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Research on Memory and Reconciliation after War

 Is memory of war and violence in divided societies an obstacle to, or a pre-requisite for, peace-making? What are the commonalities and differences in the ways in which such memory is socially constructed and culturally expressed? What are its psycho-social functions and political transformations? What messages are communicated, and how?

Dr. Stephanie Schwandner-Sievers, social anthropologist in the department of Sociology and Social Work (HSS), recently presented her research findings on these questions, based on fieldwork in Kosovo, at an international conference on Narrative, Power and Commemoration in Conflicted Societies in Belfast. Hosted by the Transitional Justice Institute of Ulster University (which, incidentally, had the highest score for impact in the Law UoA in the last REF exercise), this conference assembled and compared international case studies with the case immediately at our doorsteps, Northern Ireland.
For the full conference programme, click here!  Her presentation, titled Statues and  statutes – nationalist versus multi-ethnic enshrinements in Kosovo after the 1999 war – juxtaposed local identifications with ideas of ethno-national, militant resistance as embodied in the material culture of commemorative sites in contemporary Kosovo (the ‘statues’) to the constitutionally enshrined paradigm of multi-ethnicity (the ‘statutes’) integral to the internationally-driven, peace- and state-building process in Kosovo after the war.  However, rather than constructing a simple dichotomy of parallel discourses, her presentation traced the question of ambiguities and potentials within either type of discursive ‘enshrinement’, with a particular emphasis on stories bridging the ethnic divides and individualising responsibility in the site literature emanating from the nationalist shrines and their statues.
Stephanie will ALSO present her on-going BU research collaborations, which expand on the topic of memories and commemoration, at BU’s Interdisciplinary Week (Tuesday, 12 May, 4:30 pm KG01). Together with Avital Biran (an expert in ‘dark’ tourism); Melanie Klinkner (transitional justice); and Feng Tian (‘serious gaming’ technology) she will explore ways in which memorials may be helpful in Transforming conflict after war: memory, heritage and digital media.
 Places can be booked at https://research.bournemouth.ac.uk/interdisciplinary-research-week-2015/tuesday-12-may/.

Congratulations on both accounts,

Prof. Edwin van Teijlingen

 

Students and Lecturers benefit from co-creation projects

The co-creation programme is a pilot scheme aimed to provide support to the development of student/lecturer collaborative projects.

As part of this scheme, teams of students and lecturers have been awarded £500 each to provide assistance with their projects.

Students and staff were encouraged to work together as equals, valuing each other’s ability to contribute to high quality academic work. 

On Monday 20 April 2015 the awards were presented by Professor Gail Thomas, Dean of Health and Social Science, to:

  • Rebecca Dixon-Wright and Dr Carol Wilkins for Women’s hopes and anxieties in early pregnancy
  • Kirsty Tointon and Dr Jane Hunt for Adding to the evidence base of children’s nursing: developing publications
  • Sian Ridden and Dr Vanora Hundley for A Midwives Guide to Working With The Media
  • Jamie Parkinson, Daniel West and Dr Jonathan Williams for Is there a correlation between wobble-board performance and static balance performance?
  • Ben Hayes, Dr Carol Clark and Dr Jon Williams for Systematic Review Aimed to Investigate the Effect of Current Lifestyle Interventions on the Reduction of Metabolic Syndrome.

Professor Gail Thomas said: “The co-creation project is about having a fusion of research, professional practice and education, and the marriage of these component parts being the foundation of an excellent student experience and learning opportunity.

“A key element of this is to ‘inspire’ and this is around getting students, graduates and staff to enrich the world.”

The project has been a resounding success, for example, as result of Rebecca Dixon-Wright’s and Dr Carol Wilkin’s work, they have submitted abstracts for conferences and hope to be published in the journal Midwifery. As a result, this project could have implications on future practice by understanding the issues that affect women during the early stages of pregancy.

On working together with lecturers 3rd year Child Health Nursing student, Kirsty Tointon, said: “I found it really interesting working together, working with Jane, and working on a different level from lecturer/student to more of a partnership. I’ve really I’ve enjoyed that.”

Dr Vanora Hundley continued: “I’ve really enjoyed working with Sian. brought a unique perspective to the project that bridged the gap between media and midwifery through her previous experiences prior to studying at Bournemouth University.”  

Gail added: “I’m really pleased to say the students have been successful in getting a prize. It’s up to them what they do with that funding, it can help with getting to a conference to present at, buy some books and it is also a reward for their energy and enthusiasm to have a go.”

For more information please contact Anita Diaz at adiaz@bournemouth.ac.uk or on 01202 965679

The Royal Society Pairing Scheme

This scheme gives policymakers and research scientists an opportunity to experience each other’s worlds.

Every year the scheme shows that 30 research scientists are paired up with UK parliamentarians and civil servants. The article states that you are then put together to learn about each other’s work whilst spending some time together in Westminster and the researchers lab.

The article then goes on to mention that those taking part can gain a better understanding of how research findings can help inform policy making.

“I can now see how important science is for making policies, even those that are not directly associated with science and technology issues.”

Dr Kate Lancaster paired with Anne Snelgrove MP

The pairing scheme takes place once a year, starting of with a ‘Week in Westminster’ where you first meet with who you are paired with. Part of the week includes workshops, speakers and spending two days shadowing your pair.

It is then time for the parliamentarians and civil servants to get an insight into the world of research, visiting labs from there pairs.

“My day at the University’s School of Chemistry was enormously useful, particularly in understanding some of the complex issues which affect the careers of research scientists and the funding of fundamental research”

John Denham MP paired with Dr Martin Bates.

So why should scientists get involved in this scheme?

  • Learn how parliament and government work and how you can feed in to the policy making process
  • Find out how your research can inform policy decisions
  • Build lasting relationships with parliamentarians and civil servants
  • Network with fellow scientists

To read the full article and find out more on who has taken part in previous years or the benefits of parliamentarians and civil servants taking part, please click here, or click here to start your application, the deadline is 24th May.

NERC Industrial CASE Studentship Competition

Background 

NERC studentships can be delivered in collaboration with non-academic partners from the private, public and third/civil sectors; where studentships are delivered in collaboration they are referred to as ‘CASE studentships’. CASE studentships provide the PhD students with enhanced training opportunities by ensuring they spend between three and eighteen months in total with their CASE partner in a workplace outside the academic environment.

2015 NERC Industrial CASE Studentship Competition

This call is now open. The closing date is 16:00 Wednesday 8 July 2015.

Please see the guidance for applicants document below for full details of this call. Applications will be assessed on the following criteria:

  • research excellence (30%)
  • training excellence and multidisciplinary training environments (30%)
  • collaboration and impact (20%)
  • student recruitment, monitoring and management (20%)

Update

  • Please note, CASE partner financial contributions are to be paid to the lead Research Organisation to supplement the studentship and project, and will no longer be paid directly to the student.
  • In most instances organisations eligible for Research Council funding cannot act as a CASE partner. This includes NERC Research Centres (BAS, BGS, CEH, NCAS, NCEO, NOC)

Guidance for applicants (PDF, 229KB)

All proposals should include a case for support, using the ‘case for support form’, and the ‘Industrial CASE non-academic partner form’. Both forms are provided below. Applications must be submitted via the research councils’ joint electronic submission system (Je-S).

Case for support form (Word, 57KB)

Industrial CASE non-academic partner form (PDF, 35KB)

The assessment panel will meet on 17-18 November 2015. Applicants will be notified of the outcomes by the end of December 2015.

For further information, please contact NERC Studentships & Training Awards Group at stag@nerc.ac.uk.

If you are interested in applying for this call then please contact your Funding Development Officer in the first instance.

Seeing through the Confucian ceiling: Chinese and Korean mothers in England

Dr Hyun-Joo Lim

This year’s British Sociological Association annual conference was held at Glasgow Caledonian University on the theme of ‘Societies in Transition: Progression or Regression?’ Taking place in April each year, it is the biggest Sociology conference in the UK. With so many great opportunities to meet new and old academics, I always find this event utterly exciting and inspiring. 

At this conference I presented a paper examining the experiences of Chinese and Korean mothers in England – titled ‘Seeing through the Confucian Ceiling’. This paper is drawn from life history interviews with ten Korean and eight Chinese mothers living in England. I analysed my data using six analytical categories, which are: motherhood and gender ideology; educational level; reasons for migration; the length of stay in England; economic circumstances of the family; and the local communities in which they reside. The paper has been submitted to Families, Relationships and Societies and is currently under review. It aims to address the following questions:

1. In what ways does the motherhood ideology of Chinese and Korean mothers in England differ, and what impact does this have on their decision towards childcare and employment?

2. What are the major factors affecting such attitudes and behaviours in a diasporic setting?

3. What implications does this have on gender relations at home for these women?

I focus on the different motherhood ideologies of Chinese and Korean women and how this impacts on their employment and childcare.

Historically both China and South Korea have been heavily influenced by Confucianism, an ancient Chinese tradition that is refined by Confucius, which supports patriarchal gender relations. The key principles of Confucianism include: hierarchical human relationships, fulfilment of individual duties, communitarian values over individual ones, filial piety, and importance of seniority. Yet, simultaneously China and Korea have undergone divergent socio, political and economic development. For instance, China has only opened up the economy to market competition since 1978, much later than Korea, whilst maintaining its socialist political system. On the other hand, Korea has followed the capitalist market economy and the democratic political system since the establishment of the Republic of Korea in 1948. As a consequence of this, China and Korea have developed different ‘national cultures’, founded on the distinctive socio, economic and political characteristics of the individual countries. In line with this, existing studies conducted in these countries have indicated that despite the impact of Confucian patriarchal ideals on both societies, women in China and Korea have heterogeneous understandings of what constitutes ‘good’ mothering (e.g. Cho, 2002; Rofel, 1999). Thus, there are notable differences in the employment patterns of women with dependent children between China and Korea (see Brinton, et al. 1995; Cook and Dong, 2011).

My findings suggest that Korean mothers retained their traditional values and gendered roles, having chosen not to get involved in paid employment in order to undertake childcare responsibilities. They strongly supported intensive mothering, in which the mother takes the major responsibility for her children. Often the women described mother’s employment as having a detrimental impact on their children’s emotional wellbeing. Even those who were in employment did not show much difference in terms of their support for intensive motherhood.

By contrast, Chinese mothers did not endorse intensive mothering and showed their strong inclination to work even after moving to England, similar to their middle-class counterparts living in urban China. They constructed this as an effect of Mao’s socialist work ethic, under which they were brought up, irrespective of their economic circumstances and educational levels. In this sense, their paid work was not a mere means to provide financial support for the family, unlike existing literature has suggested, but also a crucial part of their identity.

However, despite seemingly stark differences between the two groups, gender relations at home appear to be similar. Although the accounts of Chinese mothers seem to indicate gender equality on the surface, their interview data suggest continuing gender inequality for the majority of these women, taking the double burden of childcare and paid work. Although Chinese and Korean mothers showed very different beliefs and attitudes towards employment, all the women took the primary responsibility for household labour, regardless of their educational level and employment status.

In terms of intersecting analytical components, Chinese and Korean women’s motherhood and gender ideology as obtained in their country of origin, along with their settlement into respective ethnic communities, continued to have a dominant impact on their lives in England. As for the other four analytical categories, they seem to have had less obvious impact on Chinese and Korean women’s lives. However, drawing on Hall (1990), it could be suggested that what is considered to be ‘an East Asian way’ in a transnational setting is not the same as what it is in their ‘home’ countries because it is ‘imagined’ and ‘reconfigured’ in a diasporic context. In this sense, I argue that the mothering ideologies and gendered lives for my participants are ‘hybridised’ forms that are distinctive from those existing in both their ‘home’ countries and England.

 

EU Funding – Tenders

Although most people associate EU funding with Horizon 2020, other sources of funding are available, such as Tenders.

 

 

The EU’s Tenders Electronic Daily or TED  is the database to search for all European public procurement.

Registering with TED:

  • To access the entire content of TED, including the archive.
  • To personalise search profiles, according to your needs.
  • To get e-mail alerts based on your search profiles.
  • To personalise RSS feeds for your web sites and RSS readers.
  • Registration and use of TED is absolutely free, and will remain so.

By way of examples only, here are some current tenders with relevance to BU:

 

Research Professional – all you need to know

Every BU academic has a Research Professional account which delivers weekly emails detailing funding opportunities in their broad subject area. To really make the most of your Research Professional account, you should tailor it further by establishing additional alerts based on your specific area of expertise.  The Funding Development Team Officers can assist you with this, if required.

Research Professional have created several guides to help introduce users to ResearchProfessional. These can be downloaded here.

Quick Start Guide: Explains to users their first steps with the website, from creating an account to searching for content and setting up email alerts, all in the space of a single page.

User Guide: More detailed information covering all the key aspects of using ResearchProfessional.

Administrator Guide: A detailed description of the administrator functionality.

In addition to the above, there are a set of 2-3 minute videos online, designed to take a user through all the key features of ResearchProfessional.  To access the videos, please use the following link: http://www.youtube.com/researchprofessional 

Research Professional are running a series of online training broadcasts aimed at introducing users to the basics of creating and configuring their accounts on ResearchProfessional.  They are holding monthly sessions, covering everything you need to get started with ResearchProfessional.  The broadcast sessions will run for no more than 60 minutes, with the opportunity to ask questions via text chat.  Each session will cover:

  • Self registration and logging in
  • Building searches
  • Setting personalised alerts
  • Saving and bookmarking items
  • Subscribing to news alerts
  • Configuring your personal profile

Each session will run between 10.00am and 11.00am (UK) on the fourth Tuesday of each month.  You can register here for your preferred date:

29th May 2015

23rd June 2015

28th July 2015

25th August 2015

These are free and comprehensive training sessions and so this is a good opportunity to get to grips with how Research Professional can work for you.