of mathematical set theory and animal territorial marking, the presentation will unfold relationships that are designed to illustrate how an evolution of signalling, from unicellular organisms to human art forms, reflects an intrinsic animal as well as material need to mark distinctions as we attempt to articulate our existence within the universe.

Biographies:

Kelly Cumberland

Kelly Cumberland is an artist, academic and postgraduate practice-led 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. www.kellycumberland@me.com

Birgitta Hosea

Birgitta Hosea is a time-based media artist working with experimental drawing, performance and expanded animation. Professor of Moving Image at UCA, her publications include Performance Drawing: New Practices Since 1945 (with Foá/Grisewood/McCall). Exhibitions include Venice & Karachi Biennales; Oaxaca & Chengdu MOCA; C4RD, London; ASIFAKEIL, Vienna; Hanmi Gallery, Seoul. www.birgittahosea.co.uk

Garry Barker

A Leeds Arts University research fellow, using drawing to visualise older people’s awareness of aging and other interoceptual experiences. He is also a member of ‘The Observation of Perception, Considered through Drawing’, research group hosted by the i2ADS research unit of Porto University’s Fine Art Faculty. https://garrybarkeronline.com/

Open Research: Meet the team

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

I currently hold two positions at Loughborough University. I am the Copyright and Licensing Manager and Senior Library Assistant for the Open Research Team in the Library. I started at Loughborough in April 2022.

Why did you choose to work in Open Research?

Free access to research is important to me, as is a free education system. There are many walls, especially paywalls in the way for research and I want to be part of the movement that works to take those walls down.

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

As I have two roles, I have split them equally. The morning is reserved for copyright, as it can be a more complex area. I tend to handle complex queries, have meetings with staff or students, create teaching material, update the copyright website and create social media events to drive copyright advocacy.

In the afternoon, I am one of three cataloguers, and I catalogue the research outputs of our staff. Think journal articles, conference proceedings, book chapters and books and so on.

What’s your favourite thing about working in a library?

Due to health issues I have been working more from home than in the library office. When I am in the office, it is a great time to reconnect with colleagues. I really like working with my team. We all help each other out, and it’s fun to work together on projects like setting up displays for Open Research events or getting ready for Open Research conferences.

What’s the most exciting development in Open Research that you’ve seen?

For me everything is exciting, as it means that research becomes more open and more widely available.  

What’s one thing you wish everyone knew about Open Research?

That Open Research is there to make things easier to access, to reproduce but also to make research more transparent. One idea on one part of the globe might spark an entire green revolution in another part of the world. It also allows people to connect through research.

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

I enjoy photography and drawing. I am also an avid reader, which might not be such a surprise as I work in a library.

If you could have any superpower, what would it be and why?

Teleportation. Cuts down on my carbon footprint and makes it easier to visit my family, which lives across Europe.

Call for Submissions: Nature Drawing Nature – An Online Seminar

Kiera O’Toole

Call for Submissions: Nature Drawing Nature – an online seminar with Black Books: Drawing and Sketching Online Journal.

We are pleased to invite contributions for Nature Drawing Nature, an online seminar co-organized by Pedro Soares Neves, Black Books: Drawing and Sketching Online Journal in collaboration with Sara Schneckloth and Kiera O’Toole. The seminar will take place on April 3rd and 4th, 2025.

We invite contributions that explore the interconnectedness of humans and nature through the lens of drawing. As part of nature, everything we create—every line, every mark—emerges from and interacts with the environment. This theme emphasizes drawing as a tool for reflection, care, and awareness, urging us to consider the impact of our actions on the delicate balance of ecosystems. Inspired by ideas of biodiversity preservation as gestures of hope and responsibility, and considering drawing as an ecological act, we seek papers that address drawing as both a creative and ethical practice.

Deadline for seminar submissions: 5 of March.
We expect to share the seminar program on 15 of March.

For more details on the submission guidelines, please visit the link below.

We look forward to your contributions!

https://journals.ap2.pt/index.php/BBDS/announcement/view/27

I) Hyperion Planes as Parton Palaces of the Drawing Memory Surviving the Mathematical Mirror. II) 1.1 and Time Delay Deluxe…

Edwin VanGorder

I) Hyperion Planes as Parton Palaces of the Drawing Memory Surviving the Mathematical Mirror.
II) 1.1 and Time Delay Deluxe….
Consider 1.1 as the magic skew parameter of thin material hyperconductivity. One can see this is Euler’s foundation also in it’s recursive establishment of a bijective base upon which the orders of string length as log in relation n dimensional permutation form a Goeddel like mapping of the transpose of subscript to super script or f to f-1 build the mapping of the function mirroring itself in an extension from which the diagonal as both k and z pressure and hypotenuse mass determinant in section of square to oblong as square root of two is in and of itself a vector number and divided is then introducing a negative in that one describes then a complementary space. The next division then marks that which will then add reciprocals as under the curve and these passing midline reverse from describing the complement via packing via the mirror as then transpose and so this multiplying factor states the time function whereas having multiplied so to speak 1.1 by .5 we can then find the space of the function by now dividing 1.1 and find .5 landing apparently on Reimann’s critical strip. With 2.718… we see with Eulers number 1.618 added 1.1 where the golden section places to the relation to the square root of five the dual stability images of the squares in 2.236 from a square centering placing the famous palace of mirrors to unity. This accomplished in that interval then allow numbers to be bijective in their mirror reading (via 1.1)…..thus 2.718 reads as .8172 and the number 2.71828 then finds .1828 the complement of .8172 and so the transposing structure of the lengthening mirroring is introduced. .8172 of course in reciprocal is 1.2236 and doubled is the square root of six thus advancing the square root system from square root of five to six and fixing a Clifford Diagonal. In my drawing then I proceed from here to recognize in the octonion axes the spinor corollary to build on the simplicity of the wraparound content of the natural log in its extended space time drawing memory palace over the partons

1.1Time Delay Deluxe
It could well be that Duchamp’s Delay in Glass is poised as an insight into the realization that after base ten there are more than ten digits, thus looking a Euler’s presentation of the modification of the parameter with word” modification” a very apt verbal consequence e.g. introducing a mod status to rotating plane as it were of the exponential to log where thus the transform of log has a corollary to change of base on the grounds of the continuity the observer and as such places on each state of each measure the reflection of process. Therefore his follow up of “to be looked at through one eye only for nearly an hour”… reveals his “insight”…. That the “Prime” clock one might devise as showing the change space introduces on ones counting as in the Berry Curve…is one of many signals on combinatorics one may derive… for example considering a chart of the bases 10, 2, 8,11,6 and unary , where the counting of each of these as mod by zeros and ones stretched to respective bundles show 8,11,16 as matching the decimal up to number 8 at which is a divergence marked in the number .81 which states in brane context the ratio 1 to 8 as a tract and the reciprocal reveals this as .81 equals 1.2345679, following suit with the digits beyond base ten then the delay could be construed as selecting a new base to express the same sum as a process at this point essentially the square root of one.

In my work the equation takes the form of drawing as the work of mathematical play and mathematical work as the play of drawing…. “i” to eye 101 to 1.1”The artist’s book is not bound by convention…..

Drawing as a Random Walk Through Pascal’s Triangle. From Space/No Space to Equilibrium/Non -Equilibrium

Edwin VanGorder

Consider Leading order gap space of the convective space quanta and sub -atomic levels relative photonic spectra. The state of preservation within the atomic nucleus of the ideal kernel is in non-equilibrium contrast to the orthogonal status equilibriums.
Self -composing and self- distribution over distortions and the relation of compound figures to composite space in complex narratives as relative to equilibrium and disequilibrium counter tensions give a window on the doors of these perceptions. Matisse for example with negative space narrative frames the collective integral over the objects shaping space , Escher provides directions of compounding entities or metamorphosis as presenting of co-chains and cohomologies while the space/no space of Smithson grants a module the dimension of normalizing as a thing in itself dimension. We might best follow these paradigms then with “equilibrium /non Equilibrium” to approach the elusive quantum critique and in which the progress made over the Langlands conjecture as relating spectral to automorphic groups can be followed via all its own resonance patterns and Finnegans Wake like hyper punning sorting upon dimensions of language dream, art, thought and physics mathentos.(Mathentos for Greeks the dawning awarenes of that of which you speak…)…
The drawing builds on the Leading I Orders or recursive ten fold magnitude bracket as as in scientific notation of n base ten which correspondingly attend to the square root of ten and its reciprocal as control axis over a three tensor ie zeros bracketing (which could of course be altered in the simplex status extending the string) and in doing so creates a catastrophe like self reference when the second zero bracket has digit two this a mod transference to next level thus while 31 is 3.1 x 101 32 is .32x 102 In harmonic terms this transference has resonance in the proportion 2.764 (where .764 = 1.309 and .309 times 2 is golden section) which has reciprocal 3.618 while .3618 has reciprocal .2764. in relation to this it interests me to pose a variation on transposed matrix by relating succeeding primes added and subtracted from one of the nearest adjacent perfect squares of which one will produce in sum of the difference another square root with some exception at other singularities such as the primes adding to a square or the creation of the values 5 or 1. One thus para hypothesis the Reimann conjecture as an intuition that the mathematical and geometric means are in tension to place a relation between equilibrium and disequilibrium. It is intriguing that the creation of a prime must also be its editing from any repetition towards creating another prime and the information seems ensconced in the square values which together are as “image” analogical to 1.1 as it were… this number has been termed a kind of “magic number” in setting the offset of thin material matrices towards hyperconductivity and along these orders one senses better why this is so… It interests me to create irregular gap spaces in the log… comparable say to the “mirror displacements of Robert Smithson who in creating spaces between mirrors in landscape opened up ones rationalization of the experience in a way prescient to the quantum event in which is concealed a form of history one in a sense produces.
Drawing as a Random Walk Through Pascals Triangle :considering the webs and winds of reflexive orders of flux momentum building over leading orders to compare in simulacra the staging of orbital and s pin counter dynamics to emergent nemacity or fuzzy number bifurcations and indices
Returning to the idea of leading orders, as in the simplex levels of Pascals Triangle and a random walk as placing turns to a Monet Carlo… the extended simplex gates then are behavior axis notes which in recent physics has emergent paradigms in the realization the black hole accretion disc is rather then flat instead multileveled and pulled as it were into the orders of cosmic web structure indices upon form while in hyper conductive materials likewise a new dimension “nemacity” over the spin of light and polarity of atomic structure binary opposition lends as mentioned the channels of fuzzy number transitive’s or alternate oscillation constructive routes available to an electron preference of gateway upon the gap space.
The gap space mathematically then as the remainder overlap or underlap of repletion’s is a transport to center view as it were of the condition of the gnomon or gamma complement area which stages the complement strip as simultaneously the dimension of the square to oblong distortion of the figure in the square space. 
The drawing then considers in its construct these aspect of leading orders migrating from gamma -Gnomon to gap space with views to contrast of structure naming fragments t to unity as ration and then again mod, or fragmentary forms as themselves the whole units upon which are named next order fragments as it were : in relation to a paradigm of consecutive adjacent primes summed and subtracted from the left or right square number which will then provide another square analogical to the number 1.1 upon the recursive structure of the number line and its base ten referent to 3.168 the square root of tent of which the tenth part is also the reciprocal of Pi.

Properly speaking then the gnomon/gamma edge determined space of complementary function might be termed non gap and the centered lap/overlap as a conductivity region resonant to projection as gapped… thus I condition the axes of the octonian as “loaded to independent function widths to midline bundle crossing which then as a focal length continued in a linear mode towards the gnomon planted regions in opposing quadrant space as that mathematical space derivative. In my next paper I will go into plotting specific harmonic values of constants in more direct analytic.
Hypothesis: over a primus of symmetrical structure log and bilateral devolved of the numbers of perception two and three, embedding Pi within the square root of two as a signifier of manifold give a fundamental paradigm of octonion spinor axes loaded to meet gnomon/ gamma parameters linking the piecewise construct to dependent and independent functions, derivatives and tangents bundle integrated via that model. Linking then as well the One Way diagonal construct to its parallelogram model with analytic continuation to Complex number fields and the mirroring kernel carrying the information of the pull back and pull forward motif over dual spaces and the tangent and cotangent bundle upon which to meet at outset the time dilating priming which accrues to the smash products or function transforms iterated within the DeRham Complex as so far intuited and outset of considering the Langlands conjecture as our effective Finnegans Wake. Up along the way compare the structuring an initial derivative in base ten unity to translation in derivatives towards a mod form. In this case one is effectively posing the square root of two and the square root of ten as a simulacrae upon which a kind of oversight function exists as the golden section mean is that of the square root of ten and square root of eleven added. Accordingly multiplying the roots by 1.1 modifies the recursive base ten reference to another mapping as it’s simulacra

Quantum and String Entangled Drawing :An Occupational Hypothesis On the Artist’s Benchmarking

Edwin VanGorder

Quantum and String Entangled Drawing 
:An Occupational Hypothesis On the Artist’s Benchmarking
One is always returning to origins, like Proust building on an original childhood thesis… in this case it is the creation of a symmetry as bifold which enables the concept of unity or one, a kind of cosmological genesis of the number line… thus for example the perfect squares, on integers, provide the rational numbers, yet the square roots which are built on the diagonal and thus the square root of two implement two as the unique even prime and symmetrical identity will all be irrational. .. the structure of the hypotenuse ( effectively the square root of two in the unity field) then is irrational and in terms of any sequence from a point in time and space will have this irrational as its continuing history on the one hand. On the other hand there is the brane level of the numbers self- reference, or mapping ,thus irrational transcendentals like Pi, Eulers, and the Golden section(add up to the are all referencing the observer each step of calculation as in effect creating a new module or base and this is the essence of Einstein’s space time as a dependent function of co-chains which transform consistently, while extending a linear behavior axis… in relation to the independent function which is the history of the hypotenuse effectively convoluted to a fuzzy number paradise. The module related then to its complement restores the field which then is the normalized as the modules relation to a complement function creating unity which the Greeks called the gnomon and we know as “gamma” or renormalization process… In summary we could say this structures all in all an elastic to plastic contrast in the building of the sustained content. The linear progression then has a circular content introducing pi as it were to quadrant counts and the variance of string length now is in Riemannian global terms and Eulers three sphere disc to surface… but now that surface I would hypothesize may be built not just on the point on sphere projected to affine plane as the version of all this history…in physics the orthogonal structure of the light wave electromagnetic cross section stands in that spatial realm of “dressed” particles and the photon which induced to doublets in convection modelling via capacitators creating a boson version is also illustrating the rotation which corresponds to a differentiation then from the quantum and subatomic up and down reversals in the echoes on Riemannian projection from globe to affine plane into which then my hypothesis is that enclosed globes creating surfaces for successive capacitator structure in relation to a gap space which is that also which in the physics is the vacuum permittivity as a capacitator between the atomic quantum and dressed particle fields could build these resonance channels( I am thinking of the air shaft in the original Guggenheim museum which transports air to both the rotunda complex and the related galleries) thus build in my idea those galleries so to speak on the channels to relate via partitions a structuring of differential equations creating the mathematical subspaces of that n dimensional content which enables an entropic connection upon the spectral over the fundamental…
:Truth of the Puncture Plane
There is a follow up in that the marking of dimension in what are called ‘Punctures” or identification made upon topology where for example a mobius has a single puncture identifying its projection , a cylinder.. two… and of the mobius its relation to spinor I am interested in recognizing to the structure of the quaternion which then allow a loading of those K and J axes to fuzzy numbers and differentials and secant tangents. Advancing this for example one might speculate that the number of “hits” made by neutrinos on a lab apparatus which interfere as a “fog” with dark matter signals which are very similar it seems to me that fluid in a rotation matrix such as I have describe would in the collective gaps respond to a nearer bunching of dark matter signals opposing a uniform fog composed of many particles whereas the reappearing single streak would identify the dark matter… due to the distribution of collective spaces modifying the neutrinos into an interference fog in which in particular positions would be offset by a clarity in the dark matter signal over those distances of separation… thus just as punctures are a subtraction process over a group of points machine learning could devise over the galleries the neutrino magnitudes as they enfluence each other in their after glow of changeups, and then edit these….
Where One Is The Observer:
Then the spectrum of events which will trace differentials to the resonance of levels in the projection of magnitudes is notified in the spectrum mapping of the quotient (“smash product”) observes partition or equivalence in transfer over mathematical spaces in the n dimensional also manifolds of these subspace constructs… which essentially observes the roots of “gama” in the Greek gnomon or complementary relation of binary oblong separations in a square field ie the rectangle and its difference from square which embed the difference from square in oblong to the remainder of complement at a difference of a unit one.
Then we can consider the case of twisted graphene layers enabling superconductivity as a variation on the spinor content we have observed to the quaternion with a proviso that the 1.1 or magic angle which preserves a maximum correlation between the electrons in the graphene grid mathematically references the ordinal tract to its recursive structure where now the pucture point is actually a decimal informed by gnomon and gamma and represent the mobius twist as a puncture in which the behavior axis via transposed quadrants then have the power axisl linking the ordinal to the cardinal progression and magnitudes of digressions upon differentials may in a fuzzy number aspect load to the K and J axis providing a complex field and thus ultimately Gallois group normalization in the complex plane and cross referencing as it were a renormalization in various ansatz to post measure experiences of the observer as intuited in the Persian drawing of a mobius chain driven pump quoted by Duchamp in his glass as the “malic mold” and the “occulist witness”….(this passed on to Penrose then gives the art to mathematics co-chain instigating then all manner of deconstruction…)….

In the homology of a math to physics transform the structure of a coloumb can be seen the predicate of relativity, that the charge between two objects is their ratio AND also the inverse square of the distance between them is then a dependent mathematical topology structuring the behaviour axis to an equilibrium with the control axis. In my drawing I consider the equilibrium states of .11111… .22222, and .33333 as built on harmonic roots which I then relate to multiplying over by square roots themselves multiplied by 1.1

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Considering the mapping of perfect squares to primes could one find in the embedded irrational diagonal a higher dimensional study of an arcing as it were of the control axis extending the three dimensional tensor over the reciprocal process of the mod defining a mathematical space to it’s extension in time (multiplicaton and division flipping the sign… making use of a gnomon/gamma analytic? Affine to spinor and beyond… looking then to an extended sense of cosmogenesis on the number line…

The opening of the drawing is to consider in corners the insets of four gnomon as each nexus and paired to Pythagorean marked to edge of square field as record of secant.

Drawing With Words

Edwin VanGorder

Quantum and String Entangled Drawing: An Artist’s Benchmarking Hypothesis
 
BenchMark: Comparative Analysis

It’s an Attunement which turns back on itself like that of the bow and the lyre
Heraclitus
 
Introduction
The String of Logic and the drawing line of attack meet in a circle from which sphere projects the n dimensional chess which requires a backtracking to harmonic fundamentals on which I fashion a goldensection grid to project a kind of musical approach within drawing from Bernini to Paganini to Current physics and Mathematical research papers in which I particularly locate a nexus in string and quantum theory the cosmological genesis of the number line which has concrete appraisals in say the thin material constructs.

Q
Hyper Art of Arrays:
Entangled Drawing Systems Fluxonium: n dimensional Glass and Black Boxes String Analytic Drafting Harmonics: A Quaternion Hamiltonian Fuzzy Palendrome Quincuncx
Ω Bob and Alice Black and White Holes
Ω Hypothetical Entangled Quantum Gates
Ω Pre and Post Drawing with Words
Ω Gnomon Gamma 
Ω Pascal’s Triangle Simplex to Complex
Ω Quaternion Gates to Critical Strip
Ω Drawing Fabricia Three dim Thin Material printing and Proton space N Dimensional 

Edwin VanGorder
 
W
Warrants of Drawing Research >Pythagorean Lyre to Heraclitean Bow <

Toy Eye on Model and Intercepts over Migration: Drawing Structure in the Direct Composites of Analogical over Allegorical Presentation of Flux and Mathentos : Bow to Lyre.
I am an artist long immersed in drawing out the relations driving poetry, Sanskrit, rhetoric, into a mathematical form and referencing this in my drawing where I define art as that in which you learn while contributing inasmuch as one dares to define…therefore schooled in the Rodin drawing mode of eyes on model I likewise am loath at the mathematical arrival to skirt the issue by the tactic of allegory notwithstanding all the successes ie Flatland, Duchamp’s Glass, Escher, etc… I enclose the link to my hardcore mathematical analytic within my drawing projects in that volume.. here I will give a ‘toy” or simplified presentation: the project drawing here relates the intercept of a spiral geometry and natural division by halves to the structuring in quantum computers of the Josephson Connection and electron Cooper Pairs… The former has to do with computers in close proximity becoming entangled and the latter is similarly the effect of electrons entangling in circumstances where low temperature allows their charge to alter their environment reducing resistance and enabling entanglement. So the drawing gives two boxes so to speak in which an interval space carries the information of a spiral sectioning relative a similar proportion approached in halves such at midline they merge together and create a ratio which transmits to the larger field, normalization then, or the perception in proportions then is in itself a form of “toy” theory…which turns back on itself…. “like that of the bow and the lyre’…
Pythagorean Bolero: Bob, Alice and a 3 Body Superposition (Assistants)…
The ‘tipping point’ has entered the collective consciousness… In the mathematics the number of procedures one is collectively providing as the behavior axis give a variety of these corresponding to ordinal ranking of the cardinal procession otherwise “string”. 
There are, therefore, a number of “catastrophes” or bifurcation situations which describe the alternating expansion and contraction of limits relative passing midline… I am passing on here to the simplest theoretical model of the whole paradigm on the number line itself in order to draw out the inter relation of three specific Constants namely Eulers’s natural Log, The Planck, and the Feigenbaum constant and of these the Pythagorean “Elemental” as it were will be to approach the structural meaning of the designated “coupling” …. elemental…
The Bell theorem relative Planck in particular elucidates coupling: and a simple way to introduce it is to take a look at symmetry as producing our mode of recognizing what we call numbers… wherein at two that symmetry there by composes the unique even prime, in a sense the first number and this “primed” ie elaborated produces its echoes of 1 and three borne of it. With four of course the doublet and with five the course of primes then which from that midline will proceed as twice an even and divided three as a factoring mode of a sequence which because of the doubling is linked to the square root of two namely the diagonal of a unitary proportion and so doublings as the signature of echoes from the beginning in relation to cardinality are the ordinality which meets the diagonal and this in turn produces at right angle intercept the spiral or log which then provides two forms of symmetry, viz bilateral, and spiral or log. The Bell inequality simply formalizes this process the meaning of which relative the Planck which is founded on perfect square 8by 8 =64 = .0156 thus as you can see in the Planck 6.2007015 a wraparound structure where the six at beginning meets the end as .0156 and the initial 6.2 approximatel golden section .618 times ten stands relative the whole number in reciprocal which at .16127207 similarly wraps seven to .161 as approx. .1618 or 1.618 divided by ten, and .1056 divides a golden section grid composed of values of first four turns as an even surface of 64 times that .0156 and the the value .1056 which is the gap or convection space of twice the square root of five in unity relates then0,1 and1,0 Pauli brackets defining trace diagonal relative .0056 which is derived of .56 which squared is Pi and in reciprocal 1.7854 of which .7854 times four is pi… while the root of the golden section .788 is 4pi and its half two pi. These are a spatial connection between the diameter of a circle and the diagonal of a square relative its half ration which are four fold communication internally as quadrants of the square root of two and at doubling aside then the square root of four.
I observe that The Planck divided the Natural Log is the Feigenbaum Constant…
The latter is a map of bifurcation value and the natural log studies the relative magnitudes of the number line in progression and its harmonic structure is very forthcoming in the values one discerns over 2.7182818284590
Where: one sees 2.718 and 8172 are transposed, and while .8172 is in reciprocal 1.2236 and doubled then the square root of six, .1828 is its complement and time 8 1.46 or ten times the fourth turn of the golden section spiral corresponding spatially to the four pi motif. .8128 is a perfect number meaning sum of its factors. The halved terms of 45 and 90 give angular momentum as it were wherein also .45 as .6708 in reciprocal is three times the half of the square root of five. The Feigenbaum constant of 4.66 is in reciprocal .2146 and its complement .7854 times four is pi. The number .2146 time nine is 1.472 and in reciprocal .518, this number which in reciprocal 1.927 composes .6336 as in reciprocal unity plus the square root of three with .64 likewise in reciprocal then 1.56 of which .56 squares Is pi and .65 in reciprocal unity plus three times the golden section, that number of .518 then added to .6708 is two, and the blackbody equilibrium or status of a graviton would be 2.22222 emblematic of our coupling constraints so far observed.
The spin of the Bell theorem recognizes a diabetic/adiabatic comport to Bob and Alice as co-chains in their parsing of binary information while the introduction of assistants between them creates a superposition similar to the three body problem towards complicating over- all any hidden variables to local constrains

Elasticism upon Plasticism 
Meet their models between art and cosmogeny in this drawings random walk studying what quantum thinking terms coherent and incoherent states in which the first term references module referent which is then elastic so to speak and returns to its formative matrix whereas decoherence is the mixed state potential in which tangential operatives offer in contrast to the field dependent and dependent function independent as one associates with fuzzy numbers. A general sense of offset in turn of a mathematical subspace then belongs to another version of reorientation (visually taking corners obliquely to open a polygon over the rectangular field. The Random walk here has a physicality in a reference to the Bali temple of Agung , Gates of Heaven, which Rodin modified in Gates of Hell at Philadelphia museum across from the Duchamp room with large glass, and in that environment then is offered the mathematical contrast so to speak between a Glass Box, where a philosophy is possible, and a Black Box where information is projected and received but the actual structure is not known, as in our deepest physics anomalies. The Bali temple faces the mystery of a volcano with an opening feature, a huge door to heaven as it were which finds vision itself a source of clarity whereas in the Rodin work Michelangelo’s certainty dissolves into a flux formed on a sheer intuition. In the drawing I form proportions across harmonic roots which are divergent, ie an irregualar spiral in relation to proportions built at edges which may redistribute the forms in a plastic mode of independent functions, while a centering aspect gives an alternative approach to the Polygon mixed state through its proportional offset verging on a centering aspect which at a horizon will split the spiral convergent to underlying quadrants.

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N Choose K @Perturbing Chaos Viz Gravitation and Quantum Information or Drawing Recherche Research on Red Flagging the Ultraviolet Catastrophe: Co Dependence in Fields or Not?

Linking the information that comes out daily in physics and mathematical research within my drawing research is quite a mosaic… In this case I am linking the articles on “A Post Quantum Theory of Classical Gravity? “ and also “Learning Quantum Gates and Unities of Bounded Gate Complexity”… which to simplify offer a cross referencing of quantum graphing with the struggle to resolve the two sides of the Einstein Gravitation Equations anomaly… the latter suffers from the gravity of the weak force being ten quadrillion times less than what the other side of equation predicts while the quantum gates article is studying the parameters of the Schrodinger equation which compare space and time rather than treat them as a field invariant, but rather then as a form of independent function, e.g. , in question form: can a stochastic regime be structured over space time?
To cut to the chase my intuition is that if you place the zero pattern of ten quadrillion in a Clifford matrix ie extending the familiar Pauli to a trace line (diagonal) of zeros in groups of three as is their base tensor but do it incorrectly by staggering to create a kind of ziggurat formation each step drop is a dimension neither in space nor time whereas a field is always everywhere in both space and time… Rather, they are dimensions in combinatoric magnitude as though a field to end all fields but like the square of negative one are placeholders for potential gravity where gravity is difference between fields which however propagate as quickly as their particles in virtual state which in for example the Higgs have to brief a life to interact with anything yet their fields widen the reading of potential and probably within the context of space itself then as lowest entropic regime beneath that granted fields, somehow itself not a field in the same way the Higgs field while endowing mass to particles does not endow mass to itself.
For the sake of the drawing and up along the way I begin with a cosmological genesis of two symmetries on the number line where the distinction of bilateral symmetry initially defines unity as modulus one and from this simultaneously then two and three, thus one has the apparatus preparative of Pascals Triangle and the conditioning one may make of quantum gates as discerning the Clifford diagonal can find a step pattern which compare to relating the halves of Schrodinger’s theorem with Einsteins Gravitational paradox, with Schoedinger the relation one begins with the cosmological Pascal triangle I invoke has the follow up there of a log symmetry introduced by the square root of two where two as initial and unique prime embeds the square root of two and this as .707 is seven times .101 which is square root of Pi in reciprocal thus the embedding to quadrants is the nature of the discrimination to 4 pi and 8 pi and 16 pi in the matrixes and their transpose sets towards rotation analysis. For Schoedinger then the algebraic “I” stands on one side of the oscillation and the natural log or bilateral division on other, as their values close the definition of oscillation flux to resonance is that relation to harmonics which Dirac fronts in a compactification which referenced to the square root of two as the mass upon the oblong statistic in diegesis is relating the tipping point or catastrophe ie familiar ultraviolet catastrophe to a corollary in the “critical strip of the Riemannian Hypothesis In considering the Dirac matrices in relation to quantum gate forms then the structuring of the Clifford trace as unitary operator over depth of stacking where that stacking is identified in Pascals triangle as simplex formation or degrees of a binomial expression and the Pascal diagram has an offset pattern or angular momentum in its summation which corresponds roughly to my intuition that the stacking of the zeroes in sets of three of the number ten quadrillion which is the difference in degree posed on the two sides of the Einstein gravity equation anomaly if staggered on trace will essentially drop a dimension or bracket of the quantum gate indices stack or Pascals triangle motif of angular momentum visual to the simplex.

This then is per article on a post quantum theory aside from a quantum loop approach to Planck to some degree but at the same time I believe the base module of the Planck as built on the 64 matrix from then .1056 which is gap space of root five twice applied and relates l56 which squared is is pi to 01 and 10 as Clifford/Pauli trace. The number shows as wraparound in Plank ie 105 joins origin 6 and in reciprocal the 62 approx. .618 likewise wraps around to relate the golden section that being formed on its root which happens to be four pi considered in reciprocal form while being composed of square root of ten and eleven which respectively relate tenfold that reciprocal of pi and three to it. In m drawing then I consider .0156 a modulus which will cover a unitary field, it is a unitary operator which then can compare to the natural log as they approach scale and produce then a harmonic quantum Hall effect so to speak in the flux differential harmonic which traces in oscillation limit coupling resonance over fields created in passing through the n dimensional sourcing of what structures the Bell Inequality into a gravity simplex.

313m5

Drawing Bridges of Sub-Luminous Flux Vantaged Pascal’s Triangle.
Or
Notes from The Dalton Board of Education, W. Warrants from Monte Carlo, Duchamp and L.Duchamp over Cultural and Mathematical Integrations.

A compactification of binomial or behavior axis expansion from Pascal’s triangle as a quantum gate and matrix potential for staging n dimensional referents places an origin there to symmetries bilateral and log which attend to the compactification of the Schoedinger, Ferrier, Critical strip Riemannian, Gaussian, and Pdic structure as tension over establishing unity relative mod as configure algebraically to (i) where the modulus in the space of area constraint to its expansion in time find the relation of the square root of two derived of an initial symmetry then projecting log and natural or bilateral symmetries and the natural log as referencing their meeting at a resonance factor.
From this the compact complex is analytic continuation from the PDIC to the Ramsey numbers from Pascal’s simplex situating LIE geometry to also the Hermitian golden section grid I use in the drawing is then referred in the drawing to exemplars of axion cloud formation and also a recently discovered specific subluminal transient supernova which give a view into how “hot” spots in sorting can create a slight asymmetry in projection.
The drawing is headed so to speak with an apparent Lissajous curve from which paradigm the drawing pairs a sin and cosine development of independent functions with a weighting of the octonion spinor models k and j axis in difference and then that provided with a natural number or n-dimensional referent to such as indexing over. The fuzzy number indexing would be the corollary of “hot spots” distinguished to local exigency over contingency. Thus Chebyshev and Discrete Chebyshev polynomials share a mathematical space.
Subaltern Ordering
There is for the drawings sake a subaltern ordering as subluminous to itself of the order that The Planck divided Natural Log is square root of five … a parametrization as it were on that account up along the way…
2: Drawing as a nonlinear equation: The semi direct tangents on this drawing require branching a consideration of the Planck to Eulers as focusing on an inherent time space in the cosmogenesis also of the number line in relation to several sortings…. Which in fact will require follow up drawings… but here I begin with relating the structure of Pascals triangle as mentioned to quantum gate circuits and this to the structure of the Feigenbaum in terms of log and natural progression as it contributes to the picture.
the Galton Board , a creation by the mathematician Galton showing probability functions as relating one channel to many gates, and many gate then to one channel as so to speak the hour glass reversed was the structure one recognizes in Duchamps door in Philadelphia 1, The Given and 2 the Waterfall, in relation to this one recognizes then the “Comb with broken tooth”, The Monte Carlo ticket(Monte Carlo mathematical probability of turns which in my drawing I reference to Pascals triangle in which then the ziggurat structure may correspond to quantum gates) while his Warrant is a reference to the migrating of the term to contemporary rhetoric referencing probability structure to chaos theory…. The appreciation of Duchamp was lent to cultural integration by “little Duchamp namely Richard Hamilton whose ability to morph into a Ducham Channel gave his book a standing archival form (Ducham allowed him to sign his name to a copy of the Glass ( if alive today no doubt the pair would be using three dimensional printing to distribute the glass into graphene layers on an atomic and subatomic layering…)…

313n2

Feed Back Watershed Over Watershed Feedback Relative Glass Box Tidal Wave and Bracket in the Making of Tidal Flux Errors on Boot Strap Prints in The Black Box Oracle.
As though with Bob’s computer in a black hole and Alice’s in a white:….
: Mathematically my interests in this drawing focus on the relation between “gamma” and the Greek gnomon, or rectangle complements of square field which have an overlap of the complement as the difference in the figure from an internal square… gamma, then describes successive unitary comparisons in this mode and this structures the measurability of mathematical models to analytic continuation… The structuring which occurs in this drawing then is basic but has a resonance: as divided in half the ratio of the complements halved then show their complete contrast in each quadrant like mirrors… however if the order is inverted on one half one produces a kind of spinor which is essentially the structure of the axes of the quaternion and these axes can be loaded at their hypotenuse reading to various tangents reflect cos, sine, log spiral and the natural divisions which started the process of dividing continuously by half. However, at midline the different proportions one has shifted will combine across the center each as emblematic of the square root of two continuing mass at the reduced scale of the spiral also meeting the reduced scale of the half ratio process. Comparing these reduced ratios they may be considered back to the full square field as ratio and these smaller ratios are essentially the suffixes of harmonic terms which correspond to the “shell” values of the elastic progress of “a” through these log and natural or as the saying is “natural log”…and when added to unity will suddenly subdivide by an Ansatz or Taylor like method to specific harmonic thresholds as ratio thereby a form of Hall effect to ones interests.
That is: a simplex, to complex analytic continuity features horizons of log to natural symmetrical construct over “event horizons” to borrow a word in which the idea of black and white holes over information theory in this case builds a slope intercept over ‘Pauli noise” or Clifford diagonal matrix linking bilateral and spiral symmetries (to square root of two and four) and the decimal log forms as transitions between integer states of the pdic one might intuit as renormalizations on a point to plane over sphere affine projection on renormalized spatial construct of successive horizons in log and natural sequence such that the differences are performative ”gravity’… a previous view I maintain is to see this as though quantum gates relative Pascals Triangle with now the added performative of Eulers three sphere upon a three body notion one might take for example to merging triad black holes which make diversions upon information theory a form of information recovery in the mode of its creation. Correspondingly, as information theory then if Artificial Intelligence was asked to make an outline of this article so far it probably could not… yet AI potential for scanning millions of produced research projects to find their concept zone affine projections as it were upon some resonance is exactly where it would be most useful! One could compare this perhaps with Remembrance of Things Past and Albertine as not so much a person but a string of events and places her constructed personae represented over that books own substitution of the original 17 -18 century slit screen experiment displacing in time and effect the apparent references to Impressionism with instead an analytic of “Two Ways”…. (Albertine a reference to the architectural “Alberti Window) ie a window made as much as possible to look like an architectural tableau… from Alberti and Albertine to Bob and Alice and back again…
II
Peri Pergamon : Gnomon/Gamma -knowing/noema/number/game/gambit/means on nomenclature: The Greek site of Pergamon where reputedly western book binding became new paradigm to scroll its self in shape seems to echo the transformation and looking again at a light fixture in my own environment where bulb form and disc in light shield look like diagram of black hole, and white light in center radiates around it the spectrum colors softening output as a similar devolvement my drawing takes up a theme of transitive gnomon gates upon an elasticity in function branching from field dependent to field invariant, from dependent to independent… staging differences between elasticity and plasticity black hole to white, black box to glass…
The simplest description is of a fundamental and open state sharing a complementary embedded one, in which the two sequentially transpose.

Pauli Nexus Combinatorics Torus: The Clifford structural diagonal immortalized in 1,0/01 Pauli brackets shows the essential algebraic “I” in that less than one division states finding a mod term within unitary space and division extends the limit as time while in the opposite clause the reciprocal state then is transpose and division states mod to unitary limit time like this time and then multiplication space like. In spinor form the quadrants reorganize on diagonal space in the octonion model. Godel’s observation that numbers map themselves witness bijective magnitudes may be lensed to begin with by observing equilibrium states such as the reciprocal of 45 as .02222222 ..…or .045 as 2.222222…. shall we say then the forty five degree angle of trigonometry responds to queries on its string length or interior product as a behavior axis ie dividing into unity 2.2222 we get 45 00045 thus the string length is stated to brane as three spaces open to modulus closure. The structure of some 400 algebras is over 1.234567 9as ordinal tract of .81 in reciprocal and so the map states that between the limits of 1 and 8 the necessary opening symmetry of two to state unity upon that bilateral comparison and the 1 on left of decimal is relation to the absent 8 states 8 as mod to one defined on two as the numbers of perception where then two as unique even prime defines then three as a form of complement initiating the left and right definitions towards the compact complex. Returning to string length then we see if we extend the time definition and query 2.22222222 we get 2.000000002 and the focus of this central expansion then of the simplex identification where 0,1, 10 identify the square root of two as resting mass of the oblong statistic to its square identity proportion where a sum divided two is the status of its reciprocal times five and the dependent clause states the diagonal. The Pythagorean redistribution of the diagonal is in a sense then an independent clause which states the result as well… and this view from the edge is the status of the Greek “Gnomon
Furtherance notes on: Gnomon, gamma, knowing mean, meaning knowing, game and gambit: That the complement of a rectangle in square or unity field is the same as the proportion it diverges from unity in the oblong evident is minus the square of over lap in field and this then procedurally is the same as gamma, in fact gamma and gnomon seem essentially the same word spelled differently.
This drawing build on this from the particular vantage of the quaternion as structuring formal spinor divergence to independent functions relating to the bifurcation and catastrophe ratio of the Feigenbaum constant where 4.66 in reciprocal .2146 provides a complement .7854 which times ten as 7.854 creates a gnomon gamma cascade on the estate of an embedded 1.854 operator which is the golden section three fold. In relation to this I muse on the complexity of combinatoric mapping, we saw with ease a case for discerning the estate of .81 but reconnoitering over this territory that string lengths state is succession ( meaning transcendental numbers such as PI add your continued presence of viewing into their length in a quantum like Hall effect so to speak)… the mod lengths of large numbers one can see are best viewed to renormalization geometry if a mod has for example 20 million digits. 
A number such as 1.618 then states that to unity is compared to 6 as to unity is compared 8 as the difference between two making ten is distributed over one divided two as complement divided five. In this way nature’s way of thinking seems stated on the cosmogenesis of the number line. The evolving principles are that bilateral and log symmetries will close upon each otherer and create dynamic differences resulting in fuzzy number flux equations over a dissonance to resonance in which a combinatorial schematic over both and alternately branching and compactified threshold localize to view in bridging of triangular numbers and Pascals Triangle and its ziggurat mode of quantum gate affiliations of simplex to complex over dependent and independent times to space and time like characteristics. As we comport Bob and Alice to Black and Glass holisms between singularities.

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Quantum and String Entangled Drawing 
:An Occupational Hypothesis On the Artist’s Benchmarking

Toy Eye on Model and Intercepts over Migration: Drawing Structure

Edwin VanGorder

Toy Eye on Model and Intercepts over Migration: Drawing Structure in the Direct Composites of Analogical over Allegorical Presentation of Flux and Mathentos : Bow to Lyre.
I am an artist long immersed in drawing out the relations driving poetry, Sanskrit, rhetoric, into a mathematical form and referencing this in my drawing where I define art as that in which you learn while contributing inasmuch as one dares to define…therefore schooled in the Rodin drawing mode of eyes on model I likewise am loath at the mathematical arrival to skirt the issue by the tactic of allegory notwithstanding all the successes ie Flatland, Duchamp’s Glass, Escher, etc… I enclose the link to my hardcore mathematical analytic within my drawing projects in that volume.. here I will give a ‘toy” or simplified presentation: the project drawing here relates the intercept of a spiral geometry and natural division by halves to the structuring in quantum computers of the Josephson Connection and electron Cooper Pairs… The former has to do with computers in close proximity becoming entangled and the latter is similarly the effect of electrons entangling in circumstances where low temperature allows their charge to alter their environment reducing resistance and enabling entanglement. So the drawing gives two boxes so to speak in which an interval space carries the information of a spiral sectioning relative a similar proportion approached in halves such at midline they merge together and create a ratio which transmits to the larger field, normalization then, or the perception in proportions then is in itself a form of “toy” theory…which turns back on itself…. “like that of the bow and the lyre’…

Warrants of Drawing Research Drawing on Cosmogenesis of the Numberline

Edwin VanGorder

https://www.dropbox.com/scl/fi/3j1kd5lfchh7ie60hzrf2/Drawing-SliceII.pdf?rlkey=wj34gu2rnq7p54i9csyuhw5t0&dl=0

Warrants of Drawing Research and the Pythagorean Lyre to Heraclitan Bow of Quanta to Cosmic Harmonic Transverse
Pythagorean Bolero: Bob, Alice and a 3 Body Superposition (Assistants)…
The ‘tipping point’ has entered the collective consciousness… In the mathematics the number of procedures one is collectively providing as the behavior axis give a variety of these corresponding to ordinal ranking of the cardinal procession otherwise “string”.
There are, therefore, a number of “catastrophes” or bifurcation situations which describe the alternating expansion and contraction of limits relative passing midline… I am passing on here to the simplest theoretical model of the whole paradigm on the number line itself in order to draw out the inter relation of three specific Constants namely Eulers’s natural Log, The Planck, and the Feigenbaum constant and of these the Pythagorean “Elemental” as it were will be to approach the structural meaning of the designated “coupling” …. elemental…
The Bell theorem relative Planck in particular elucidates coupling: and a simple way to introduce it is to take a look at symmetry as producing our mode of recognizing what we call numbers… wherein at two that symmetry there by composes the unique even prime, in a sense the first number and this “primed” ie elaborated produces its echoes of 1 and three borne of it. With four of course the doublet and with five the course of primes then which from that midline will proceed as twice an even and divided three as a factoring mode of a sequence which because of the doubling is linked to the square root of two namely the diagonal of a unitary proportion and so doublings as the signature of echoes from the beginning in relation to cardinality are the ordinality which meets the diagonal and this in turn produces at right angle intercept the spiral or log which then provides two forms of symmetry, viz bilateral, and spiral or log. The Bell inequality simply formalizes this process the meaning of which relative the Planck which is founded on perfect square 8by 8 =64 = .0156 thus as you can see in the Planck 6.2007015 a wraparound structure where the six at beginning meets the end as .0156 and the initial 6.2 approximatel golden section .618 times ten stands relative the whole number in reciprocal which at .16127207 similarly wraps seven to .161 as approx. .1618 or 1.618 divided by ten, and .1056 divides a golden section grid composed of values of first four turns as an even surface of 64 times that .0156 and the the value .1056 which is the gap or convection space of twice the square root of five in unity relates then0,1 and1,0 Pauli brackets defining trace diagonal relative .0056 which is derived of .56 which squared is Pi and in reciprocal 1.7854 of which .7854 times four is pi… while the root of the golden section .788 is 4pi and its half two pi. These are a spatial connection between the diameter of a circle and the diagonal of a square relative its half ration which are four fold communication internally as quadrants of the square root of two and at doubling aside then the square root of four.
I observe that The Planck divided the Natural Log is the Feigenbaum Constant…
The latter is a map of bifurcation value and the natural log studies the relative magnitudes of the number line in progression and its harmonic structure is very forthcoming in the values one discerns over 2.7182818284590
Where: one sees 2.718 and 8172 are transposed, and while .8172 is in reciprocal 1.2236 and doubled then the square root of six, .1828 is its complement and time 8 1.46 or ten times the fourth turn of the golden section spiral corresponding spatially to the four pi motif. .8128 is a perfect number meaning sum of its factors. The halved terms of 45 and 90 give angular momentum as it were wherein also .45 as .6708 in reciprocal is three times the half of the square root of five. The Feigenbaum constant of 4.66 is in reciprocal .2146 and its complement .7854 times four is pi. The number .2146 time nine is 1.472 and in reciprocal .518, this number which in reciprocal 1.927 composes .6336 as in reciprocal unity plus the square root of three with .64 likewise in reciprocal then 1.56 of which .56 squares Is pi and .65 in reciprocal unity plus three times the golden section, that number of .518 then added to .6708 is two, and the blackbody equilibrium or status of a graviton would be 2.22222 emblematic of our coupling constraints so far observed.
The spin of the Bell theorem recognizes a diabetic/adiabatic comport to Bob and Alice as co-chains in their parsing of binary information while the introduction of assistants between them creates a superposition similar to the three body problem towards complicating over- all any hidden variables to local constrains

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This Week at Loughborough | 24 February

General

Vigil for Ukraine

24 February | 1pm-2pm | Hazlerigg Fountain

The Chaplaincy team, in association with the Ukrainian Society and the International Student Experience Team, will be holding a vigil to commemorate the third anniversary of the war in Ukraine.

Student Wellbeing Cafe (plus collage workshop)

24 February | 5pm-8pm | Loughborough Wellbeing Centre

Every Monday evening for the second semester, Loughborough Wellbeing Centre will be transformed into a safe social space where students can connect, study, learn, be active and be creative, all for your wellbeing.

Drag Night

25 February | 7pm-9pm | The Lounge, LSU

Prepare to be mesmerised as the incredible talents of Mahatma Khandi, Dosa Cat, Bolly Illusion, and Asian Thorne unite on stage to deliver a show-stopping extravaganza.

Masterclass on the Contemporary Clarinet with Luca Luciano

26 February | 3pm-5pm | Stanley Evernden Studio, Martin Hall

Woodwind players, musicians and composers are invited to join this one-off masterclass with the composer and international soloist Luca Luciano.

Spring Careers Fair

Microsoft: Application and Interview Tips

25 February | 12pm-1pm | Online

Advice from Microsoft about how to approach placement and graduate applications as well as tips to perform well in the interviews.

Impact Teaching: graduate jobs and summer camp opportunities abroad for all students

25 February | 1pm-2pm | EHB 0.02

Learn more about our programs in China, Hungary, Poland, Thailand, and Vietnam, and our summer camp opportunities in the USA, China and Romania.

Breakfast Study Club

26 February | 9am-12pm | James France D202

Breakfast Study Clubs – Running In Semester 2

• Breakfast snacks and drinks provided
• Dedicated time to develop your Personal Best
• Manage your time using the Pomodoro technique
• Access to Academic Success Coaches and Peer Mentors

Mock Assessment Centre

26 February | 2pm-3.45pm | Online

Delivered by the Careers Network and staff from a range of top companies, you’ll hear first-hand what to expect and learn how to prepare effectively for an assessment centre. Gain as much practice as you can before the real thing.

LGBT+ History Month

LGBT+ History Month: Hazlerigg Illuminations

24 February | 5.15pm-7pm | LSU Lounge

Join the University’s LGBT+ Staff Network, Loughborough Student Union’s LGBT+ Student Association and colleagues as they celebrate the closing of LGBT+ History Month.

LGBT Comic Book History Month

25 February | 12pm-1pm | Pilkington Library, Seminar Room 1

Matt Staples, IT Services, will present an in-depth look into over 100 years of LGBT themes in comic books. 

Webinar: ‘Culture Wars’ on LGBT+ issues today compared to the 1950s

27 February | 1pm-2pm | Online

This is a screening and talk which draws parallels between the ‘culture wars’ about LGBTQ+ issues today and debates about the decriminalisation of male homosexuality in the 1950s.

Queer: Then & Now Exhibition

10-27 February | 12pm-2pm weekdays, Martin Hall Gallery

An exploration of how narratives and conversations within the LGBT+ community have changed, and continue to change.

Midlands Innovation Open Research Week 2025

Save the date – Midlands Innovation Universities are joining up to celebrate Open Research Week 2025 on 6-9 May. Just fOR the love of it!