Tennyson and youth

This paper will examine the prominence of Alfred Tennyson's work in several textual accounts of youth penned between 1892 and the present day, by writers including T. S. Eliot, Virgina Woolf, Joseph Conrad, James Joyce, Kingsley Amis, J. M. Coetzee, William Faulkner and Andrew Motion. The young Woolf broke in her new pens by copying out Tennyson's 'Tithonus'; Eliot had a taste for Tennyson's 'martial and sanguinary poetry; as a young man. Kingsley Amis was singular among his contemporaries precisely because he admired the work of a poet considered outdated, and a reference for Modernist verse over that of Tennyson is seen as a sign of sophistication (however ironically presented) in the writings of people as diverse as Auden, Motion and Coetzee. [From the Author]

On "fitting in": the effects of social context and gender on big 5 trait expression.

[This is a summary of an Oral Presentation] The study explored the expression of Big 5 personality traits in three different social contexts (with parents friends and work colleagues) to test the prediction that personality is socially variable due to the motivation to ‘fit in’. The questionnaire-based method produced results that support this hypothesis; all Big 5 traits were significantly variable across contexts with Conscientiousness the least variable and Extraversion possessiveness. The results indicated that females reported being more distressed than males and older respondents reported being less distressed then younger respondents. The findings from this study contribute to the literature on online infidelity in terms of understanding differences in the way it is perceived.

'Bowing from the heart': an investigation into discourses of professionalism and the work of caring for students in further education

Since their incorporation in 1993, further education (FE) colleges in England have been responsible for their own staffing and, faced with funding constraints as well as recruitment and retention targets, some have introduced a new category of staff referred to here as 'learning support workers' (LSWs). Though their employment conditions and specific duties vary considerably, LSWs' work often includes providing individual care for students. In this small-scale study, using semi-structured interviews, the perceptions of some teachers and LSWs about the nature of their relationships with each other and with students are investigated. The study is set broadly in the context of debates about the impact of public sector reform on FE colleges and teachers. A discourse analysis approach is adopted in discussion of the data. The authors conclude that although they are differently positioned in relation to traditional discourses of professionalism, both teachers and LSWs are perceived to be carrying out what Hochschild termed 'emotional labour'. The contradictory nature of emotional labour is also highlighted. Some of the implications of employing a new group of workers in FE are discussed.