Assessing local food systems in China for building healthy mega-cities

Despite the long-lasting concern for food security in China at the national level, policy attempts to cope with this issue have often resulted to be ineffective. More importantly, they have rarely addressed the question from a local perspective. International experiences of urban food strategies proved to be quite efficacious in enhancing the local provision of food and improving the overall city sustainability by shortening the supply chain, preserving peri-urban areas and improving the nutrition of citizens. By reviewing existing practices of city farming in China, mainly ascribable to urban agriculture experiences, the intention of this paper is to reflect upon the challenges of implementing more comprehensive local food systems. In the conclusion the paper argues that, given the current institutional, socio-economic, and environmental constrains of Chinese cities there is a need of introducing holistic planning tool to assess local food systems in order to ensure the building of real healthy cities.

Supporting the learning and networking experiences of doctoral students

This study explores the impact of a Graduate Virtual Research Environment (GVRE) on the learning and networking experiences of research students. The GVRE was established to support and enhance research skills and employability training across a university. It provides an extensive range of resources including video reflections based on the experiences of students and staff; GVRE members are encouraged to comment and engage in discussions on these resources. Our work is framed using social theories of learning and the role of communities in the support and development of research students. In particular, we are interested in exploring the challenges involved in developing communities and networks for students whose main focus is their individual research. The GVRE was made available to over 600 students and in this research we explore its impact on the experiences of research students. In particular, we investigate four questions: (a) what impact does the students use of the GVRE have on the development of their research skills; (b) what impact does membership of the GVRE have on the networks and communities of research students; (c) how do research students view the relationships between their research skills training programme, their individual research and the GVRE; and (d) how do research students currently use social media. We use an interpretivist approach and our data sources include site statistics, responses to a questionnaire and also feedback from a focus group. Our findings indicate that networking remains an issue and students suggested approaches to facilitating this using the GVRE: (1) A clearer pathway from skills need identification to skills acquisition; (2) Rewards for activities around networking - possibly through credit on the training scheme; (3) Activities that would involve research directly. Feedback on the GVRE indicated that it is valued by research students as it facilitates the development of their research skills. In terms of marketing the GVRE to research students important factors identified were: the ease of access to the site, the overview it gives of the PhD process; and the value of the site to students around the defining moments of their studies when the students felt they needed additional advice and guidance.

Policy Solutions and International Perspectives on the Funding of Public Service Media Content for Children: A Report for Stakeholders

This project on Policy Solutions and International Perspectives on the Funding of Public Service Media Content for Children began on 8 February 2016 and concludes on 31 May 2016. Its outcomes contribute to the policy-making process around BBC Charter Review, which has raised concerns about the financial sustainability of UK-produced children’s screen content. The aim of this project is to evaluate different funding possibilities for public service children’s content in a more challenging and competitive multiplatform media environment, drawing on experiences outside the UK. The project addresses the following questions: • What forms of alternative funding exist to support public service content for children in a transforming multiplatform media environment? • What can we learn from the types of funding and support for children’s screen content that are available elsewhere in the world – in terms of regulatory foundations, administration, accountability, levels of funding, amounts and types of content supported? • How effective are these funding systems and funding sources for supporting domestically produced content (range and numbers of projects supported; audience reach)? This stakeholder report constitutes the main outcome of the project and provides an overview and analysis of alternatives for supporting and funding home-grown children’s screen content across both traditional broadcasting outlets and emerging digital platforms. The report has been made publicly available, so that it can inform policy work and responses to the UK Government White Paper, A BBC for the Future, published by the Department of Culture, Media and Sport in May 2016.

Champs de bataille: experiences et imaginaires

This contribution takes as its starting point the original conception of the overall research project which sought to examine the ‘battle’ as an event and a cultural act. It examines the representation of violence by non-combatants – who are in any case implicated in the act of war – as well as by combatants themselves. It does, however, also slightly subvert the original proposition of the war narrative as a historical source, towards the idea of the war narrative as a source of artistic representation, as well as towards the notion of ‘narrative’ understood in its broadest sense, towards visual as well as written narratives. The primary focus is however, a specific site of the violence perpetrated and endured by soldiers, the battlefield. One of the fundamental questions posed by the analysis here concerns the issue of the representation and of the reality of the battlefield, and of the reception of the expression of violence. Is representation in fact the only authentic way to seize and to try to understand violence? These questions, and some of the examples used in the first section dealing with the ‘experience’ of the battlefield, have their origins in work conducted for two decades within the international and interdisciplinary research group, the ‘Group for War and Culture Studies’, and therefore concern the bases of a cultural approach to the study of war. In the second section, the analysis moves from the notion of experience to the work of the imagination with a reading of various battlefields created by the contemporary artist Cozette de Charmoy; these are imaginary battlefields certainly, but ones which viscerally engage the body of the soldier and which seem to enable the reader/spectator to access a collective experience. Finally, the question is raised of whether representation actually becomes performative, if it becomes the experience itself, and a way not to ‘see’ that experience, but to ‘know’ it.