0:00:02.000,0:00:06.191
Hannah Pyman: Okay, so hi everyone, thank
you for joining us today for our fourth Newcomers

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Presents webinar. My name is Hannah and I'm
the scholarly communications coordinator in

0:00:11.220,0:00:12.220
the library.

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Hannah Pyman: My colleague Katrine Sundsbo
and I will be managing the webinar today,

0:00:16.340,0:00:20.350
so if you have any problems or questions at
all during please do feel free to message

0:00:20.350,0:00:21.380
us in the chat.

0:00:21.380,0:00:27.071
Hannah Pyman: We've got four great presenters
lined up for you today: Bev Goodman, Dimitri

0:00:27.071,0:00:29.970
Lear, Kirsty Shanks and Maryam Alrashidi.

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Hannah Pyman: We encourage you to ask questions
via the Q&A function here on zoom during and

0:00:35.691,0:00:40.760
after the presentations and we’ll be asking
these questions to our speakers in a panel

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discussion, after all four have spoken.

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Hannah Pyman: So our first speaker today is
Bev Goodman who is in the third year of a

0:00:48.829,0:00:54.780
full time interdisciplinary PhD across the
schools of health and social care and sport

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rehabilitation and exercise science.

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Hannah Pyman: Bev’s presentation is about
the inclusive evaluation of physical activity.

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So i'm going to hand over to you now Bev if
you're ready.

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Bev Goodman: Okay, thank you Hannah I’ll
just share my screen.

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Great.

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Bev Goodman: Okay, actually, you can all see
that okay?

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Hannah Pyman: yeah we can.

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Bev Goodman: Okay, so good afternoon everyone.

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Bev Goodman: And thank you to the newcomers
team, for this opportunity to talk to you

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about my work today.

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Bev Goodman: I'm going to talk you through
the current progress of my PhD which involves

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working with a group of disabled people to
explore more accessible and inclusive ways

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of evaluating disabled people's participation
in sport and physical activity.

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Bev Goodman: So I'll start by introducing
the project and we'll touch on the theoretical

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framework, the methodological approach and
how I've worked with co-researchers to co-produce

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our research. I’ll end by discussing some
of the themes and challenges today.

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Bev Goodman: So, to set the context of the
project; existing tools used to evaluate disabled

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people's participation in sport and physical
activity are inaccessible and not inclusive.

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Bev Goodman: So there's a current reliance
on standardized tools to evaluate participation

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- that's for disabled and non disabled people.
But this is an ableist approach if you consider

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how bodies may deviate

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Bev Goodman: from a statistical norm or require
a direct adaptation to participate.

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Bev Goodman: So the result of this is that
disability sport and physical activity programs

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struggle to demonstrate their value and to
gain funding for their future sustainability.

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Bev Goodman: My work involves two central
issues of inequity. So firstly, within access

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to sport and physical activity for disabled
people and, secondly in how traditional approaches

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to research perpetuate inequalities by producing
knowledge about rather than with disabled

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people.

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Bev Goodman: So I’ll just very briefly overview
the conceptual framework

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Bev Goodman: guiding my work. So just to demonstrate
the congruence from the overall paradigm,

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which is transformative. So this particular
worldview recognizes the need for change and

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collaborative investigation towards - to address
the matter of social injustice.

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Bev Goodman: In terms of the theories I'm
drawing upon these include those from critical

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disability studies, which is an interdisciplinary
intersection of development from the social

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model of disability.

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Bev Goodman: And as an occupational therapist,
so a professional concerned with and what

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people do and its effect on health and well
being,

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Bev Goodman: I draw on theories from occupational
science, which underpins our profession, and

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particularly occupational justice. This is
a development from social justice, that concerns

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the human right to engagement and participation
in meaningful occupations.

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Bev Goodman: So participatory action research
is a methodological approach rather than a

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particular method.

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Bev Goodman: It sits well within the transformative
paradigm for its imperative to involve those

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most affected by an issue in investigating
it,

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Bev Goodman: with a focus on action towards
useful relevant and meaningful change. So

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it fits the demand from disabled people and
disability activists for transformative research

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approaches involving disabled people as more
than participants with an intention towards

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real and relevant change.

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Bev Goodman: So the reason for choosing this
approach lay in the ambition to involve disabled

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people in as many aspects of the research
process as they want to be involved in.

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Bev Goodman: So this approach makes use of
people's existing skills and their lived experience.

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It's action focused and practical.

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Bev Goodman: And the approach, and you'll
see there's a cycle there, so it revolves

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around these cycles of planning, action and
reflection.

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Bev Goodman: Such an iterative process does
it have its challenges, definitely, it takes

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time, there's the need for reflexivity on
decisions and choices being made; who's making

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them and the reasons for them.

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Bev Goodman: Power relations need to be addressed
and reflected upon within the group. So we're

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co-researchers working together to investigate
this issue,

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Bev Goodman: but we all come from different
perspectives and positions, particularly myself

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being an academic researcher and PhD student
with my own kind of demands of time and what

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I need to do to to get a PhD.

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Bev Goodman: Okay, so here I've represented
our progress so far. So initially a lot of

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time was spent exploring best practice in
participatory approaches and co-production

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as well, so, but particularly in the time
that we were starting the research, how this

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could be adapted to online working.

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Bev Goodman: Most co-researchers were identified
and approached initially by a community gatekeeper

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who was working for a disability sports organization.

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Bev Goodman: To begin with, I created a suite
of resources to support the gatekeeper's introduction

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of the project to potential co-researchers.

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Bev Goodman: And this included easy read and
video resources, which were sent to check

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by the gatekeeper, to, because they had a
real awareness of the accessibility needs

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of potential co-researchers.

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Bev Goodman: I held initial discussions with
all potential co-researchers to explain the

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project and ensure their informed involvement,
to start process of relationship building

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and also to check any technical access requirements
they had for meeting online.

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Bev Goodman: So our first online group sessions
focused on developing and refining ways of

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working together and starting to explore the
project together.

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Bev Goodman: We've since completed eight discussion
groups during which we've co-designed our

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research questions, our research proposal,
participant information sheets and consent

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forms.

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Bev Goodman: We received ethical approval
finally for our project in the summer and

0:07:04.240,0:07:08.420
we've also had a recent amendment as well
for face to face research and have commenced

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data collection together.

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Bev Goodman: OK there's two particular strands
to the project and it was (excuse me a second,

0:07:19.660,0:07:22.580
I lost my way.)

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Bev Goodman: Sorry, so, just to overview our
research proposal; co-researchers have defined

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two particular groups of participants

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Bev Goodman: and have split into two streams
of work, so each group has developed a set

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of questions, along with participant information
sheets and consent forms.

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Bev Goodman: The funders, providers and related
organizations are being interviewed over Zoom

0:07:43.750,0:07:44.750
and telephone.

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Bev Goodman: Whereas we've also developed
a series of participant group questions which

0:07:49.470,0:07:54.620
have been adapted into a range of accessible
formats, so a survey, interview questions,

0:07:54.620,0:07:55.699
focus group schedule as well.

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Bev Goodman: Just to ensure as many people
have the opportunity to share their views

0:07:59.440,0:08:04.750
in a way that suits them. And one of the particular
strengths of our group is a range of contacts

0:08:04.750,0:08:07.009
and networks, we have for participant recruitment.

0:08:07.009,0:08:12.650
Bev Goodman: So we're now involved in the
process of data collection and co-researchers

0:08:12.650,0:08:18.190
are actively involved in recruiting participants
and undertaking interviews both with and without

0:08:18.190,0:08:19.190
my involvement.

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Bev Goodman: At the end of each session we
undertake a reflection, and this is going

0:08:23.550,0:08:26.319
to form the, kind of, initial stages of analysis,

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Bev Goodman: before we come together to, kind
of, refine that, refine that, further and

0:08:31.419,0:08:34.029
decide on our themes of what we're going to
do next.

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Bev Goodman: And this particular photo, which
I love, is from last month. Four of us carried

0:08:38.529,0:08:41.190
out interviews at an outdoor sports facility,

0:08:41.190,0:08:45.510
Bev Goodman: where disabled people were participating
in a range of activities and we were literally

0:08:45.510,0:08:51.000
on the back of a lorry, all sitting on adaptive
bikes to undertake our interviews.

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Bev Goodman: I'll just finish by reflecting
on some of the themes and challenges identified

0:08:56.160,0:09:01.270
so far. So despite the confines of online
meetings, we've worked on building cohesion

0:09:01.270,0:09:02.399
within our group,

0:09:02.399,0:09:07.080
Bev Goodman: shared our motivations for being
involved and co-researchers have expressed

0:09:07.080,0:09:09.080
how they feel ownership for the project,

0:09:09.080,0:09:13.500
Bev Goodman: although there are distinct challenges
in maintaining momentum of the project between

0:09:13.500,0:09:15.790
group meetings and with working online.

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Bev Goodman: One of the key themes so far
is the need to make the research process itself

0:09:20.370,0:09:25.290
as accessible and inclusive as possible for
all co-researchers, and this is a continual

0:09:25.290,0:09:30.590
process of monitoring and adjustment to ensure
everyone feels involved and able to contribute.

0:09:30.590,0:09:35.720
Bev Goodman: I've already mentioned how power
remains a key theme, group members have been

0:09:35.720,0:09:39.280
taking on particular roles and responsibilities
in the project.

0:09:39.280,0:09:44.410
Bev Goodman: And the final thing is there
was a key concern about the move to online

0:09:44.410,0:09:47.450
working and and the concerns with digital
(exclusion) exclusion,

0:09:47.450,0:09:52.540
Bev Goodman: but actually in practice, this
mode of research has enabled people to engage

0:09:52.540,0:09:56.630
and be involved who may otherwise have found
it difficult physically to travel.

0:09:56.630,0:10:03.230
Bev Goodman: Although, that said, we have
been held back by working online, to be able

0:10:03.230,0:10:06.670
to kind of use more creative and accessible
methods.

0:10:06.670,0:10:12.880
Bev Goodman: OK, so I've just got some references
for the presentation there and just thank

0:10:12.880,0:10:18.840
you very much for listening and few thanks
there and that's it. Sorry I went over time!

0:10:18.840,0:10:22.870
Hannah Pyman: Ok, Bev, that was great, no
need to apologize for going over time, that

0:10:22.870,0:10:23.870
was

0:10:23.870,0:10:27.690
Hannah Pyman: a really great talk, really
interesting. Just a reminder that, if you

0:10:27.690,0:10:32.770
have any questions for Bev, please do feel
free to put them in the Q and A and we'll

0:10:32.770,0:10:36.140
get to them after all four of the presentations
today.

0:10:36.140,0:10:41.019
Hannah Pyman: Okay, so our next speaker is
Dimitri Lera, an academic practitioner here

0:10:41.019,0:10:46.279
at Essex within the Edge Hotel School and
Dimitri's presentation is titled; forming

0:10:46.279,0:10:57.769
the next generation of sustainability hospitality
leaders. So whenever you're ready, Dimitri,

0:10:57.769,0:11:31.329
you

0:11:31.329,0:11:39.560
can share your screen, great.

0:11:39.560,0:11:55.940
[no captions as speaker was experiencing technical
problems]

0:11:55.940,0:12:02.360
Dimitri Lera (he/him/his): Thank you.

0:12:02.360,0:12:05.420
Dimitri Lera (he/him/his): I've eaten in my
eight minutes already okay.

0:12:05.420,0:12:09.570
Dimitri Lera (he/him/his): But just quickly
to introduce myself I'm an academic practitioner

0:12:09.570,0:12:10.660
the University of Essex,

0:12:10.660,0:12:14.959
Dimitri Lera (he/him/his): during my professional
career I've managed a variety of international

0:12:14.959,0:12:16.310
hospitality and event preparation.

0:12:16.310,0:12:20.020
Dimitri Lera (he/him/his): And now, in my
academic role I'm experiencing hospitality

0:12:20.020,0:12:24.279
and event from a different perspective as
a lecturer at the Edge Hotel School and PhD

0:12:24.279,0:12:26.980
researcher, obviously both role here at the
University of Essex.

0:12:26.980,0:12:30.769
Dimitri Lera (he/him/his): The Edge Hotel
School, just for you, that might not be aware,

0:12:30.769,0:12:35.930
is a hotel school that has built its reputation
in the industry, thanks to its courses which

0:12:35.930,0:12:38.390
combines theoretical and experiential learning.

0:12:38.390,0:12:42.410
Dimitri Lera (he/him/his): And, I am, I feel
very fortunate to be here in preparing the

0:12:42.410,0:12:46.930
next generation of hospitality and event leaders
for the challenges ahead.

0:12:46.930,0:12:52.200
Dimitri Lera (he/him/his): I will try my best
to fit this big topic, this broad topic into

0:12:52.200,0:12:57.010
a 15 minute session, 8 minute session and
I will try to give you a brief overview of

0:12:57.010,0:13:01.610
my PhD research and then discuss the EG two
to one module.

0:13:01.610,0:13:06.840
Dimitri Lera (he/him/his): With insights into
how the future leaders of the industry are

0:13:06.840,0:13:13.110
empowered so that they can address environmental
concerns and be able to benefit from the opportunity

0:13:13.110,0:13:15.630
arising from this changing world.

0:13:15.630,0:13:19.710
Dimitri Lera (he/him/his): Very briefly, this
topic to summarize our current climate crisis

0:13:19.710,0:13:24.010
situation 2.8 earths will be needed to sustain
a European lifestyle,

0:13:24.010,0:13:29.649
Dimitri Lera (he/him/his): and five globally
if we all shared a North American lifestyle.

0:13:29.649,0:13:33.010
In such challenging times inevitably a debate
and disagreement about

0:13:33.010,0:13:36.980
Dimitri Lera (he/him/his): steps necessary
to take a global change. There is, however,

0:13:36.980,0:13:40.899
agreement that effective solution, have, must
involve the newer generation.

0:13:40.899,0:13:45.149
Dimitri Lera (he/him/his): The hospitality
and event sector is the largest subset of

0:13:45.149,0:13:50.310
the tourist industry and the latter is considered
by some, such as the WTO and Tourist Council

0:13:50.310,0:13:51.310
[inaudible]

0:13:51.310,0:13:53.889
Dimitri Lera (he/him/his): to be one of the
largest industry in the world, and this is

0:13:53.889,0:13:56.529
where our industry and its professionals can
make a difference.

0:13:56.529,0:14:00.930
Dimitri Lera (he/him/his): The future generation
of leaders need to be presented with facts,

0:14:00.930,0:14:03.649
guided towards potential alternatives and
provided with tools

0:14:03.649,0:14:07.839
Dimitri Lera (he/him/his): that empower them
to be successful mediators among these different

0:14:07.839,0:14:13.110
stakeholders and here rests the importance
of this course on sustainability, which negotiate

0:14:13.110,0:14:15.630
theory and practice, as you can see from this
slide.

0:14:15.630,0:14:20.639
Dimitri Lera (he/him/his): The research explore
the complexity of teaching and learning sustainability,

0:14:20.639,0:14:24.269
whereby learning is geared more towards changing
attitudes and behavior,

0:14:24.269,0:14:28.110
Dimitri Lera (he/him/his): and teaching is
geared more towards helping develop skills,

0:14:28.110,0:14:29.279
competencies and knowledge per se.

0:14:29.279,0:14:32.880
Dimitri Lera (he/him/his): Sustainable education,
therefore, should not adhere to traditional

0:14:32.880,0:14:35.220
models of learning, teaching and assessment.

0:14:35.220,0:14:40.449
Dimitri Lera (he/him/his): And with this reasoning
my PhD argues that sustainable education can

0:14:40.449,0:14:43.459
only be effective is if such agenda forms
the context

0:14:43.459,0:14:48.010
Dimitri Lera (he/him/his): within which hospitality
education is delivered. By extension element

0:14:48.010,0:14:51.910
of transformational learning, problem based
learning, situated learning, or learning by

0:14:51.910,0:14:53.480
doing are

0:14:53.480,0:14:57.060
Dimitri Lera (he/him/his): some of the elements,
theoretical elements, that introduce, support

0:14:57.060,0:15:02.230
the idea of sustainable practice through the
implementation of small scale projects,

0:15:02.230,0:15:06.639
Dimitri Lera (he/him/his): which are effectively
a learning laboratory where the learning of

0:15:06.639,0:15:11.589
sustainability related matters is not confined
to the classroom but it extends to external

0:15:11.589,0:15:12.970
aspect of the student learning.

0:15:12.970,0:15:18.149
Dimitri Lera (he/him/his): Preliminary findings,
based on secondary and primary research supports

0:15:18.149,0:15:23.260
the idea, that hospitality and events management
courses be located within the overall context

0:15:23.260,0:15:29.839
of sustainability with the small scale project
as the physical embodiment of such education.

0:15:29.839,0:15:35.190
Dimitri Lera (he/him/his): In a world of threatened
by climate change, the module EG221 sustainability

0:15:35.190,0:15:38.870
in hospitality and events aims to equip the
student with skills and competencies

0:15:38.870,0:15:43.790
Dimitri Lera (he/him/his): that enable them
to transform their practice to face future

0:15:43.790,0:15:45.800
global environmental economic challenges.

0:15:45.800,0:15:50.769
Dimitri Lera (he/him/his): Pertaining to my
PhD my focus is on how I applied element of

0:15:50.769,0:15:52.980
transformational and constructionist learning
theories.

0:15:52.980,0:15:56.870
Dimitri Lera (he/him/his): And the validity
of these theories is illustrated by designing,

0:15:56.870,0:15:58.920
planning and delivery of EG221.

0:15:58.920,0:16:04.670
Dimitri Lera (he/him/his): and, also in in
the second of the module assessment. The context

0:16:04.670,0:16:07.920
of EG221 is that a key factor in Edge Hotel
School

0:16:07.920,0:16:12.360
Dimitri Lera (he/him/his): learning is, the
student learning is embedded in the practical

0:16:12.360,0:16:15.589
experience at Wivenhoe House Hotel, which
is next door.

0:16:15.589,0:16:19.360
Dimitri Lera (he/him/his): And the students
there construct their learning by making sense

0:16:19.360,0:16:24.740
of the academic and working practice. This
aspect shapes Edge Hotel students' engagement,

0:16:24.740,0:16:25.740
situating EG221

0:16:25.740,0:16:31.260
Dimitri Lera (he/him/his): as a model of educational
integrated practice in the hospitality and

0:16:31.260,0:16:32.260
event higher education arena.

0:16:32.260,0:16:37.709
Dimitri Lera (he/him/his): And the EG two
to one designing planning and delivery is

0:16:37.709,0:16:41.910
based on constructed his theories and the
positive learning is learning acquisition

0:16:41.910,0:16:42.910
process.

0:16:42.910,0:16:46.329
Dimitri Lera (he/him/his): Therefore theories
have to create a learning problem based action

0:16:46.329,0:16:52.070
based and are all learning approaches to encourage
learners reflective thinking on a problem,

0:16:52.070,0:16:55.180
leading to the development of skill and competence
to address this issue.

0:16:55.180,0:17:00.300
Dimitri Lera (he/him/his): and further inspired
by Kolb, Learning of doing, and informed by

0:17:00.300,0:17:04.850
my PhD research, I blended element of all
these different learning approach to underpin

0:17:04.850,0:17:07.240
the design, planning and delivery of this
module EG221,

0:17:07.240,0:17:13.391
Dimitri Lera (he/him/his): to promote the
learning acquisition process. To facilitate

0:17:13.391,0:17:16.841
learning acquisition a sustainability literacy
survey was distributed to students

0:17:16.841,0:17:20.589
Dimitri Lera (he/him/his): and the result
of this initial survey, together with hospitality

0:17:20.589,0:17:22.860
and events industry consultations feedback,

0:17:22.860,0:17:27.170
Dimitri Lera (he/him/his): were key in developing
session sequence, lecture topics, assessment

0:17:27.170,0:17:29.520
format and a learning conducive environment.

0:17:29.520,0:17:33.970
Dimitri Lera (he/him/his): The resulting educational
provision provided students with pertinent

0:17:33.970,0:17:38.010
content, authentic learning context, collaborative,
inclusive and diverse interaction.

0:17:38.010,0:17:42.330
Dimitri Lera (he/him/his): The assessment
design reflected a development, developmental

0:17:42.330,0:17:48.299
approach utilizing a vertical curriculum framework
requiring students to incrementally achieve

0:17:48.299,0:17:50.420
higher order cognitive competencies,

0:17:50.420,0:17:55.309
Dimitri Lera (he/him/his): discussing an hospitality
and environmental issue and framing and solving

0:17:55.309,0:18:01.110
it. Students appreciated the framing of the
first assignment assessment as they used it

0:18:01.110,0:18:05.740
to integrate the knowledge to inform the second
assessment, which is the small scale project.

0:18:05.740,0:18:10.210
Dimitri Lera (he/him/his): Students' active
engagement was successfully achieved through

0:18:10.210,0:18:13.350
the presentation and discussion of hospitality
and event case studies

0:18:13.350,0:18:16.710
Dimitri Lera (he/him/his): of sustainability
best practice delivered by industry guest

0:18:16.710,0:18:22.460
speakers and external academics. Students
felt the combination of real life case studies,

0:18:22.460,0:18:23.690
coupled with meeting guest speakers.

0:18:23.690,0:18:27.700
Dimitri Lera (he/him/his): brought sustainability
to life, while developing employability skills

0:18:27.700,0:18:32.360
and competencies, such as professional articulation
and networking.

0:18:32.360,0:18:37.490
Dimitri Lera (he/him/his): The session's non-prescriptive
ethos enabled students to feel safe and comfortable

0:18:37.490,0:18:40.390
to discuss topics and offer alternative views.

0:18:40.390,0:18:44.690
Dimitri Lera (he/him/his): The overall aim
was to create a collaborative and transformative

0:18:44.690,0:18:47.429
learning experience that supported the teaching
of EG221,

0:18:47.429,0:18:51.960
Dimitri Lera (he/him/his): while bridging
the skill and competence gap between the industry

0:18:51.960,0:18:57.851
recruiting requirements and student capabilities
as future leaders within it. Through the project

0:18:57.851,0:19:00.230
students were encouraged to meet

0:19:00.230,0:19:05.780
Dimitri Lera (he/him/his): real world needs
of sustainability industry, industry by first

0:19:05.780,0:19:10.260
drawing on the knowledge gained about an environmental
issue identified in the first assessment.

0:19:10.260,0:19:13.419
Dimitri Lera (he/him/his): And then, with
this knowledge, they were required to devise

0:19:13.419,0:19:15.460
and implement their solution to the issue.

0:19:15.460,0:19:20.440
Dimitri Lera (he/him/his): To draw the project
to a close, they present it before the panel

0:19:20.440,0:19:26.030
comprising of industry representatives concerned
with addressing environmental issues relating

0:19:26.030,0:19:28.530
to sustainable practices in the hospitality
and event industry.

0:19:28.530,0:19:34.530
Dimitri Lera (he/him/his):I scaffolded the
project using a nine stage project management

0:19:34.530,0:19:35.530
framework,

0:19:35.530,0:19:38.700
Dimitri Lera (he/him/his): that provides students
with clear guidance on how to address the

0:19:38.700,0:19:43.500
chosen environmental issues by phasing the
approach of the student experience how knowledge,

0:19:43.500,0:19:45.590
skills and competencies are incrementally
acquired.

0:19:45.590,0:19:49.020
Dimitri Lera (he/him/his): The hospitality
and event industry focuses, when recruiting

0:19:49.020,0:19:53.980
the future leaders, on graduates ability to
lead a team in dealing with complex issues.

0:19:53.980,0:19:58.850
Dimitri Lera (he/him/his): And this accomplish,
this accomplishment requires a change agent

0:19:58.850,0:20:03.179
approach, which is reflected in the nine stage
project management framework.

0:20:03.179,0:20:06.650
Dimitri Lera (he/him/his): I implemented a
robust mechanism for student engagement to

0:20:06.650,0:20:09.710
enable them to coordinate group work in digital
space.

0:20:09.710,0:20:13.340
Dimitri Lera (he/him/his): And groups were
asked to provide the own group project aim,

0:20:13.340,0:20:17.610
objective and deadline. Being involved in
the decision making process, enabled self

0:20:17.610,0:20:19.860
management of the group performance.

0:20:19.860,0:20:25.510
Dimitri Lera (he/him/his): Group project self-management
directed to my time away from theoretical

0:20:25.510,0:20:28.000
subject input to delivering ongoing support

0:20:28.000,0:20:31.230
Dimitri Lera (he/him/his): that empowered
students to achieve the successive deadline

0:20:31.230,0:20:33.370
towards the final aim or project outcome.

0:20:33.370,0:20:37.409
Dimitri Lera (he/him/his): Student progression
through the framework relied on each group

0:20:37.409,0:20:39.230
being signed off to the next stage.

0:20:39.230,0:20:42.440
Dimitri Lera (he/him/his): As I signed off
groups individually at the appropriate stage,

0:20:42.440,0:20:46.710
I provide student with consistent and constant
formative feedback tailored to their needs

0:20:46.710,0:20:48.000
to achieve the next stage.

0:20:48.000,0:20:51.461
Dimitri Lera (he/him/his): Student empowerment
and success was evidenced, among others by

0:20:51.461,0:20:54.809
groups presenting their project at the London
Conference for Sustainability

0:20:54.809,0:20:58.490
Dimitri Lera (he/him/his): and the University
of Essex environmental week. Edge Hotel School

0:20:58.490,0:21:03.870
highly welcomed the launch of EG221, for its
[inaudible] learning outcome and has sparked

0:21:03.870,0:21:07.970
a broader discussion on the sustainability
approach of the school.

0:21:07.970,0:21:11.919
Dimitri Lera (he/him/his): This brief summary
cannot give justice to the discussion and

0:21:11.919,0:21:15.850
debate around sustainability and a sustainable
hospitality and events industry.

0:21:15.850,0:21:18.830
Dimitri Lera (he/him/his): We are finding
ourselves at a critical juncture where the

0:21:18.830,0:21:22.170
weaknesses of the drive for short term maximum
gain have been exposed.

0:21:22.170,0:21:25.590
Dimitri Lera (he/him/his): And this course
enables students to take an active role in

0:21:25.590,0:21:30.590
sustainability and help them recognize those
businesses that have made the greatest progress

0:21:30.590,0:21:31.590
in this agenda.

0:21:31.590,0:21:35.490
Dimitri Lera (he/him/his): And they are not
simply seeking to put a green veneer over

0:21:35.490,0:21:40.260
their activities. When environmental concerns
first emerged, many thoughts they were just

0:21:40.260,0:21:41.260
a trend.

0:21:41.260,0:21:44.340
Dimitri Lera (he/him/his): Some 40 years later,
the concept of environmental responsibility

0:21:44.340,0:21:49.420
within businesses has not only survived, but
evolved. It is to the future leaders of the

0:21:49.420,0:21:53.870
hospitality and event industry to ensure it
becomes an everyday practice Thank you happy

0:21:53.870,0:21:56.130
to take Q and A at the end, thank you.

0:21:56.130,0:22:01.900
Hannah Pyman: Thank you, Dimitri, that was
another really great presentation. I'm going

0:22:01.900,0:22:06.180
to move quickly on to our third speaker today
who is Kirsty Shanks.

0:22:06.180,0:22:11.710
Hannah Pyman: And Kirsty is a third year PhD
student based across SRES, health and social

0:22:11.710,0:22:17.320
care and psychology. Kirsty is going to be
speaking about nature therapy and recovering

0:22:17.320,0:22:22.840
from domestic abuse. So Kirsty whenever you're
ready.

0:22:22.840,0:22:32.409
Kirsty: Sorry for some reason I couldn't get
it to unmute.

0:22:32.409,0:22:36.850
Hannah Pyman: That's alright!

0:22:36.850,0:22:45.730
Kirsty: Right, let me just share my screen.

0:22:45.730,0:22:49.870
Kirsty: Okay is that showing fine for you?

0:22:49.870,0:22:51.100
Hannah Pyman: Yeah, that looks perfect.

0:22:51.100,0:22:54.020
Kirsty: Okay, so as Hannah said, thank you
for the introduction.

0:22:54.020,0:22:59.240
Kirsty: My name is Kirsty, I'm a third year
PhD student and I want to talk to you a bit

0:22:59.240,0:23:01.841
today about the blossom program, which is
the project

0:23:01.841,0:23:06.799
Kirsty: that I've been working on, which is
a nature based support program for people

0:23:06.799,0:23:11.660
who have experienced domestic abuse and so
hopefully what I'm going to kind of take you

0:23:11.660,0:23:12.660
through

0:23:12.660,0:23:17.370
Kirsty: this afternoon is just a bit of rationale
behind the project, how and why we used co-design

0:23:17.370,0:23:18.370
to design intervention.

0:23:18.370,0:23:23.740
Kirsty: And introduce you to the program itself
and just share some of the outcomes from the

0:23:23.740,0:23:32.789
pilot which ran the summer just gone. So we
know that domestic abuse is associated with,

0:23:32.789,0:23:37.700
Kirsty: it has a really significant impact
on people that have experienced domestic abuse.

0:23:37.700,0:23:40.890
It's associated with an increased risk of
mental health issues,

0:23:40.890,0:23:47.030
Kirsty: poor physical health outcomes, reduced
self esteem and social skills, but, despite

0:23:47.030,0:23:51.360
that there's very little in the way of tested
interventions

0:23:51.360,0:23:55.690
Kirsty: about how people support - how people
get support and recover from domestic abuse

0:23:55.690,0:23:56.880
in the longer term.

0:23:56.880,0:24:01.900
Kirsty: What there is is kind of a lot of
focus on that initial crisis point of perhaps

0:24:01.900,0:24:06.340
someone leaving the abusive relationship or
supporting someone to do that.

0:24:06.340,0:24:11.670
Kirsty: But meanwhile we've got at the same
time, this growing body of research, about

0:24:11.670,0:24:13.480
how nature and

0:24:13.480,0:24:19.270
Kirsty: green care, so that might be spending
time and in the wilderness, so wilderness

0:24:19.270,0:24:23.650
therapy, spending time on farms, which is
care farming, how those kinds of projects

0:24:23.650,0:24:27.130
are being used to support other vulnerable
groups and

0:24:27.130,0:24:30.380
Kirsty: other people that have experienced
significant trauma and that that's having

0:24:30.380,0:24:35.484
a really positive impact and that's been found
to be associated reduction of depression,

0:24:35.484,0:24:36.679
anxiety and stress related symptoms,

0:24:36.679,0:24:41.640
Kirsty: improved self-esteem, confidence in
mood, and feelings of safety and security.

0:24:41.640,0:24:46.320
Kirsty: And so we can kind of knowing both
those things there's still there's not a lot

0:24:46.320,0:24:50.679
of research into how those kinds of projects,
so that nature based therapy, might be used

0:24:50.679,0:24:53.830
to support specifically people who have experienced
domestic abuse.

0:24:53.830,0:24:58.710
Kirsty: Although what there has been done
is is quite promising. So the plan was

0:24:58.710,0:25:04.850
Kirsty: to look into that in a bit of a in
a bit more depth and to do that through developing

0:25:04.850,0:25:10.200
and evaluating a nature based program specifically
to support people that have experienced domestic

0:25:10.200,0:25:11.200
abuse.

0:25:11.200,0:25:16.700
Kirsty: So the plan from the outset was to
co design the intervention.

0:25:16.700,0:25:20.970
Kirsty: The main reason really behind that
is just the opportunity to bring together

0:25:20.970,0:25:25.320
a real wealth of knowledge, so there's lots
of professionals working in the domestic abuse

0:25:25.320,0:25:26.820
sector, working in nature therapy,

0:25:26.820,0:25:31.710
Kirsty: who would have a lot of great input
about input into the kind of the practicalities

0:25:31.710,0:25:37.279
of this kind of project but also really underpinning
it. From the outset, it was

0:25:37.279,0:25:41.529
Kirsty: using co design as a means to really
meaningfully involve people that have lived

0:25:41.529,0:25:44.770
experience of domestic abuse from the outset,
right through

0:25:44.770,0:25:49.440
Kirsty: all the process of the design and
delivery of the intervention just recognizing

0:25:49.440,0:25:50.440
that people

0:25:50.440,0:25:54.700
Kirsty: that this is the group that has the
kind of rich knowledge about what would be

0:25:54.700,0:25:56.640
beneficial to them, and I think this quote.

0:25:56.640,0:25:59.870
Kirsty: from someone that has experienced
domestic abuse sort of sums up why that's

0:25:59.870,0:26:01.780
so important. So they've written:

0:26:01.780,0:26:08.770
Kirsty: "How do they know what to do if they
don't ask women in the situation? It doesn't

0:26:08.770,0:26:13.350
make sense, does it? It's stupid if they go
and set up things without women knowing about

0:26:13.350,0:26:17.130
it, and without asking women what they need,
it doesn't make sense to me."

0:26:17.130,0:26:25.490
Kirsty: And also, we know thinking about domestic
abuse from from the perspective intersectionality

0:26:25.490,0:26:26.790
we know that

0:26:26.790,0:26:32.430
Kirsty: someone's race, their class, gender,
sexuality all of those factors of someone's

0:26:32.430,0:26:36.260
identity might influence how they experienced
domestic abuse, how they are experiencing

0:26:36.260,0:26:37.460
accessing support from

0:26:37.460,0:26:42.000
Kirsty: services and their experience of those
services themselves. So we are using that

0:26:42.000,0:26:44.340
as an opportunity to incorporate lots of different
perspectives

0:26:44.340,0:26:49.890
Kirsty: about the issue as a means to hopefully
try and create a program that could be as

0:26:49.890,0:26:52.080
inclusive and accessible to as many people
as possible.

0:26:52.080,0:26:58.060
Kirsty: So, in terms of just to give you a
quick overview of the framework that we used

0:26:58.060,0:27:03.070
for the co-design, so this is the former trans
disciplinary action research.

0:27:03.070,0:27:08.840
Kirsty: I adapted the framework for Hawkins
and their colleagues and around using transitionary

0:27:08.840,0:27:09.920
research to create,

0:27:09.920,0:27:16.190
Kirsty: to co design a health intervention.
So the first phase that I started with was

0:27:16.190,0:27:20.049
a consultation phase, so that involved really
looking at what's already out there in the

0:27:20.049,0:27:21.870
literature, what people said about this topic,

0:27:21.870,0:27:27.159
Kirsty: consultation surveys. So I've heard
back from around 70 people that has experienced

0:27:27.159,0:27:29.330
of domestic abuse about their thoughts on
services.

0:27:29.330,0:27:33.220
Kirsty: Some of the barriers, some of the
challenges, their thoughts on spending time

0:27:33.220,0:27:39.090
in nature, asking people about their opinions
about the potential of this project that we're

0:27:39.090,0:27:40.090
working on.

0:27:40.090,0:27:43.700
Kirsty: As well as more in depth interviews,
so these were kind of hour long interviews

0:27:43.700,0:27:49.029
with people with a kind of specific area of
knowledge around the topic so, for example,

0:27:49.029,0:27:50.330
I spoke to people

0:27:50.330,0:27:56.710
Kirsty: who ran charities that specifically
work with women of colour who are victims

0:27:56.710,0:27:58.080
of domestic abuse.

0:27:58.080,0:28:02.610
Kirsty: People that were kind of working on
making outdoors and nature based programs

0:28:02.610,0:28:05.200
more accessible to people with disabilities.

0:28:05.200,0:28:11.490
Kirsty: I spoke to people around creating
trans inclusive health services, and and all

0:28:11.490,0:28:12.490
of that kind of rich knowledge that was

0:28:12.490,0:28:16.260
Kirsty: garnered through that consultation
phase was taken through into the next phase,

0:28:16.260,0:28:20.130
which was the Co production phase so anyone
that had been involved in the consultation

0:28:20.130,0:28:27.010
Kirsty: was invited to be part of the co production
team if they wanted. In the end there were

0:28:27.010,0:28:28.600
nine of us, the majority of whom had lived
experience of domestic abuse.

0:28:28.600,0:28:31.901
Kirsty: And we met over eight sessions to
really kind of talk about the program, what

0:28:31.901,0:28:37.730
it should look like, what was important to
it, the values, and we worked together to

0:28:37.730,0:28:39.390
create a

0:28:39.390,0:28:44.160
Kirsty: draft intervention manual and that
was then taken forward into this last stage,

0:28:44.160,0:28:49.240
which is the prototyping phase, so that was
when we had people review the intervention

0:28:49.240,0:28:50.530
materials. So people.

0:28:50.530,0:28:52.140
Kirsty: that had been involved, previously
in the projects and knew a bit about it, as

0:28:52.140,0:28:53.380
well as people that knew nothing about the
project.

0:28:53.380,0:28:58.000
Kirsty: So I'm trying to get lots of different
opinions about what it was going to be like

0:28:58.000,0:29:00.592
and then we refined the content, on that basis,
and then that's what was used to,

0:29:00.592,0:29:06.559
Kirsty: the kind of the underpinning manual
for the pilot that was run in the summer.

0:29:06.559,0:29:09.960
Kirsty: And so, just to introduce you to the
program designed, so like I said it's called

0:29:09.960,0:29:11.090
the blossom Program.

0:29:11.090,0:29:16.630
Kirsty: It uses nature based activities such
as basic bushcraft skills, nature based art

0:29:16.630,0:29:21.899
therapy, meditation and other therapeutic
activities to support people in their recovery

0:29:21.899,0:29:22.899
from domestic abuse.

0:29:22.899,0:29:27.740
Kirsty: It's a 10 week program with one session
a week and it's based predominantly outdoors.

0:29:27.740,0:29:34.270
Kirsty: And so, like I said the pilot has
finished running and I wanted to share a couple

0:29:34.270,0:29:37.730
of pictures from the pilot so these are these
beautiful nature man dalas that people created.

0:29:37.730,0:29:41.600
Kirsty: So putting themselves, something to
represent themselves and their identity at

0:29:41.600,0:29:42.600
the core of the mandala.

0:29:42.600,0:29:46.700
Kirsty: And then building around it aspects
of their past, what they wanted from the future,

0:29:46.700,0:29:48.800
and using these kinds of tools

0:29:48.800,0:29:52.500
Kirsty: as a means to kind of have discussions
amongst the group and with the therapist that

0:29:52.500,0:29:55.309
were running the program about

0:29:55.309,0:30:00.970
Kirsty: their experiences and what they wanted
from the future.

0:30:00.970,0:30:05.200
Kirsty: So just to share a bit about the outcomes
from the pilot then. So for the people who

0:30:05.200,0:30:09.870
took part in the evaluation, they reported
an improved sense of social connection, self

0:30:09.870,0:30:13.039
esteem and well being, and resilience over
the course of the program.

0:30:13.039,0:30:17.160
Kirsty: So I'm just going to go into that
in a little bit more depth. So just starting

0:30:17.160,0:30:21.620
with social connection, we can see that there
was an increase pre and post intervention.

0:30:21.620,0:30:24.539
Kirsty: And people spoke about how important
it was to them that they'd had the opportunity

0:30:24.539,0:30:30.220
to be with people that had similar experiences
they felt like there was a sense of community.

0:30:30.220,0:30:35.570
Kirsty: And people reflect on prior feelings
of having been very isolated or feelings of

0:30:35.570,0:30:40.100
not belonging and how, through the program
they developed a sense of belonging within

0:30:40.100,0:30:41.100
it.

0:30:41.100,0:30:44.120
Kirsty: And so I just wanted to share a quote
from one of the participants who said.

0:30:44.120,0:30:48.510
Kirsty: "it's also given me people that know
what situation I've been in, it's given me

0:30:48.510,0:30:52.909
good friendships as well... I think being
around people that understand really does

0:30:52.909,0:30:55.880
help, it makes you realize you're not on your
own. It's very rewarding."

0:30:55.880,0:31:02.789
Kirsty: In terms of well being and self esteem,
so these also vary so self esteem scores increased

0:31:02.789,0:31:06.380
by 15% and well being scores increased by
52%.

0:31:06.380,0:31:11.210
Kirsty: And people reflected on a sense of
improved self esteem and a reduction in depression

0:31:11.210,0:31:14.650
symptoms so again just to show another quote,

0:31:14.650,0:31:18.130
Kirsty: someone said "there's a strength around
that bonfire - it's a real powerful feeling

0:31:18.130,0:31:21.909
and even in that tent it's such a powerful
feeling that depression seems to be really

0:31:21.909,0:31:23.770
hard to break through it..."

0:31:23.770,0:31:29.700
Kirsty: And in terms of resilience again,
so there was a 30% increase in average resilience

0:31:29.700,0:31:31.720
scores pre and post intervention.

0:31:31.720,0:31:39.120
Kirsty: People felt like they were more accepting
of life's ups and downs, that was one of the

0:31:39.120,0:31:42.649
things that was reflected on in lots of the
interviews. And there was an,

0:31:42.649,0:31:46.100
Kirsty: People spoke about the feelings of
resilience, so just to share another quote:

0:31:46.100,0:31:50.080
"so my resilience, well, it's right up there,
I think that if someone threw a knife at me

0:31:50.080,0:31:53.140
it would bounce off me right now... that's
how I feel the resilience in me."

0:31:53.140,0:31:57.419
Kirsty: Woops I am so sorry, I wasn't sure
if that was me running out of time, but I

0:31:57.419,0:32:01.820
think it was a separate question.

0:32:01.820,0:32:08.850
Kirsty: In general, so everybody that took
part in the evaluation spoke about how important

0:32:08.850,0:32:10.789
the nature setting was to them.

0:32:10.789,0:32:15.770
Kirsty: And that that differentiated it from
other support groups that they'd been part

0:32:15.770,0:32:19.240
of, and so that was kind of underpinning throughout
the outcomes.

0:32:19.240,0:32:23.980
Kirsty: So I just again want to share another
quote from someone around that.

0:32:23.980,0:32:28.559
Kirsty: "I think the program is brilliant,
I think the fact that it's out in nature out

0:32:28.559,0:32:31.100
in the wilderness - I think, being out in
nature was the biggest thing. I mean I've

0:32:31.100,0:32:32.100
done groups

0:32:32.100,0:32:35.899
Kirsty: where you are in a room and you're
sitting there in a circle and things like

0:32:35.899,0:32:39.440
that, they're still great you still learn
things, but I do think being out in nature

0:32:39.440,0:32:43.780
has a real bigger impact like for me personally
anyway."

0:32:43.780,0:32:47.930
Kirsty: In terms of other benefits that we
found so people spoke about an increased awareness

0:32:47.930,0:32:50.860
about personal boundaries and the confidence
to implement these.

0:32:50.860,0:32:54.460
Kirsty: Feeling calmer, feeling more present,
worrying less about the future and not worrying

0:32:54.460,0:33:01.090
so much about the past. I kind of touched
on some of the,

0:33:01.090,0:33:04.620
Kirsty: what people associated with how they
had that positive experience of the program,

0:33:04.620,0:33:07.200
so having other people that had similar experiences,

0:33:07.200,0:33:10.110
Kirsty: having the nature setting, and people
also spoke about the importance that they

0:33:10.110,0:33:15.640
felt there was a very caring and kind ethos
amongst the group.

0:33:15.640,0:33:20.220
Kirsty: They felt that they'd be nurtured
through the group, and I think that was something

0:33:20.220,0:33:23.289
that was very intentional by the facilitators
and came through a lot through the Co design

0:33:23.289,0:33:24.289
process.

0:33:24.289,0:33:27.890
Kirsty: And there were lots of thoughtful
details people arrived to a water bottle with

0:33:27.890,0:33:30.539
their name on it, there were home cooked meals
at lunch.

0:33:30.539,0:33:34.970
Kirsty: People in the group started bringing
homemade cakes for one another through the

0:33:34.970,0:33:35.970
course of the Program.

0:33:35.970,0:33:38.590
Kirsty: There was a graduation ceremony at
the end where people kind of spoke personally

0:33:38.590,0:33:42.419
and individually about each of the people,
people are given

0:33:42.419,0:33:47.831
Kirsty: gifts and certificates. And I think
that was very much built into the program

0:33:47.831,0:33:49.880
and that seemed to be noted by the people
that taking part.

0:33:49.880,0:33:54.540
Kirsty: And people spoke about the importance
of having the really skillful and knowledgeable

0:33:54.540,0:33:58.159
facilitators which they had.

0:33:58.159,0:34:02.880
Kirsty: And, and then, just a few of the references
and then hopefully we can touch on some kind

0:34:02.880,0:34:06.320
of questions in the q&a session later. But
thank you so much for listening, and thank

0:34:06.320,0:34:07.730
you for having me.

0:34:07.730,0:34:13.030
Hannah Pyman: Thank you so much Kirsty, that
was really interesting, and a really emotive

0:34:13.030,0:34:14.349
presentation, thank you.

0:34:14.349,0:34:18.970
Hannah Pyman: Just a reminder to everyone,
if you do have any questions for any of our

0:34:18.970,0:34:21.659
presenters today, you can add them to the
Q&A.

0:34:21.659,0:34:27.290
Hannah Pyman: But for now, our final speaker
today is Maryam Alrashidi, who recently received

0:34:27.290,0:34:34.800
a PhD in applied linguistics. Maryam's presentation
today focuses on culture representation in

0:34:34.800,0:34:42.419
EFL classes. So Maryam if you are ready, we
can see your slides.

0:34:42.419,0:34:49.090
Hannah Pyman: You are muted at the moment,
though.

0:34:49.090,0:34:58.100
Dr.Maryam Alrashidi: Yes, hi. Do you hear
me?

0:34:58.100,0:35:01.480
Hannah Pyman: Yes.

0:35:01.480,0:35:07.110
Dr.Maryam Alrashidi: I'll start now.

0:35:07.110,0:35:15.520
Dr.Maryam Alrashidi: My name is Maryam Alrashidi
and I am speaking to you from Saudi Arabia,

0:35:15.520,0:35:25.450
we don't have much different time we are 3:30pm.
My topic is about cultural representation

0:35:25.450,0:35:31.620
if EFL classes. I'm really concerned about
culture and how it's related to language.

0:35:31.620,0:35:35.660
Dr.Maryam Alrashidi: Because we are used to,
as a teacher,

0:35:35.660,0:35:37.010
Dr.Maryam Alrashidi: especially from the outer
circle,

0:35:37.010,0:35:43.760
Dr.Maryam Alrashidi: I mean, from the countries
that use English as a foreign language.

0:35:43.760,0:35:50.210
Dr.Maryam Alrashidi: We just teach the receptive
skills, the reading and listening in order

0:35:50.210,0:35:53.540
to get a better productive skills like

0:35:53.540,0:35:59.119
Dr.Maryam Alrashidi: writing and speaking.
But we never have any concerns about, we are

0:35:59.119,0:36:03.599
not aware of having something called the culture
or intercultural skills.

0:36:03.599,0:36:09.830
Dr.Maryam Alrashidi: EFLl textbooks and teaching
English is not a matter of improving those

0:36:09.830,0:36:17.140
four skills or the grammar and vocabulary
there is another level that or another skill

0:36:17.140,0:36:23.609
that needs to be told - intercultural communication,
and this should be represented in EFL textbooks.

0:36:23.609,0:36:25.380
Dr.Maryam Alrashidi: EFL text books are not,

0:36:25.380,0:36:28.160
Dr.Maryam Alrashidi: are not just

0:36:28.160,0:36:31.000
Dr.Maryam Alrashidi: words and grammar,

0:36:31.000,0:36:38.079
Dr.Maryam Alrashidi: it's really artifacts
that's what's Gray (2002) calls them, they

0:36:38.079,0:36:45.230
are cultural artifacts. They convey more about
the target cultures or the culture of the

0:36:45.230,0:36:49.820
speakers of the language and this should be
entertained and

0:36:49.820,0:36:56.480
Dr.Maryam Alrashidi: in classes. But we have
also a difficulty about defining the concept

0:36:56.480,0:37:03.280
of culture, culture is not a simple term to
be defined, it is it intersects with many

0:37:03.280,0:37:11.240
Dr.Maryam Alrashidi: disciplines and in the
language and linguistic studies we we just

0:37:11.240,0:37:16.290
don't have much about it because as I told
you.

0:37:16.290,0:37:19.510
Dr.Maryam Alrashidi: we are more concerned
about accuracy, how

0:37:19.510,0:37:21.570
Dr.Maryam Alrashidi: to pronounce things.

0:37:21.570,0:37:27.240
Katrine Sundsbo: Maryam, I'm sorry to interrupt
you, I think we might be seeing the wrong

0:37:27.240,0:37:32.660
screen, because we can see the slides, but
not the actual presentation, if you moved

0:37:32.660,0:37:34.099
on from the slides.

0:37:34.099,0:37:37.410
Katrine Sundsbo: Yes, so if you try...

0:37:37.410,0:37:46.110
Katrine Sundsbo: If you choose yes let's try
stop sharing and try sharing again.

0:37:46.110,0:37:47.970
Dr.Maryam Alrashidi: Oh.

0:37:47.970,0:37:51.440
Katrine Sundsbo: it's okay it's okay I just
wasn't sure if.

0:37:51.440,0:37:52.440
Dr.Maryam Alrashidi: Can you see?

0:37:52.440,0:37:55.230
Dr.Maryam Alrashidi: Now now it's fine?

0:37:55.230,0:38:00.250
Katrine Sundsbo: No, we can still see, we
can see the PowerPoint but it's not in

0:38:00.250,0:38:05.470
Katrine Sundsbo: presenter mode, so we can't
see the full slide on the screen, we can see

0:38:05.470,0:38:07.970
it as if you're in editing mode.

0:38:07.970,0:38:14.030
Katrine Sundsbo: Does that make sense, so
when you share your screen you get a different

0:38:14.030,0:38:20.339
type of options, if you already have it a
presentation open, maybe close it

0:38:20.339,0:38:23.900
Katrine Sundsbo: close the full screen.

0:38:23.900,0:38:29.619
Hannah Pyman: If you like Maryam I can share
your slides for you and you can tell me when

0:38:29.619,0:38:31.180
to change side if that's easier.

0:38:31.180,0:38:33.839
Hannah Pyman: I have them here.

0:38:33.839,0:38:37.790
Dr.Maryam Alrashidi: Is it sharable because
I have a problem with connection.

0:38:37.790,0:38:40.450
Dr.Maryam Alrashidi: Is it showing?

0:38:40.450,0:38:45.420
Hannah Pyman: Shall I share your slides and
then you can tell me when you want me to change

0:38:45.420,0:38:46.420
side?

0:38:46.420,0:38:48.119
Dr.Maryam Alrashidi: yeah yeah.

0:38:48.119,0:38:50.390
Hannah Pyman: yeah yeah.

0:38:50.390,0:38:55.830
Dr.Maryam Alrashidi: No it's not.

0:38:55.830,0:39:00.180
Dr.Maryam Alrashidi: it's fine.

0:39:00.180,0:39:10.330
Hannah Pyman: And it was still in the presenter.

0:39:10.330,0:39:12.420
Dr.Maryam Alrashidi: No okay.

0:39:12.420,0:39:15.320
Hannah Pyman: OK, can you see.

0:39:15.320,0:39:19.350
Hannah Pyman: Can you see the slides can everyone
see the slides now that I'm sharing.

0:39:19.350,0:39:20.670
Dr.Maryam Alrashidi: Yes, yes.

0:39:20.670,0:39:22.170
Hannah Pyman: So Maryam if you just

0:39:22.170,0:39:23.690
Hannah Pyman: continue your presentation

0:39:23.690,0:39:26.080
Hannah Pyman: Let me know when you want me
to change slide.

0:39:26.080,0:39:29.450
Dr.Maryam Alrashidi: Go back to the.

0:39:29.450,0:39:35.349
Dr.Maryam Alrashidi: second or third... yeah
this one. Here what we're telling you this

0:39:35.349,0:39:36.890
is how we received

0:39:36.890,0:39:42.220
Dr.Maryam Alrashidi: English text books are
just grammar and vocab

0:39:42.220,0:39:47.960
Dr.Maryam Alrashidi: and focus on how to pronounce
them correctly, but actually the next slide

0:39:47.960,0:39:48.960
please.

0:39:48.960,0:39:54.990
Dr.Maryam Alrashidi: um can you change yeah
but actually they are more than this.

0:39:54.990,0:39:57.270
Dr.Maryam Alrashidi: They are cultural artifacts.

0:39:57.270,0:40:02.320
Dr.Maryam Alrashidi: And that's what Gray
(2002) called them and.

0:40:02.320,0:40:10.580
Dr.Maryam Alrashidi: that's what I said to
the next slide we have difficulty, can you

0:40:10.580,0:40:11.829
please change,

0:40:11.829,0:40:19.490
Dr.Maryam Alrashidi: There is a difficulty
of defining the word, the concept of culture,

0:40:19.490,0:40:24.290
it intersects with too many disciplines and
we have a culture, the big culture, which

0:40:24.290,0:40:26.700
is our culture with big C.

0:40:26.700,0:40:33.180
Dr.Maryam Alrashidi: Major culture which is
related to the arts, the literature, music

0:40:33.180,0:40:38.570
and we have the culture with small c - this
is related to sociology.

0:40:38.570,0:40:44.690
Dr.Maryam Alrashidi: It is about the way of
life, the behavior the inner feeling or the

0:40:44.690,0:40:49.630
inner beliefs of people. We have also how
how words are connected to

0:40:49.630,0:40:56.789
Dr.Maryam Alrashidi: culture and how people
use the language in a pragmatic way, for example,

0:40:56.789,0:41:04.790
their way of greeting their way of apologizing,
these are all what we are concerned with if

0:41:04.790,0:41:10.540
we are going to teach culture in EFL classes.
please next slide.

0:41:10.540,0:41:14.560
Dr.Maryam Alrashidi: Next slide yeah now.

0:41:14.560,0:41:18.600
Dr.Maryam Alrashidi: yeah if you can see.

0:41:18.600,0:41:22.671
Dr.Maryam Alrashidi: We have different ways
of apologizing and

0:41:22.671,0:41:28.770
Dr.Maryam Alrashidi: salutations and we are
different in these matters.

0:41:28.770,0:41:35.720
Dr.Maryam Alrashidi: Like, for example, I
live in England for maybe six years, and when

0:41:35.720,0:41:43.579
I see the people of my neighbors are hanging
out drawing the Rainbow I didn't understand

0:41:43.579,0:41:47.190
what why they do this, although I live there.

0:41:47.190,0:41:50.480
Dr.Maryam Alrashidi: I understand that they
connect

0:41:50.480,0:41:53.040
Dr.Maryam Alrashidi: the rainbow

0:41:53.040,0:41:59.630
Dr.Maryam Alrashidi: to hope after finishing
from the rain, but in my culture, the rain

0:41:59.630,0:42:08.370
itself is hope. We like rain because we are
suffering from drought, so we have different

0:42:08.370,0:42:12.130
concepts, you understand me, and can you click.

0:42:12.130,0:42:13.950
Dr.Maryam Alrashidi: Please click.

0:42:13.950,0:42:19.859
Dr.Maryam Alrashidi: Excuse me.

0:42:19.859,0:42:31.450
Dr.Maryam Alrashidi: yeah also if we see here
the dog is as a concept it's related to man's

0:42:31.450,0:42:34.960
best friend but in my culture it's not it's
not the same.

0:42:34.960,0:42:45.530
Dr.Maryam Alrashidi: We connect dogs to heard
the sheep or just for hunting it's not, we

0:42:45.530,0:42:51.000
don't have pets, dogs do jobs. And Halloween
as a concept

0:42:51.000,0:42:56.150
Dr.Maryam Alrashidi: it doesn't mean anything
to me because it's not part of my culture.

0:42:56.150,0:43:01.570
And if we see also in England it's different
from the United States, what I tried to conclude

0:43:01.570,0:43:08.369
here that culture is different from one country
to another, and even the inner circle, the

0:43:08.369,0:43:09.369
American,

0:43:09.369,0:43:14.901
Dr.Maryam Alrashidi: British or Canadian or
Australian they also have differences, so

0:43:14.901,0:43:24.170
this adds another level of difficulty to to
having to understand how to get an appropriate

0:43:24.170,0:43:29.610
cultural content for EFL students or students
who study language,

0:43:29.610,0:43:34.490
Dr.Maryam Alrashidi: or English language.
Can you please click to the next slide.

0:43:34.490,0:43:40.010
Dr.Maryam Alrashidi: Next slide yeah.

0:43:40.010,0:43:45.800
Dr.Maryam Alrashidi: Accordingly, we find
the literature that there are three types

0:43:45.800,0:43:48.680
of EFL textbooks The first one is

0:43:48.680,0:43:56.700
Dr.Maryam Alrashidi: on the right on my screen
it's on the right. It's the one that produced

0:43:56.700,0:44:05.069
on the inner circle like England or UK, US
or Australia and it's more it's mostly based

0:44:05.069,0:44:07.930
on cultural items or products from

0:44:07.930,0:44:13.740
Dr.Maryam Alrashidi: the native speakers themselves.
So nothing about the the the source culture

0:44:13.740,0:44:19.360
or the target, the culture of the students.
The other one from the left is, we have a

0:44:19.360,0:44:25.700
different type of EFL textbook, and these
are based mainly on the the cultural items

0:44:25.700,0:44:26.700
or products from

0:44:26.700,0:44:34.510
Dr.Maryam Alrashidi: the EFL students' culture,
so every everything in the book is related

0:44:34.510,0:44:38.020
to their culture, the names, the context.

0:44:38.020,0:44:46.010
Dr.Maryam Alrashidi: And we have the third
one in the middle it's an EFL textbook that

0:44:46.010,0:44:47.750
is based on an intercultural

0:44:47.750,0:44:54.970
Dr.Maryam Alrashidi: concept, I mean they
bring some items or products from different

0:44:54.970,0:45:00.080
cultures around the world. All of these types,
they have their own pros and cons.

0:45:00.080,0:45:07.170
Dr.Maryam Alrashidi: I mean there is no perfect
one, sometimes, for example, the first one

0:45:07.170,0:45:10.579
students may find the elements from the target
culture to be unfamiliar.

0:45:10.579,0:45:17.069
Dr.Maryam Alrashidi: Also, their own if they
have elements from their own culture, they

0:45:17.069,0:45:21.140
will feel that these are boring, and they
will never be introduced

0:45:21.140,0:45:25.359
Dr.Maryam Alrashidi: to the items from the
target culture. We will find that the last

0:45:25.359,0:45:32.480
one, iit's a bit of solution, sometimes, but
it's still some of the cultural items are

0:45:32.480,0:45:38.860
not familiar to the students. So in my PhD,
can you please click.

0:45:38.860,0:45:42.920
Dr.Maryam Alrashidi: yeah.

0:45:42.920,0:45:51.170
Dr.Maryam Alrashidi: I try to understand what's
what's the appropriate cultural content for

0:45:51.170,0:45:57.450
EFL textbooks and I choose my context from Saudi Arabia, so I chose Saudi

0:45:57.450,0:46:01.510
textbooks from Saudi Arabian secondary schools.

0:46:01.510,0:46:09.580
Dr.Maryam Alrashidi: I built my own opinion
about the appropriate cultural content on

0:46:09.580,0:46:11.770
the students and the teachers' opinion.

0:46:11.770,0:46:17.910
Dr.Maryam Alrashidi: I tried to collect
data from them to understand what's the appropriate

0:46:17.910,0:46:20.020
cultural context. Can you please click.

0:46:20.020,0:46:25.230
Dr.Maryam Alrashidi: Yes, please change the slide.

0:46:25.230,0:46:27.859
Dr.Maryam Alrashidi: Yeah yeah.

0:46:27.859,0:46:30.349
Dr.Maryam Alrashidi: The next slide.

0:46:30.349,0:46:39.569
Dr.Maryam Alrashidi: Yeah the participants were 196 students from secondary school and

0:46:39.569,0:46:41.510
45 teachers.

0:46:41.510,0:46:45.640
Dr.Maryam Alrashidi: Can you please click.

0:46:45.640,0:46:53.940
Dr.Maryam Alrashidi: I distributed questionnaires with closed and open ended

0:46:53.940,0:47:03.880
questions and also, I do follow up interviews, observations, and I also do a textbooks analysis

0:47:03.880,0:47:05.000
and evaluation.

0:47:05.000,0:47:10.800
Dr.Maryam Alrashidi: And I also, in the analysis, I used both qualitative and quantitative

0:47:10.800,0:47:15.490
Dr.Maryam Alrashidi: ways of analyzing the results. Next, please.

0:47:15.490,0:47:17.690
Dr.Maryam Alrashidi: Next.

0:47:17.690,0:47:25.619
Dr.Maryam Alrashidi: Yeah there. The results, I find it it's difficult to find,

0:47:25.619,0:47:30.250
Dr.Maryam Alrashidi: yeah I find it difficult to,

0:47:30.250,0:47:35.550
Dr.Maryam Alrashidi: to find the real appropriate cultural content, because there were disagreements

0:47:35.550,0:47:40.900
among the students, however, there are three topics in my study, can you please click the

0:47:40.900,0:47:41.920
first topic.

0:47:41.920,0:47:48.190
Dr.Maryam Alrashidi: Cultural items yeah cultural elements I find them they

0:47:48.190,0:47:54.609
were neutral towards cultural items from the art, from culture with big C that is related

0:47:54.609,0:47:55.690
to some...

0:47:55.690,0:48:04.710
Dr.Maryam Alrashidi: some of their own beliefs towards the contradicting values.

0:48:04.710,0:48:13.290
Sometimes they were not aware, because I was collecting data in 2017 so.

0:48:13.290,0:48:19.250
Dr.Maryam Alrashidi: They were unfamiliar, they are not open enough to have cultural

0:48:19.250,0:48:29.950
items from art regarding the socio cultural items I mean the way of life of people and

0:48:29.950,0:48:35.780
their inner feelings. The students were more open to have this, but the teachers were more neutral.

0:48:35.780,0:48:38.119
I find them, they are more,

0:48:38.119,0:48:41.060
Dr.Maryam Alrashidi: open to
have cultural

0:48:41.060,0:48:46.020
Dr.Maryam Alrashidi: items from from the the world, that related to

0:48:46.020,0:48:50.010
Dr.Maryam Alrashidi: the concept of the world, or the usage of language, I mean the pragmatic

0:48:50.010,0:48:57.650
and the unpragmatic once they find it more highly important to have cultural items

0:48:57.650,0:48:58.650
from.

0:48:58.650,0:49:00.200
Dr.Maryam Alrashidi: Erm next

0:49:00.200,0:49:02.119
Dr.Maryam Alrashidi: slide.

0:49:02.119,0:49:07.240
Katrine Sundsbo: Sorry, Maryam we're out of time.

0:49:07.240,0:49:08.410
At the moment.

0:49:08.410,0:49:10.520
Katrine Sundsbo: Okay, great.

0:49:10.520,0:49:15.940
Dr.Maryam Alrashidi: Cultures, I mean they were neutral to most of the cultures I mentioned.

0:49:15.940,0:49:22.290
Dr.Maryam Alrashidi: They said the importance it's not... the next slide please... the importance

0:49:22.290,0:49:27.940
for them is... can you please change in the...importance to them it's not the cultural items

0:49:27.940,0:49:28.940
or the culture.

0:49:28.940,0:49:33.339
Dr.Maryam Alrashidi: They were more concerned about the way of teaching these items and

0:49:33.339,0:49:34.840
how they are represented.

0:49:34.840,0:49:42.400
Dr.Maryam Alrashidi: Most of the time, the way of teaching the cultural items

0:49:42.400,0:49:45.530
is more challenging because textbooks are not...

0:49:45.530,0:49:51.290
Dr.Maryam Alrashidi: EFL textbooks are trying to find the one size fits all, they

0:49:51.290,0:49:59.740
try to find neutral context to present items, they don't connect them to any culture, and

0:49:59.740,0:50:06.369
there are some difficulties founded with the teachers teachers think that

0:50:06.369,0:50:12.230
Dr.Maryam Alrashidi: their education
didn't prepare them to such a kind of way

0:50:12.230,0:50:19.220
of teaching English, or their training. The students also have some concerns about.

0:50:19.220,0:50:22.050
Dr.Maryam Alrashidi: about their learning goals.

0:50:22.050,0:50:27.520
Dr.Maryam Alrashidi: They think that if they want to travel to a target culture it's better

0:50:27.520,0:50:32.310
to have more cultural items and more introduction to the other cultures.

0:50:32.310,0:50:36.800
Dr.Maryam Alrashidi: But if if they are not they are more likely to

0:50:37.800,0:50:44.890
Dr.Maryam Alrashidi: have some items from their own culture. Also the administration just were

0:50:44.890,0:50:48.710
concerned about finishing the course,

0:50:48.710,0:50:52.619
Dr.Maryam Alrashidi: or finishing the their own,

0:50:52.619,0:50:59.319
Dr.Maryam Alrashidi: the curriculum and be on time and they don't have concerns about

0:50:59.319,0:51:01.380
activating or teaching the cultural content effectively.

0:51:01.380,0:51:06.609
Dr.Maryam Alrashidi: This 
is the presentation.

0:51:06.609,0:51:07.609
Thank you so much for listening.

0:51:07.609,0:51:09.500
Dr.Maryam Alrashidi: Okay, thank you.

0:51:10.950,0:51:15.600
Hannah Pyman: Thank you Maryam. Thank you for sticking
with us through the technical problems there,

0:51:15.600,0:51:22.569
that was great. Okay so we're going to hand over to Kat now to lead on the Q&A.

0:51:22.569,0:51:28.589
Kat, if you are ready, and also, if all of our presenters could be ready to answer any questions that

0:51:28.589,0:51:29.910
will be great.

0:51:29.910,0:51:36.960
Katrine Sundsbo: Yes, thank you guys for the presentations. They were very, very interesting topics we already have

0:51:36.960,0:51:44.300
some questions in the Q&A. Feel free
to add more questions as well,

0:51:44.300,0:51:45.330
and we'll get our presenters on to them.

0:51:45.330,0:51:51.130
Katrine Sundsbo: So I'm going to go to Bev first. So there's a question here:

0:51:51.130,0:51:56.920
"I'm interesting in hearing more about your co researchers,
who I assume or not academic researchers.

0:51:56.920,0:52:02.680
Are you evaluating their development as researchers as an aspect of your research?"

0:52:02.680,0:52:12.040
Bev Goodman: So no they're not academic researchers. So we've got five disabled people,

0:52:12.040,0:52:14.660
with a range of different impairments and disabilities.

0:52:14.660,0:52:19.000
Bev Goodman: And one family carer. They do come from a range of different backgrounds,

0:52:19.000,0:52:22.410
so we've got two undergraduate students and one who works

0:52:22.410,0:52:28.849
Bev Goodman: also, alongside that, for Community,
sorry for a county sports partnership. One teacher,

0:52:28.849,0:52:33.180
and someone who's involved in evaluating their
own physical activity project.

0:52:33.180,0:52:34.650
The reason I say that is because

0:52:34.650,0:52:38.960
Bev Goodman: the kind of key within this type of research is to value existing skills and

0:52:38.960,0:52:42.050
experiences, and there's a real tension that we're exploring

0:52:42.050,0:52:43.050
Bev Goodman: really about

0:52:43.050,0:52:48.710
Bev Goodman: kind of whose knowledge is most valuable and who should be involved

0:52:48.710,0:52:53.710
in constructing knowledge. So participatory research and co production it's all about

0:52:53.710,0:52:54.710
kind of,

0:52:54.710,0:52:59.010
Bev Goodman: the valuing of existing skills. And we've had a lot of thought and discussion

0:52:59.010,0:53:02.420
about training and whether people should be trained as researchers and

0:53:02.420,0:53:06.940
Bev Goodman: whether you know, whether we should be

0:53:06.940,0:53:11.490
Bev Goodman: kind of told a particular way of doing things and and actually kind of the,

0:53:11.490,0:53:14.030
I think the answer really, in short, is no.

0:53:14.030,0:53:18.420
Bev Goodman: In terms of we're not trying to kind of mould people into researchers.

0:53:18.420,0:53:22.970
That said, we are undertaking a research process and as a result

0:53:22.970,0:53:27.670
Bev Goodman: a couple of them are interested in kind of further study and so that's kind

0:53:27.670,0:53:28.980
of a way to give back

0:53:28.980,0:53:32.550
Bev Goodman: to the co-researchers as well as I'm actually supporting them with

0:53:32.550,0:53:35.119
some other studies they're doing elsewhere as well.

0:53:35.119,0:53:40.430
Bev Goodman: Yeah I don't know if I've really addressed that but I mean in know in terms of evaluating

0:53:40.430,0:53:44.780
development, no it's more about thinking about what their knowledge, skills and experiences

0:53:44.780,0:53:50.329
kind of brings and in relation to kind
of my academic perspective.

0:53:50.329,0:53:52.180
Sorry that was quite a long response.

0:53:52.180,0:53:55.410
Katrine Sundsbo: Thank you very, very interesting.

0:53:55.410,0:54:01.210
Katrine Sundsbo: I'm going to go to Kirsty next and so there's a question here:

0:54:01.210,0:54:06.980
"do you run sessions with mixed groups, or are you..." sorry my co-worker is joining!

0:54:06.980,0:54:15.700
Katrine Sundsbo: "...or are they so, for example, female or child only, and do you find

0:54:15.700,0:54:20.700
that you get different outcomes, depending on the makeup of the groups?" I think you might

0:54:20.700,0:54:27.210
have only had 1 trial run already, so this might be for future maybe, thinking about future

0:54:27.210,0:54:28.210
groups?

0:54:28.210,0:54:32.130
Kirsty: I'm pleased someone asked that actually because it's something that we spent so much

0:54:32.130,0:54:33.920
time thinking about we were quite

0:54:33.920,0:54:34.920
Kirsty: divided in

0:54:34.920,0:54:36.210
Kirsty: our co-production team

0:54:36.210,0:54:41.390
Kirsty: about whether or not we should leave it open or we should run...

0:54:41.390,0:54:44.760
...so these were full adult sessions,
so we knew that we were running adult sessions

0:54:44.760,0:54:46.650
from outset and that's what we were designing.

0:54:46.650,0:54:51.540
Kirsty: But the kind of debate was around whether or not they should be female only

0:54:51.540,0:54:55.940
sessions which tends to be how a lot of survival programs are run.

0:54:55.940,0:54:59.780
Kirsty: Or if we should leave it open,
which might help make it more inclusive.

0:54:59.780,0:55:04.140
We had male victims as part of our co production team.

0:55:04.140,0:55:08.980
Kirsty: And also, when I'd spoken to trans services, they felt that it was more inclusive

0:55:08.980,0:55:12.900
to trans and non binary people as well to have, to leave it open.

0:55:12.900,0:55:17.220
Kirsty: But there were
challenges with that, as you know, there were

0:55:17.220,0:55:20.570
other people that felt they were much more comfortable with a female only group.

0:55:20.570,0:55:24.040
In the end we left it open but kind of, on the basis

0:55:24.040,0:55:29.180
Kirsty: that we already knew that our referral partner, we looked at their demographics, and

0:55:29.180,0:55:31.450
they were working with majority women anyway.

0:55:31.450,0:55:35.280
Kirsty: So we knew, even though we were going to leave it open, and it was going to be advertised

0:55:35.280,0:55:39.820
like that, we knew that the chances were that it will be an all female group which it was.

0:55:39.820,0:55:44.740
Kirsty: And actually then when we spoke to people specifically about their experiences

0:55:44.740,0:55:46.670
afterwards we asked them about what their thoughts

0:55:46.670,0:55:50.450
Kirsty: were on that, so all of the people that took part in the evaluation,

0:55:50.450,0:55:55.880
Kirsty: and people felt quite strongly that they did want it to be an all female group,

0:55:55.880,0:55:57.770
and that that had made them feel more comfortable, there were female therapists as well.

0:55:57.770,0:56:03.990
Kirsty: But kind of in terms of where
we want to go to next, I think the co production

0:56:03.990,0:56:06.040
team still felt quite uncomfortable that we were kind of...

0:56:06.040,0:56:11.270
Kirsty: that our pilot would leave some people out of the opportunity, so I think in terms

0:56:11.270,0:56:16.960
of what we have the recommendations from the
evaluation

0:56:16.960,0:56:17.960
is to keep it as it is

0:56:17.960,0:56:22.650
Kirsty: and keep that going, but also to start to look at running specific groups

0:56:22.650,0:56:23.650
for male victims,

0:56:23.650,0:56:28.859
Kirsty: and specific LGBT groups, specific like women of colour, but you know you would

0:56:28.859,0:56:33.270
like this to kind of grow so that there were more like specialist groups as well

0:56:34.270,0:56:37.940
Kirsty: and a chance therefore that the facilitators can represent the groups that

0:56:37.940,0:56:39.530
they're working with as well.

0:56:39.530,0:56:44.090
Kirsty: And so I think that's, so yeah I definitely see the promise I hope that we'll get to, you know,

0:56:45.090,0:56:48.549
Kirsty: I'd love it to be everywhere in the UK or globally and running all these

0:56:48.549,0:56:49.770
different groups and to be able to

0:56:49.770,0:56:53.150
Kirsty: look at that. I don't think that's
in the scope my PhD which was really just

0:56:53.150,0:56:55.890
to run this pilot and to look at where we would want to go to next.

0:56:55.890,0:57:01.970
Kirsty: But also interestingly about,
the question about children as well, one of

0:57:01.970,0:57:03.460
the things that came up was very

0:57:03.460,0:57:07.430
Kirsty: challenging relationships between
some of the female victims and their children

0:57:07.430,0:57:12.260
and that and that throwing up a lot of challenges
for them and which we know from other research

0:57:12.260,0:57:15.630
into domestic abuse and so Ideally, we would
want to.

0:57:15.630,0:57:21.890
Kirsty: run parallel programs; one for children
and one for mums and look into that and how

0:57:21.890,0:57:27.339
you bring those together and see if we can
support the relationship there and so thank

0:57:27.339,0:57:29.230
you, hopefully, that answers that.

0:57:29.230,0:57:31.260
Kirsty: yeah.
Katrine Sundsbo: Great Thank you, it sounds

0:57:31.260,0:57:33.690
like a really good kind of starting point.

0:57:33.690,0:57:40.829
Katrine Sundsbo: yeah hoping that the project
will blossom into something bigger that will

0:57:40.829,0:57:42.089
be amazing.

0:57:42.089,0:57:47.260
Katrine Sundsbo: And, Dimitri i've got a question
here for you, so the module you've designed,

0:57:47.260,0:57:52.599
it looks very engaging what kind of issues
did your student focus on, and how were their

0:57:52.599,0:57:54.809
poster presentations received by audiences.

0:57:54.809,0:57:55.809
Katrine Sundsbo: and

0:57:55.809,0:57:58.850
Dimitri Lera (he/him/his): Thank you for the
question.

0:57:58.850,0:58:04.809
Dimitri Lera (he/him/his): The module was
well received by by students, they focused

0:58:04.809,0:58:05.809
on.

0:58:05.809,0:58:07.390
Dimitri Lera (he/him/his): On on several,

0:58:07.390,0:58:15.390
Dimitri Lera (he/him/his): On several topics
It mostly depended on on previous experience

0:58:15.390,0:58:20.049
so some students,  and on
their background.

0:58:20.049,0:58:24.990
Dimitri Lera (he/him/his): So there were a
lot of variables. The students, some students,

0:58:24.990,0:58:30.569
Dimitri Lera (he/him/his): plastic resonate
with well because some of them live by the

0:58:30.569,0:58:36.400
sea. Another one also plastic, because their
family business is in

0:58:36.400,0:58:42.950
Dimitri Lera (he/him/his): scuba diving so
it's an issue that they face frequently and

0:58:42.950,0:58:49.210
another another student comes from Suffolk
they were very much into soil erosion.

0:58:49.210,0:58:56.680
Dimitri Lera (he/him/his): So it really varies
and also dependent whether there's been some

0:58:56.680,0:59:02.900
some introduction at school, which at the
moment is not often the case. In terms of, what

0:59:02.900,0:59:05.670
was the second part of the question, pardon me?

0:59:05.670,0:59:10.930
Katrine Sundsbo: So the second part was
how were their poster presentations received

0:59:10.930,0:59:11.930
by audiences.

0:59:11.930,0:59:13.510
Dimitri Lera (he/him/his): Oh, ah

0:59:13.510,0:59:15.020
Dimitri Lera (he/him/his): I think.

0:59:15.020,0:59:17.400
Dimitri Lera (he/him/his): One aspect,

0:59:17.400,0:59:22.860
Dimitri Lera (he/him/his): another aspect
of presenting the poster was presenting to

0:59:22.860,0:59:31.240
industry audience, so the students were
presenting to a panel, made up of academic

0:59:31.240,0:59:34.750
about seven people, academics, industry representative,

0:59:34.750,0:59:39.900
Dimitri Lera (he/him/his): and the feedback
was it was incredible because

0:59:39.900,0:59:46.200
Dimitri Lera (he/him/his): from the students
point of view, they were able to see the sustainable

0:59:46.200,0:59:52.390
efforts acquiring not only a form but  there is a consequence to it, so they

0:59:52.390,0:59:53.390
could see,

0:59:53.390,0:59:58.799
Dimitri Lera (he/him/his): They could see
the power of their actions and for the industry

0:59:58.799,1:00:04.790
or for academics, it was a great experience seeing students involving getting involved

1:00:04.790,1:00:12.549
with sustainable concepts. For many
of them is is something really new and actually

1:00:12.549,1:00:13.950
for many of us could be

1:00:13.950,1:00:19.910
Dimitri Lera (he/him/his): a different, have
a different meaning according to how we understand

1:00:19.910,1:00:27.280
sustainability, so all those concept coming
together in those session was very informative

1:00:27.280,1:00:30.020
for everyone, including for my PhD I hope.

1:00:30.020,1:00:32.780
Katrine Sundsbo: Right sounds.

1:00:32.780,1:00:41.230
Katrine Sundsbo: yeah sounds amazing Thank
you. Maryam, I hope you can stay for a question.

1:00:41.230,1:00:43.890
Katrine Sundsbo: A question that we've got for
you.

1:00:43.890,1:00:47.690
Katrine Sundsbo: So you mentioned, it
was very interesting to learn about the language

1:00:47.690,1:00:52.089
and cultural differences, I didn't know, for
example, about the rainbow and the

1:00:52.089,1:00:53.089
dogs having

1:00:53.089,1:00:58.990
Katrine Sundsbo: different meanings in your language due to culture, you said

1:00:58.990,1:01:03.960
that when you were looking into cultural symbols
and stuff for the books that there was a lot

1:01:03.960,1:01:05.990
of disagreements in the Saudi Arabian

1:01:05.990,1:01:12.930
Katrine Sundsbo: audience that you, you asked,
do you think that there's quite a lot of passion

1:01:12.930,1:01:19.370
and concern about how culture is represented
from Saudi Arabia.

1:01:19.370,1:01:27.890
Katrine Sundsbo: You are muted, so if you
just unmute first.

1:01:27.890,1:01:34.980
Dr.Maryam Alrashidi: Thank you, what they
are used to is to have

1:01:34.980,1:01:39.340
Dr.Maryam Alrashidi: EFL textbooks that
is mainly based on,

1:01:39.340,1:01:47.640
Dr.Maryam Alrashidi: on their own culture,
the names, the conversations everything so

1:01:47.640,1:01:50.410
when they bring books that contain

1:01:50.410,1:01:55.880
Dr.Maryam Alrashidi: contain global content
or contents from different cultures around

1:01:55.880,1:01:58.240
the world, these books

1:01:58.240,1:02:05.819
Dr.Maryam Alrashidi: are imported from the
US and from some UK publishers.

1:02:05.819,1:02:12.680
Dr.Maryam Alrashidi: They, the students
were in a shock, you know of having such kind

1:02:12.680,1:02:17.600
of books that they are not used to. Even the
language used is more native than what you saw

1:02:17.600,1:02:18.700
such kind of,

1:02:18.700,1:02:24.520
Dr.Maryam Alrashidi: type of, even the the
proficiency level of the students is not matchable

1:02:24.520,1:02:29.559
with these books, even the, all the
teachers, all the students

1:02:29.559,1:02:32.910
Dr.Maryam Alrashidi: Either the student or
the teacher the teacher, they have troubles

1:02:32.910,1:02:42.049
with the proficiency the the lessons are not
suitable to the the content of the book and

1:02:42.049,1:02:48.589
the time of the lessons, so they are more
shocked about all of this, all at one time

1:02:48.589,1:02:49.589
so.

1:02:49.589,1:02:56.880
Dr.Maryam Alrashidi: But the books themselves,
they don't contain something alien or I mean

1:02:56.880,1:03:02.940
something that says it's shocking like different
value some they are used for global market

1:03:02.940,1:03:03.940
so,

1:03:03.940,1:03:09.770
Dr.Maryam Alrashidi: The publishers are more
more aware of having books that are suitable

1:03:09.770,1:03:15.190
for every culture, they avoid some topics,
the sensitive ones so nothing shocking about

1:03:15.190,1:03:17.630
the cultural content itself, but

1:03:17.630,1:03:23.390
Dr.Maryam Alrashidi: that these books are
new and new experience,

1:03:23.390,1:03:28.859
Dr.Maryam Alrashidi: they find difficulty
of having, for teaching or learning from the

1:03:28.859,1:03:29.859
books.

1:03:29.859,1:03:36.680
Dr.Maryam Alrashidi: But, overall I don't
find any negative attitudes to the cultures

1:03:36.680,1:03:37.680
of,

1:03:37.680,1:03:43.350
Dr.Maryam Alrashidi: of the target culture
or any kind of culture it's just they

1:03:43.350,1:03:44.350
are.

1:03:44.350,1:03:45.440
Dr.Maryam Alrashidi: they,

1:03:45.440,1:03:52.430
Dr.Maryam Alrashidi: They are shocked, not
only, it's a drastic change that's all.

1:03:52.430,1:03:59.819
Katrine Sundsbo: yeah interesting very interesting
topic to, to research with language and culture,

1:03:59.819,1:04:05.079
thank you for your presentation and for
and answering the question. We've got.

1:04:05.079,1:04:07.770
Katrine Sundsbo: another question for Bev.

1:04:07.770,1:04:13.380
Katrine Sundsbo: So, have you been able to
include people with a wide spectrum of disabilities

1:04:13.380,1:04:19.380
in your research, if, for example, the
research is based on interviews that are often

1:04:19.380,1:04:27.039
not held in person, have you found it difficult
to include those who are non verbal, for example.

1:04:27.039,1:04:34.180
Bev Goodman: In terms of the co researchers involved
obviously at the time we started planning

1:04:34.180,1:04:38.890
for that phase of the project, everything
was online, so we did need to

1:04:38.890,1:04:44.309
Bev Goodman: kind of include people that were
able to interact and able to work together

1:04:44.309,1:04:45.660
and come together and discuss online.

1:04:45.660,1:04:51.170
Bev Goodman: So we're kind of limited
by those practicalities and, as you are now

1:04:51.170,1:04:54.549
in the kind of phase of data collection, so
the idea is that the questions we have can

1:04:54.549,1:04:56.349
be adapted to different formats.

1:04:56.349,1:05:01.930
Bev Goodman: And kind of trying to overcome
that kind of digital exclusion that we've

1:05:01.930,1:05:03.710
experienced so far in the project, so, I

1:05:03.710,1:05:07.550
Bev Goodman: mean, the biggest challenge, and
one we continue to have, is how to involve

1:05:07.550,1:05:11.410
people with the most complex disabilities, so
I worked quite closely with.

1:05:11.410,1:05:16.130
Bev Goodman: Sense, which is a deaf blind
charity and so we're looking at ways we can

1:05:16.130,1:05:21.589
involve people and get people's views and
who have kind of very complex compound

1:05:21.589,1:05:26.859
Bev Goodman: impairments, and that we, I mean
we do we've had people with a range of disabilities

1:05:26.859,1:05:31.510
but just not not been able to include people
potentially that are non verbal at the

1:05:31.510,1:05:36.550
moment, but still looking still collecting
data so looking at how we can do that, and

1:05:36.550,1:05:37.690
most successfully.

1:05:37.690,1:05:45.020
Katrine Sundsbo: Great, thank you. I think it's
kind of a common theme with like PhD projects

1:05:45.020,1:05:49.930
are kind of new ventures into research that
you need to almost tap your foot into

1:05:49.930,1:05:54.660
Katrine Sundsbo: a new area and then it's
so much to look into that you have to start

1:05:54.660,1:05:59.549
somewhere same with, with kirsty with your
project is kind of starting somewhere and

1:05:59.549,1:06:00.549
then expanding.

1:06:00.549,1:06:07.460
Katrine Sundsbo: yeah very interesting.
so another question for Kirsty and it's

1:06:07.460,1:06:11.730
great data gathered already the quotes
are really powerful.

1:06:11.730,1:06:16.510
Katrine Sundsbo: Are the nine people involved
in the co production still involved and

1:06:16.510,1:06:21.960
is the blossom program running currently
If not, how do you see this being rolled out.

1:06:21.960,1:06:27.850
I think, maybe you touched on that a little bit
in your previous answer in terms of it being

1:06:27.850,1:06:29.210
limited to your PhD.

1:06:29.210,1:06:31.240
Katrine Sundsbo: Unless you answer it.

1:06:31.240,1:06:39.140
Kirsty: Thank you and thank you for the question.
I, so in terms of how the nine, the nine of

1:06:39.140,1:06:40.600
us are still involved.

1:06:40.600,1:06:44.270
Kirsty: So we had our last, when we finished
we finished the actual kind of co production

1:06:44.270,1:06:46.910
meetings back in January this year.

1:06:46.910,1:06:51.720
Kirsty: So, how that's kind of looks like
in terms of staying involved for all of us,

1:06:51.720,1:06:56.500
as a group has really just been around me
sharing updates and people emailing as and

1:06:56.500,1:06:57.549
when something, you know,

1:06:57.549,1:07:00.579
Kirsty: I've heard from people when they'd
be like 'Oh yes, I was just thinking about

1:07:00.579,1:07:03.280
the project' you know we've kind of just kept
in touch via

1:07:03.280,1:07:07.940
Kirsty: email and, and then, when when I'd
finished the evaluation, I was able to share

1:07:07.940,1:07:12.640
that with everyone that had been involved.
There's people that have stayed involved

1:07:12.640,1:07:18.770
just by nature of their, their roles and
what was feasible because we had the referral,

1:07:18.770,1:07:21.190
Kirsty: someone from the referral organization
and someone from the,

1:07:21.190,1:07:24.740
Kirsty: who the therapist that was running
the program who was part of the

1:07:24.740,1:07:29.260
Kirsty: co productions and, and so I think one
of the advantages of co production has been

1:07:29.260,1:07:30.260
that they've.

1:07:30.260,1:07:33.240
Kirsty: has been the bringing together
of the two organizations they've been able

1:07:33.240,1:07:36.580
to work really closely together. So in terms
of the next steps, although

1:07:36.580,1:07:41.859
Kirsty: I'm kind of involved personally but
not from a PhD perspective, they're now looking

1:07:41.859,1:07:43.109
into running the next so,

1:07:43.109,1:07:49.460
Kirsty: so we kind of finished the evaluation
report in October and they're now kind of putting

1:07:49.460,1:07:54.520
everything in place to run the next version
of the Blossom Program,

1:07:54.520,1:07:59.000
Kirsty: early next year, so that's really
exciting so they're looking into kind of taking

1:07:59.000,1:08:02.900
some of the learnings from the initial pilot
and running a subsequent program. So

1:08:02.900,1:08:07.660
Kirsty: definitely, the plan is, is to continue
rolling it out and and I know that, that

1:08:07.660,1:08:13.000
Kirsty: the people that have been involved through the co production, I think, feel very invested

1:08:13.000,1:08:16.030
in it and have felt, have to kind of reflected
on that, so I think that's been an advantage

1:08:16.030,1:08:17.030
to it.

1:08:17.030,1:08:19.679
Kirsty: So I think there's kind of everyone's
got quite big plans, what they want to

1:08:19.679,1:08:23.429
see next and what the kind of longer term
goals, but it's kind of getting, they're sort

1:08:23.429,1:08:24.429
of like,

1:08:24.429,1:08:27.650
Kirsty: building it up gradually trying to
get getting more evidence and yes we're just

1:08:27.650,1:08:30.909
kind of keeping one in the programs until
we've got kind of enough of a base to then

1:08:30.909,1:08:35.080
hopefully bring it a bit further afield,
because it's just kind of running only in Essex

1:08:35.080,1:08:36.940
at the moment.

1:08:36.940,1:08:43.690
Katrine Sundsbo: Yeah great Thank you it's
good to hear about this, yeah, long time, long

1:08:43.690,1:08:51.620
time long term plans, to roll out the projects,
and I think we've had some fantastic talks

1:08:51.620,1:08:53.640
today a very varied

1:08:53.640,1:08:59.850
Katrine Sundsbo: range of topics, but so so
important topics, I think, at one point I

1:08:59.850,1:09:06.609
was am gasping to your slides Dimitri and
then I got a message on here, asking me to

1:09:06.609,1:09:09.490
unmute if I wanted to speak, I was just so
shocked about their, our

1:09:09.490,1:09:17.460
Katrine Sundsbo: level of usage and how it
affects the globe, but yeah very interesting

1:09:17.460,1:09:20.730
talks today and I just wanted to thank you
all to,

1:09:20.730,1:09:25.460
Katrine Sundsbo: thank you all for coming
and sharing your research with us at this

1:09:25.460,1:09:31.620
stage and hope to hear more from you in the
future and looking forward to seeing how your

1:09:31.620,1:09:36.850
projects, develop and yeah thank you guys
for, for joining us.

1:09:36.850,1:09:38.890
Dimitri Lera (he/him/his): Thank you so much.