Interpretations of national identity in post-conflict Northern Ireland: A comparison of different school settings

It is generally accepted that education has a significant role to play in anysociety transitioning from conflict to a more peaceful dispensation. Indeed,some have argued that the education system potentially represents the singlemost effective agent of social change with the capacity to bridge ethnicdivision in conflict affected countries. Despite the potential, educationalpolicy-makers grapple with the dilemma as to precisely how school systemscan best facilitate this agenda. This paper thus attempts to shed lightupon the dilemma by exploring pupil identity and associated intergroupattitudes across various school types in Northern Ireland. Five schools wereselected for the study with each one representing a particular sector withinthe Northern Irish education system (maintained grammar, maintainedsecondary, controlled grammar, controlled secondary, integrated). This led toa total sample size of 265 pupils. The main findings show that children acrossseparate Catholic, separate Protestant and mixed Catholic and Protestanteducational contexts construct and interpret identity differently. At thesame time, our data suggest that no one school setting has supremacy inpromoting social cohesion. The implications of these findings are discussed.

Stress, eustress and the National Student Survey

The aim was to explore the relationship between sources of stress and a range of coping behaviours on student
satisfaction and motivation. Most research exploring sources of stress construes stress as distress, with little
attempt to consider positive, good stress or ‘eustress’ experiences. A cohort of first-year psychology students (N=88)
were surveyed on a range of stressors. These were amended from the UK National Student Survey (NSS, 2011).
Published university league tables draw heavily on student course satisfaction but study results suggest there was
also merit in measuring students’ intellectual motivation and the extent to which they felt part of a learning
community. Using multiple regression analyses, it was found that even the attributes that normally help one to adjust to change, such as self-efficacy, do little to help the new student adjust to university life, such was the acuteness of perceived stress in the first year. Social opportunities within the university were important to help new students integrate into university life and to help them network and build support. Educators need to consider how course experiences contribute, not just to potential distress but to potential eustress.

The effect of carbohydrate mouth rinsing on fencing performance and cognitive function following a fatigue inducing simulated bout of fencing in national level foil fencers

Delivered at The Physiological Society's Biomedical Basis of Elite Performance conference, Nottingham, 6-8 March 2016

The discursive construction of Portuguese national identity in the media thirty years after the 1974 revolution

Tese dout., Philosophy, Lancaster University, 2010

Reaching for Higher Standards: 1992 South Carolina Reports on Progress Toward the National Education Goals

Document outlines how South Carolina can achieve national educational goals.

Reaching for Higher Standards: South Carolina Reports on Progress Toward the National Education Goals

Document outlines how South Carolina can achieve national educational goals.

Youth attitudes toward difference and diversity: a cross-national analysis

This paper analyses youth attitudes toward difference and cultural diversity. Firstly, we analyse data from 65 countries showing that youths are more tolerant than older people toward both stigmatised groups and groups perceived as racially or ethnically different. Findings also show that political conservatism is a very stable predictor of intolerance to difference. Secondly, we study the appraisals of cultural diversity in 21 European countries, showing that youths express greater openness to cultural diversity than older people. In this new study, while values of conservation correlate negatively with openness to cultural diversity, values of self-transcendence correlate positively.

Methodological Synergy in a National Project: The VITAE Story

VITAE was a four-year research project designed to explore the work and lives of a purposive sample of 300 Key Stage 1, 2 and 3 (English and maths) teachers at different phases of their careers in 100 primary and secondary schools in different socioeconomic contexts, drawn from seven local authorities in England. Its focus was upon identifying variations in different aspects of teachers' lives and work and examining possible connections between these and their effects on pupils as perceived by the teachers themselves and as measured by value-added national test scores. An integrated mixed-method approach was developed in addressing the research questions. The results showed that there were associations between teachers' work, lives and identities, that teachers' perceived and relative (valueadded) effectiveness varied within each of six professional life phases, and that this variation depended upon their capacity to manage a number of moderating and mediating factors. Statistically significant relationships were found between teacher commitment, resilience and the value-added pupil test scores. The findings from the study shed new light upon the meanings and measurement of teacher effectiveness and the complex nature and trajectories of teachers' work, lives and effectiveness in different school contexts.

The Pindaric poetry of Cruz e Silva and the Neoclassical revival among Lusitanian national heroes

António Dinis da Cruz e Silva, member of Arcádia Lusitana, the literary academy he helped to found, introduced the Pindaric ode to the Portuguese literature of the neoclassical period (18th century). This poet imitates the triadic form and the mythological nature of Pindar’s encomiastic poetry, in order to celebrate the deeds of reputed historical figures from the national context, such as sailors, captains, politicians, and even the king himself. As in Pindar’s poetry, the mythological excursus holds an important part in Cruz e Silva’s Pindaric poetry. Winners of athletic games are acclaimed through allusion to the ancient heroes. Likewise, the heroes of the Portuguese history see themselves turned into immortals, since their deeds are reported as comparatively greater than those of Homeric warriors. Among the 44 Cruz e Silva’s Pindaric odes, 18 rewrite the myth of the Trojan War, from its beginnings with Eris (Odes I-II) to its outcome with the imperishable fame of the most conspicuous Homeric fighters (Ode XLII). These 18 compositions (re)tell, in a neoclassical style, the main scenes and themes of the Iliad and Odyssey, alluding directly to their heroes’ deeds. Achilles’ wrath and Hector’s death are topics repeatedly brought up in Cruz e Silva’s Pindaric poetry as models of courage and patriotism for national heroes. This chapter offers a discussion of Cruz e Silva’s neoclassical representation of the Trojan War. To this effect, an interdisciplinary approach is adopted, showing how the Portuguese poet handles the mythological material from Homer and Pindar. In this way, he initiated in 18th-century Portuguese literature a new literary genre, the Pindaric ode. By dealing with Poetry and History, Cruz e Silva perpetuated the life and fame of national heroes long after their deaths.