Habitat re-creation and restoration at the landscape scale: woodlands in Wales

The aim of this three year project funded by the Countryside Council for Wales (CCW) is to develop techniques firstly, to refine and update existing targets for habitat restoration and re-creation at the landscape scale and secondly, to develop a GIS-based model for the implementation of those targets at the local scale. Landscape Character Assessment (LCA) is being used to map Landscape Types across the whole of Wales as the first stage towards setting strategic habitat targets. The GIS habitat model uses data from the digital Phase I Habitat Survey for Wales to determine the suitability of individual sites for restoration to specific habitat types, including broadleaf woodland. The long-term aim is to develop a system that strengthens the character of Welsh landscapes and provides real biodiversity benefits based upon realistic targets given limited resources for habitat restoration and re-creation.

Children's sociospatial (re)production of disability within primary school playgrounds

There is a contemporary shift in the institutional context of 'disabled' children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational 'inclusion' agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of (dis)ability in future society, there are few detailed explorations of how children's everyday sociospatial practices (re)produce or transform dominant representations of (dis)ability. With this in mind, children's contextual and shifting performances of (dis)ability in two case study school playground (recreational) spaces are explored. The findings demonstrate that children with mind-body differences are variously (dis)abled, in comparison with sociospatially shifting norms of ability, which have body, learning, and emotional-social facets. The discussion therefore places an emphasis on the need to incorporate 'intellectual' and 'emotional' differences more fully into geographical studies of disability and identity. The paper has wider resonance for transformative expectations placed on colocating children with a variety of 'axes of difference' (such as gender, 'race, ethnicity, and social class) in schools.

Re-evaluating base-metal artefacts: an inscribed lead strap-end from Crewkerne, Somerset

Strap-ends represent the most common class of dress accessory known from late Anglo-Saxon England. At this period, new materials, notably lead and its alloys, were being deployed in the manufacture of personal possessions and jewellery. This newly found strap-end adds to the growing number of tongue-shaped examples fashioned from lead dating from this period. It is, however, distinctive in being inscribed with a personal name. The present article provides an account of the object and its text, and assesses its general significance in the context of a more nuanced interpretation of the social status of lead artefacts in late Anglo-Saxon England.