Journal articles on the topic 'Murrayburn Primary School (Edinburgh)'

The Self-Efficacy for Musical Learning questionnaire was adapted and tested with 404 primary school children, producing a robust Cronbach alpha (0.87) and confirming a single underlying factor through exploratory factor analysis. Test–retest scores showed the measure’s stability over a 9-month period. Data were collected on children’s prior music experience, extracurricular activities, and typical daily activities. Children also completed the Short Warwick-Edinburgh Mental Well-Being Scale and the Strengths and Difficulties Questionnaire. Those currently engaged in music tuition (learning an instrument or singing) had significantly higher self-efficacy scores than children who were not, and overall, girls’ scores were significantly higher than boys’. Correlations with various additional measures, including wellbeing and reading for pleasure, highlighted multifaceted relationships of self-efficacy to children’s lives. Regression analyses revealed that prior experience with instrumental tuition was the strongest predictor of music self-efficacy for learning; prosocial behaviors predicted boys’ scores, and well-being predicted girls’ scores.

Stewart Crichton Miller, a mechanical engineer of great distinction, was the former Director of Engineering and Technology for Rolls-Royce plc, where he worked for over 40 years. Stewart was a foremost contributor to several of the company's most important development projects, chief among them being the RB211-535 engine project, which is used on Boeing 757 aircraft. Stewart was born on 2 July 1934 to William and Grace Miller in Kirkcaldy, Fife, where he spent his childhood. His primary school education at Kirkcaldy Fife High Primary School started on 4 September 1939, the day after war was declared. A contemporary, with whom he was a close friend during school years, is Archie Howie (F.R.S. 1978), a distinguished physicist and former Head of the Cavendish Laboratory, Cambridge. Professor Howie recalls that he and Stewart vied with each other for school prizes, etc., with Stewart emerging as the Dux of the primary school. On leaving primary school, Stewart attended Kirkcaldy High School from 1945 to 1951. It was there that he received the Scottish Higher Learning Certificate in 1950 and an award in the Edinburgh University Bursary Competition. He continued his education at the University of Edinburgh from 1951 to 1954, enrolling as an engineering degree candidate. His choice of engineering as a career was considered unusual by others for someone of his high academic abilities. However, this doubt only increased his determination. His research emphasis while studying was on mechanical vibration, which served as useful background for his later work at Rolls-Royce on turbo-machinery. He graduated in 1954 from Edinburgh with a BSc (firstclass honours) in mechanical engineering. After leaving university, Stewart spent two years completing a graduate apprenticeship with Rolls-Royce that marked the beginning of his extensive career. Spending his first year gaining workshop experience and his second in all the major technical offices, Stewart subsequently qualified to receive the status of Chartered Engineer.

ObjectivesChildren spend a significant amount of their time in a school environment, often engaged in sedentary activities. The Daily Mile is a physical activity intervention which aims to increase physical activity and fitness in children through the completion of an outdoor teacher-led walk or run during the school day. This study aimed to explore the barriers, facilitators and perceived benefits of the Daily Mile from the perspectives of teachers through the use of qualitative semi-structured interviews. It also aimed to identify important context-specific factors, which might require consideration for those who intend to adopt the Daily Mile.SettingEight Local Authority primary schools in the City of Edinburgh and East Lothian, UK.ParticipantsThirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile.ResultsData were analysed using an interpretative thematic analysis. Teachers were positive and enthusiastic about the Daily Mile and perceived it to be beneficial to children’s health and fitness. A number of barriers to participation were identified including inadequate all-weather running surfaces and time constraints in an already full school curriculum. The perceived impact on learning time was identified as a concern for teachers, while other benefits were also identified including increased teacher–child rapport and perceived enhanced classroom concentration levels.ConclusionThe Daily Mile appears to be a valuable addition to the school day, however important context-specific barriers to delivery of the Daily Mile exist, which should be considered when implementing the Daily Mile in schools.

In 2016, Wardell Armstrong undertook an archaeological excavation at St Mary’s (Leith) RC Primary School, Edinburgh. The archaeological excavation revealed four phases of activity; Phases 1 and 2 comprised coffined and uncoffined human burials. The lack of infectious pathognomic skeletal lesions, the dating of the finds, the dendrochronological analysis of the coffin wood and technological data, along with the known historic land-use of the area, all indicate that the burial ground relates to the 1645 outbreak of plague in Leith. Dendrochronological analysis revealed a terminus post quem felling date of c 1640 for the coffin wood, while analysis of the coffins’ manufacture revealed hasty construction methods. Phase 3 comprised a series of waste disposal pits of 19th-century date. Phase 4 comprised levelling deposits, which were likely associated with the construction of the school and the demolition of the 19th-century smallpox hospital located to the north of the site. A total of 81 individuals were interred at the site. Adults represent 68.3% while non‐adults represent 31.7%. All age groups were present except neonates. Artefacts including keys, coins, sewing kits and combs were recovered. That the bodies were interred seemingly fully clothed and the corpses not rifled prior to burial strongly indicates a fear of the diseased corpse. The presence of everyday items on the bodies may also indicate a more sudden death outside the sick bed, possibly indicating the occurrence of septicaemic plague. Frequent occupation and attrition-related skeletal and dental pathologies indicate lives characterised by poverty and toil. Strontium analysis revealed that almost all individuals were local to Leith; several individuals had rosary or paternoster beads, indicating a likely Catholic affiliation, which would have been risky given that the pro-Presbyterian Covenant was signed in Leith in 1638. In contrast to older children, the younger children were interred in coffins, indicating differing views on the treatment of the body.

Cognitive benefits associated with grapheme-colour synaesthesia in adults are well documented, but far less is known about whether such benefits might arise in synaesthetes as children. One previous study on a very small group of randomly sampled child synaesthetes found cognitive benefits in short-term memory and processing speed (the ability to quickly scan an array of images and discriminate between them), but was inconclusive for a test of receptive vocabulary. Using a stratified population sample ( Growing Up in Scotland Project, Edinburgh, UK: Scottish Executive, 2007), we investigated the performance of a large cohort of child grapheme-colour synaesthetes using four literacy measures taken at age 10 years. These were three verbal comprehension measures (expressive vocabulary, receptive vocabulary and sentence comprehension) and one measure of academic self-concept in reading (plus one measure of academic self-concept in numeracy as a comparison). After controlling for demographic differences between groups, synaesthetes showed significantly enhanced performance for expressive and receptive vocabulary compared to their peers, but no benefits in sentence comprehension. Child synaesthetes also reported significantly higher academic self-concept for reading, but not for numeracy. Finally, we found that synaesthetes made significantly more progress than controls across the primary school years, although they began school with no a priori advantage. Our study provides powerful new evidence that children with grapheme-colour synaesthesia show vocabulary and literacy differences, which we contextualize within a theory of synaesthetic development. This article is part of a discussion meeting issue ‘Bridging senses: novel insights from synaesthesia’.

BackgroundMental health problems are the leading cause of disability among adolescents worldwide, yet access to treatment is limited. Brief digital interventions have been shown to improve youth mental health, but little is known about which digital interventions are most effective.AimsTo evaluate the effectiveness of two digital single-session interventions (Shamiri-Digital and Digital-CBT (cognitive-behavioural therapy)) among Kenyan adolescents.MethodsWe will perform a school-based comparative effectiveness randomised controlled trial. Approximately 926 Kenyan adolescents will be randomly assigned to one of three conditions: Shamiri-Digital (focused on gratitude, growth mindsets and values), Digital-CBT (focused on behavioural activation, cognitive restructuring and problem solving) or a study-skills control condition (focused on note-taking and essay writing skills). The primary outcomes include depressive symptoms (measured by the Patient Health Questionnaire-8), anxiety symptoms (Generalized Anxiety Disorder Screener-7) and subjective well-being (Short Warwick-Edinburgh Mental Well-being Scale). The secondary outcomes include acceptability, appropriateness, primary control and secondary control. Acceptability and appropriateness will be measured immediately post-intervention; other outcomes will be measured 2 weeks, 4 weeks and 12 weeks post-intervention.ResultsWe hypothesise that adolescents assigned to Shamiri-Digital and adolescents assigned to Digital-CBT will experience greater improvements (assessed via hierarchical linear models) than those assigned to the control group. We will also compare Shamiri-Digital with Digital-CBT, although we do not have a preplanned hypothesis.ConclusionsOur findings will help us evaluate two digital single-session interventions with different theoretical foundations. If effective, such interventions could be disseminated to reduce the public health burden of common mental health problems.Trial registration numberPACTR202011691886690.

BackgroundYouth bullying and other aggressive behaviours are a major public health concern owing to their impact on adolescent physical and mental health and well-being. Whole-school restorative approaches have been identified as a promising method of addressing aggressive behaviour but there have been no randomised trials undertaken to examine their effects.AimTo examine the feasibility and acceptability of implementing and trialling the INCLUSIVE (initiating change locally in bullying and aggression through the school environment) intervention in English secondary schools.DesignCluster randomised controlled pilot trial in eight schools (1 : 1 computer-generated random allocation post baseline by a statistician blind to the identity of clusters) and process evaluation.SettingSecondary schools in England (purposively sampled to ensure diversity).ParticipantsYear 8 students (aged 12–13 years), teachers, other school staff and intervention providers.InterventionWhole-school restorative approach to address bullying and aggression, involving the following standard processes: school action group formation and external facilitation to review needs assessment data, identify priorities, and plan and monitor school-level actions; staff training in restorative practices; and a new social and emotional skills curriculum.Comparison groupStandard practice.Main outcome measures(1) The primary outcome of interest was the feasibility and acceptability of delivering and trialling the intervention according to prespecified criteria; (2) process data were analysed to explore participants’ experiences of implementing and trialling the intervention and how these varied according to school context; and (3) indicative primary outcomes (aggressive behaviour measures), secondary outcomes, intermediate outcomes and economic evaluation methods were piloted.Data sourcesStudents (n = 1144 baseline;n = 1114 follow-up) and teachers (n = 387 baseline;n = 336 follow-up) were surveyed at the start and end of the 2011–12 academic year (baseline September 2011; follow-up June–July 2012). A total of 1017 students surveyed at baseline remained in the study at follow-up (89%). Other quantitative data were collected via intervention provider checklists (n = 4) and action group surveys (n = 44); qualitative data were collected via interviews (n = 34), focus groups (n = 20) and observations of action group meetings (n = 16).Results(1) All prespecified feasibility and acceptability criteria were met. (2) Qualitative data indicated that all intervention components and the trial design were feasible and acceptable to students and staff, including in more disadvantaged school contexts. Qualitative data also suggested that student participation may be a core component in improving relationships and engagement across the school. The later-than-planned project start (July) and the timing of the baseline surveys (September), which needed to be completed pre allocation, caused delays in launching the intervention, staff training and other intervention outputs. (3) Three pilot primary outcomes were examined (completion rate at follow-up range: 91.7–94.2%) and the Gatehouse Bullying Scale and the Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale were acceptable, discriminating and reliable measures of bullying and aggression in this context. Our pilot economic analyses support the use of the Child Health Utility 9D scale with this population and the feasibility of cost–utility analysis, although this should be supplemented with a cost–consequence analysis. There was no evidence of harm.ConclusionsIt is feasible and acceptable to implement and trial the INCLUSIVE intervention in English secondary schools, although a longer lead-in time is required to enable timely intervention outputs to occur. A Phase III cluster randomised controlled trial is required to examine the effectiveness and cost-effectiveness over a 3-year period of implementation for reducing aggressive behaviours, promoting mental health and well-being, and reducing health inequalities.Trial registrationCurrent Controlled Trials ISRCTN88527078.FundingThe National Institute for Health Research Health Technology Assessment programme (research), the Paul Hamlyn Foundation, the Big Lottery Fund and the Coutts Charitable Trust (intervention). The report will be published in full inHealth Technology Assessment; Vol. 19, No. 53. See the NIHR Journals Library website for further project information.

Background Bullying, aggression and violence among children and young people are some of the most consequential public mental health problems. Objectives The INCLUSIVE (initiating change locally in bullying and aggression through the school environment) trial evaluated the Learning Together intervention, which involved students in efforts to modify their school environment using restorative approaches and to develop social and emotional skills. We hypothesised that in schools receiving Learning Together there would be lower rates of self-reported bullying and perpetration of aggression and improved student biopsychosocial health at follow-up than in control schools. Design INCLUSIVE was a cluster randomised trial with integral economic and process evaluations. Setting Forty secondary schools in south-east England took part. Schools were randomly assigned to implement the Learning Together intervention over 3 years or to continue standard practice (controls). Participants A total of 6667 (93.6%) students participated at baseline and 5960 (83.3%) students participated at final follow-up. No schools withdrew from the study. Intervention Schools were provided with (1) a social and emotional curriculum, (2) all-staff training in restorative approaches, (3) an external facilitator to help convene an action group to revise rules and policies and to oversee intervention delivery and (4) information on local needs to inform decisions. Main outcome measures Self-reported experience of bullying victimisation (Gatehouse Bullying Scale) and perpetration of aggression (Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale) measured at 36 months. Intention-to-treat analysis using longitudinal mixed-effects models. Results Primary outcomes – Gatehouse Bullying Scale scores were significantly lower among intervention schools than among control schools at 36 months (adjusted mean difference –0.03, 95% confidence interval –0.06 to 0.00). There was no evidence of a difference in Edinburgh Study of Youth Transitions and Crime scores. Secondary outcomes – students in intervention schools had higher quality of life (adjusted mean difference 1.44, 95% confidence interval 0.07 to 2.17) and psychological well-being scores (adjusted mean difference 0.33, 95% confidence interval 0.00 to 0.66), lower psychological total difficulties (Strengths and Difficulties Questionnaire) score (adjusted mean difference –0.54, 95% confidence interval –0.83 to –0.25), and lower odds of having smoked (odds ratio 0.58, 95% confidence interval 0.43 to 0.80), drunk alcohol (odds ratio 0.72, 95% confidence interval 0.56 to 0.92), been offered or tried illicit drugs (odds ratio 0.51, 95% confidence interval 0.36 to 0.73) and been in contact with police in the previous 12 months (odds ratio 0.74, 95% confidence interval 0.56 to 0.97). The total numbers of reported serious adverse events were similar in each arm. There were no changes for staff outcomes. Process evaluation – fidelity was variable, with a reduction in year 3. Over half of the staff were aware that the school was taking steps to reduce bullying and aggression. Economic evaluation – mean (standard deviation) total education sector-related costs were £116 (£47) per pupil in the control arm compared with £163 (£69) in the intervention arm over the first two facilitated years, and £63 (£33) and £74 (£37) per pupil, respectively, in the final, unfacilitated, year. Overall, the intervention was associated with higher costs, but the mean gain in students’ health-related quality of life was slightly higher in the intervention arm. The incremental cost per quality-adjusted life year was £13,284 (95% confidence interval –£32,175 to £58,743) and £1875 (95% confidence interval –£12,945 to £16,695) at 2 and 3 years, respectively. Limitations Our trial was carried out in urban and periurban settings in the counties around London. The large number of secondary outcomes investigated necessitated multiple statistical testing. Fidelity of implementation of Learning Together was variable. Conclusions Learning Together is effective across a very broad range of key public health targets for adolescents. Future work Further studies are required to assess refined versions of this intervention in other settings. Trial registration Current Controlled Trials ISRCTN10751359. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 18. See the NIHR Journals Library website for further project information. Additional funding was provided by the Educational Endowment Foundation.

Prof. Dr Rajesh N Gongal ,FRCS (Eng) returned to Nepal from UK completing his surgical training in 1998 and has been working in Patan Hospital, initially as a Consultant and then as a Medical Director. Following the establishment of Patan Academy of Health Sciences (PAHS), he was appointed the Founding Dean of School of medicine. At present, he serves as the Rector of PAHS. He also served as the Chief Editor of Journal of Society of Surgeons (JSSN). He initiated Primary Trauma Care (PTC) Training in the country as the Founding Chair of PTC, Nepal. He was the Founding President of Nepal Ambulance Service (NAS), a non- profit initiative as the first proper Emergency Medical Service (EMS) with trained EMTs and a call centre accessed by calling a three-digit number 102. He is the Founding Chairperson of Hospice Nepal, the first palliative care centre in Nepal established in the year 2000. His interest in palliative care led him to Northern Ireland where he worked as fulltime trainee and completed fellowship in palliative care in 2016 under the auspices of Royal College of Physician of Edinburgh. He recently completed MSc in palliative from Ulster University. He has worked as an Instructor for HOPE (Hospital Preparedness for Emergency) Course, ‘Primary Trauma Course; and the ‘Palliative care’ courses. He has presented in numerous national and International conferences and numerous publications in national and international journals such as Palliative Medicine and has published handbooks on ‘Basic surgical skills’ and ‘Palliative care’ as well. He is an active member of the Society of surgeons of Nepal and has contributed to its establishment and development in the early days. He also served as the Chief editor of the Journal of Society of Surgeons of Nepal and has played a crucial role in the establishment of the journal encouraging scientific writing and paper publication culture amongst the fraternity. He is an important member of the society and serves as a mentor in the capacity of the advisory board of the journal.

Background: The rate of adolescent pregnancy has steadily increased in Thailand over the years and depression is considered an important psychological problem in many pregnant adolescents. The aims of this study were to determine the proportion of pregnant adolescents with depressive symptoms and to identify a predictive statistical model for the factors related to prenatal depression among adolescents at antenatal care clinics in 10 community health centers in Maha Sarakham Province. Methods: A cross-sectional study was conducted in 230 randomly selected participants who were pregnant adolescents who volunteered to participate in the research, those aged ≤19 years, and had an estimated gestational age of ≤18 weeks. Those with severe obstetrics complications or a psychiatric disorder were excluded. The subjects were asked to complete a demographic questionnaire and the Thai version of the Edinburgh Postnatal Depression Scale. The mean age of participants was 17.0 (±1.4) years. Results: Overall, 43.9% of the adolescents had a cut off score of ≥11, suggestive of prenatal depressive symptoms. Multivariate analysis identified that pregnant adolescents at a primary school education level were 6.5 times more likely to experience depression symptoms than those with a diploma. Those who were emotionally supported by their husband or partner compared to relatives had a five times higher chance of presenting depressive symptoms, and those with a perceived bad relationship with their husband or partner seven times higher. The model was well-calibrated (goodness-of-fit test, p = 0.675) and had high discriminative power (ROC curve = 0.73 (95%CI = 0.67 to 0.79). Conclusions: More attention is needed to reduce the known problems with pregnant adolescents and to ensure they continue with their education. Lastly, public education to support mental health initiatives for individuals and families should be encouraged.

Background: The rate of adolescent pregnancy has steadily increased in Thailand over the years and depression is considered an important psychological problem in many pregnant adolescents. The aims of this study were to determine the proportion of pregnant adolescents with depressive symptoms and to identify a predictive statistical model for the factors related to prenatal depression among adolescents at antenatal care clinics in 10 community health centers in Maha Sarakham Province. Methods: A cross-sectional study was conducted in 230 randomly selected participants who were pregnant adolescents who volunteered to participate in the research, those aged ≤19 years, and had an estimated gestational age of ≤18 weeks. Those with severe obstetrics complications or a psychiatric disorder were excluded. The subjects were asked to complete a demographic questionnaire and the Thai version of the Edinburgh Postnatal Depression Scale. The mean age of participants was 17.0 (±1.4) years. Results: Overall, 43.9% of the adolescents had a cut off score of ≥11, suggestive of prenatal depressive symptoms. Multivariate analysis identified that pregnant adolescents at a primary school education level were 6.5 times more likely to experience depression symptoms than those with a diploma. Those who were emotionally supported by their husband or partner compared to relatives had a five times higher chance of presenting depressive symptoms, and those with a perceived bad relationship with their husband or partner had seven times higher. The model was well-calibrated (goodness-of-fit test, p = 0.675) and had high discriminative power (ROC curve = 0.73 (95%CI = 0.67 to 0.79). Conclusions: More attention is needed to reduce the known problems with pregnant adolescents and to ensure they continue with their education. Lastly, public education to support mental health initiatives for individuals and families should be encouraged.

IntroductionIndia is home to 20% of the world’s children and yet, little is known on the magnitude and trends of child maltreatment nationwide. The aims of this review are to provide a prevalence of child maltreatment in India with considerations for any effects of gender; urbanisation (eg, urban vs rural) and legislation (Protection of Children from Sexual Offences (POCSO) Act 2012).Methods and analysisA rapid review will be undertaken of all quantitative peer-reviewed studies on child maltreatment in India between 2005 and 2020. Four electronic databases will be systematically searched: PubMed, EMBASE, Cochrane and PsychInfo. The primary outcomes will include all aspects of child maltreatment: physical abuse, sexual abuse, emotional abuse, emotional neglect and physical neglect. Study participants will be between 0 and 18 years and will have reported maltreatment experiences using validated, reliable tools such as the Adverse Childhood Experiences Questionnaire as well as child self-reports and clinician reports. Study selection will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, and the methodological appraisal of the studies will be assessed by the Newcastle-Ottawa Quality assessment scale. A narrative synthesis will be conducted for all included studies. Also, if sufficient data are available, a meta-analysis will be conducted. Effect sizes will be determined from random-effects models stratified by gender, urbanisation and the pre-2012 and post-2012 POCSO Act cut-off. I2 statistics will be used to assess heterogeneity and identify their potential sources and τ2 statistics will indicate any between-study variance.Ethics and disseminationAs this is a rapid review, minimal ethical risks are expected. The protocol and level 1 self-audit checklist were submitted and approved by the Usher Research Ethics Group panel in the Usher Institute (School of Medicine and Veterinary Sciences) at the University of Edinburgh (Reference B126255). Findings from this review will be disseminated widely through peer-reviewed publications and in various media, for example, conferences, congresses or symposia.PROSPERO registration numberCRD42019150403.

Introduction: Postpartum depression affects mothers at 4 to 6 weeks after delivery. Adolescent pregnancy can lead the expectant girl to drop out of school, receive poor obstetric care, and family support. Adolescent mothers are prone to severe postpartum depression as compared to older women. Early sexual initiation increases the risk of unintended pregnancies and potentially increases HIV exposure. WHO recommends Group interpersonal psychotherapy (IPT-G) as an evidence-based intervention for use in both primary care and community settings. We will assess the acceptability and feasibility of community health workers (CHWs), delivering IPT-G among postpartum adolescents (PPA) living with HIV. Method: This is a pilot feasibility study testing CHWs’ delivery of IPT-G to postpartum adolescents and young women living with HIV who will be attending the prevention of mother-to-child HIV transmission (PMTCT) clinics in 2 primary care health centers. Young women aged 15 to 24 years and 6 to 12 weeks postpartum will be eligible for participation. Our study is a two-arm intervention implementation study with one receiving group IPT and another one treatment-as-usual (TAU). We intend to treat the TAU group so that we will offer IPT-G post-intervention. There will be 2 groups running in the 2 facilities. Depression will be assessed using the Edinburgh postnatal depression scale (EPDS); those with EPDS >10 become eligible for the intervention. Besides, HIV-related stigma would be screened using HIV/AIDS Stigma Instrument (HASI–P), and social functioning rated using the World Health Organization’s Disability Assessment Schedule 2.0 (WHODAS 2.0). CHWs will deliver IPT-G for 8 sessions (1 session per week). The intervention group will receive immediate IPT-G, and the wait-list control group will receive deferred IPT-G as part of our intent to treat the group. Primary outcome measure and analysis: Descriptive statistics will be used to compare changes in depressive symptoms, HIV-related stigma, and social functioning between baseline and 8 weeks, and between 16 weeks and 24 weeks. The changes will be explored along with the differences between intervention and treatment as usual groups reporting effect sizes (Cohen’s d). Longitudinal continuous outcome variables across the time points will be analyzed using the Generalized Linear Model. For qualitative data, any emerging themes from KIIs and FGDs will be identified: framework matrixes, queries, and cross-tabulations will be used to analyze and interpret the data in view of assessing acceptability and feasibility of IPT-G. Ethics and dissemination The Kenyatta National Hospital-University of Nairobi approved this study of Nairobi Ethics and Research Committee (Approval No. P97/02/2018). The findings will be published in peer-reviewed journals and also shared with Kenya’s National AIDS Control Council.

Background People with hearing loss, particularly those who lose their hearing in adulthood, are at an increased risk of social isolation, mental health difficulties, unemployment, loss of independence, risk of accidents, and impaired quality of life. In the United Kingdom, a single third-sector organization provides hearing dogs, a specific type of assistance dog trained to provide sound support to people with hearing loss. These dogs may also deliver numerous psychosocial benefits to recipients. This has not previously been fully investigated. Objective The study aims to evaluate the impact of a hearing dog partnership on the lives of individuals with severe or profound hearing loss. Methods A 2-arm, randomized controlled trial will be conducted within the United Kingdom with 162 hearing dog applicants, aged 18 years and older. Participants will be randomized 1:1 using a matched-pairs design to receive a hearing dog sooner than usual (intervention arm: arm B) or to receive a hearing dog within the usual timeframe (comparator arm: arm A). In the effectiveness analysis, the primary outcome is a comparison of mental well-being 6 months after participants in arm B have received a hearing dog (arm A have not yet received a hearing dog), measured using the Short Warwick Edinburgh Mental Well-Being Scale. Secondary outcome measures include the Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and Work and Social Adjustments Scale. An economic evaluation will assess the cost-effectiveness, including health-related quality-adjusted life years using the EuroQol 5 Dimensions and social care–related quality-adjusted life years. Participants will be followed up for up to 2 years. A nested qualitative study will investigate the impacts of having a hearing dog and how these impacts occur. Results The study is funded by the National Institute for Health Research’s School for Social Care Research. Recruitment commenced in March 2017 and is now complete. A total of 165 participants were randomized. Data collection will continue until January 2020. Results will be published in peer-reviewed journals and at conferences. A summary of the findings will be made available to participants. Ethical approval was received from the University of York’s Department of Social Policy and Social Work Research Ethics Committee (reference SPSW/S/17/1). Conclusions The findings from this study will provide, for the first time, strong and reliable evidence on the impact of having a hearing dog on people’s lives in terms of their quality of life, well-being, and mental health. Trial Registration International Standard Randomised Controlled Trial Number Registry ISRCTN36452009; http://www.isrctn.com/ISRCTN36452009 International Registered Report Identifier (IRRID) DERR1-10.2196/15452

Purpose The following article is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business, and personal experience of a prominent, robotic industry PhD and inventor regarding his pioneering efforts and the commercialization of bringing a technological invention to market. The paper aims to discuss these issues. Design/methodology/approach The interviewee is Dr Ken Goldberg, an inventor working at the intersection of art, robotics, and social media. He joined the UC Berkeley faculty in 1995 where he is the UC Berkeley William S. Floyd Jr Distinguished Chair in Engineering and recently served as Chair of the Industrial Engineering and Operations Research Department. He has secondary appointments in UC Berkeley’s Electrical Engineering/Computer Science, Art Practice and the School of Information. Goldberg also holds an appointment at the UC San Francisco Medical School’s Department of Radiation Oncology where he pursues research in medical robotics. Goldberg is Director of the CITRIS “People and Robots” Initiative and the UC Berkeley’s Laboratory for Automation Science and Engineering (AUTOLAB) where he and his students research machine learning for robotics and automation in warehouses, homes, and operating rooms. In this interview, Goldberg shares some of his personal and business perspectives from his career-long pursuit of making robots less clumsy. Findings Goldberg earned dual BS degrees in Electrical Engineering and Economics from the University of Pennsylvania in 1984, and MS and PhD degrees in Computer Science from Carnegie Mellon University in 1990. Goldberg also studied at Edinburgh University and the Technion. From 1991-95 he taught at the University of Southern California, and in fall 2000, he was visiting faculty at the MIT Media Lab. Goldberg and his students pursue research in three primary areas: Geometric Algorithms for Automation, Cloud Robotics, and Robot Learning. Originality/value Goldberg developed the first complete algorithms for part feeding and part fixturing, and developed the first robot on the Internet. His inventions have been awarded nine US Patents. Goldberg has published over 250 peer-reviewed technical papers and edited four books. He co-founded and served as Editor-in-Chief of the IEEE Transactions on Automation Science and Engineering (T-ASE). He is also Co-Founder of the Berkeley AI Research (BAIR) Lab, the Berkeley Center for New Media (BCNM), the African Robotics Network (AFRON), the Center for Automation and Learning for Medical Robotics (CAL-MR), the CITRIS Data and Democracy Initiative (DDI), Hybrid Wisdom Labs, and Moxie Institute. He has presented over four hundred keynote and invited lectures. Goldberg's artwork, closely linked with his research, has appeared in over seventy venues. Ken was awarded the Presidential Faculty Fellowship in 1995 by Bill Clinton, the Joseph Engelberger Robotics Award in 2000, elected IEEE Fellow in 2005, and selected by the IEEE Robotics and Automation Society for the George Saridis Leadership Award in 2016.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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This case study describes the experience of 'Le cinéma, cent ans de jeunesse' and the Understanding Cinema project at an after-school film club at Granton Primary School in Edinburgh from 2016 to 2017. It does so from the perspective of the teachers, filmmaker and students involved and focuses in particular on the production of the students' film See You Tomorrow, about a young girl dealing with racist bullies. Exploring the processes undertaken as part of the project and the students' responses to them, this study ultimately advocates for the benefits of using both practical and theoretical approaches to film in primary classrooms.

Abstract Objectives To assess (i) if teachers’ age or gender could predict their baseline levels of mental well-being and anxiety and any change after yoga. (ii) Whether mental well-being or anxiety changed following 15 days of yoga in primary school teachers. Primary school teachers took part in this single group longitudinal trial (n = 302, group mean age ± SD; 41.8 ± 5.90 years). They received 240 min of yoga practice and 120 min of yoga theory each day. At baseline and after 15 days of yoga the assessments were (i) mental well-being (Warwick-Edinburgh scale) and (ii) state anxiety (Spielberger’s State Trait Anxiety Inventory). Results Gender acted as a significant predictor for mental well-being scores (P = 0.001) and state anxiety (P = 0.005) in the group at baseline. Females showed higher anxiety scores and lower mental well-being scores. Following yoga the teachers showed a significant increase in mental well-being by 5.84% and a decrease in state anxiety by 4.48%. Trial registration The trial was registered retrospectively (August 15, 2019; Trial Registration Number: ISRCTN90253431).

Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on the topic of the Edinburgh Seven, who were the first women to attend medical school in 19th century United Kingdom. This study draws on the critical approach to learning technology to position and explore an editathon as a learning opportunity to increase participants’ critical awareness of how the Internet, open resources, and Wikipedia are shaping how we engage with information and construct knowledge. Within this, there is a particular focus on recognising persisting gender inequities and biases online. The qualitative interviews captured rich narrative learning stories, which traced the journey participants took during the editathon. Participants transformed from being online information consumers to active contributors (editors), prompting new critical understandings and an evolving sense of agency. The participants’ learning was focused in three primary areas: (1) a rewriting of history that redresses gender inequities and the championing of the female voice on Wikipedia (both as editors and subject matter); (2) the role of Wikipedia in shaping society’s access to and engagement with information, particularly information on traditionally marginalised subjects, and the interplay of the individual and the collective in developing and owning that knowledge; and (3) the positioning of traditional media in the digital age.

Background: The relationship between gestational diabetes and postpartum depression (PPD) is poorly understood and seldom studied. Objective: In an effort to explore this issue, the present study investigated the relationship between gestational diabetes and PPD. Methods: The present cross-sectional study was performed with 342 women who were referred to four urban health centers of Hamadan city, west of Iran. We used convenience sampling as a method to recruit women in each health center. We used a researcher-made checklist for gathering data on socio-demographic characteristics and potential risk factors of PPD. The Persian validated version of the Edinburgh Postnatal Depression Scale (EPDS) was used to assess PPD. Univariate and multivariable binary logistic regression was applied to estimate the odds ratio (OR) (95% confidence interval [CI]). Results: Gestational diabetes was identified as the most important risk factor for PPD with OR (95% CI) of 2.19 (1.11, 4.31); P-value=0.02 after adjusting for other variables. Moreover, the adjusted odds ratio showed that PPD among lesseducated women (primary school) was 3.5 times higher compared to women with a university education (OR=3.54, 95% CI: 1.27, 9.84; P-value=0.01). Conclusion: Our findings suggested that PPD is more likely among women with gestational diabetes and those who were less educated. Interventional and educational activities for reducing the risk of PPD can be targeted for use with this population.

Abstract Background In Edinburgh, Scotland, lower influenza vaccine uptake has been observed in primary school children in the Polish community. Methods To address this disparity, the Polish-language version of the NHS Health Scotland influenza information pamphlet was updated and distributed in 2018 to all identified Polish pupils attending three pilot schools. The impact of the revised pamphlet was evaluated by examining changes in vaccine uptake in these schools as compared to a control group of schools, and a questionnaire was issued to all Polish parents in the pilot schools to explore their opinions of the pamphlet and preferred sources of immunisation information. Results On average uptake was 7.4% (95% CI 1.0–13.8%, p < 0.05) higher in the three pilot schools in which the Polish-language pamphlet was distributed (28.7%) than control schools (21.3%). The questionnaire feedback was that 37.3% of respondents felt better-informed about the influenza vaccine following the pamphlet. The respondents reported that the most important information source in deciding whether to vaccinate is previous experience. Healthcare professionals were ranked lower in importance when making a decision. Parents, who refused consent (n = 65) were more likely to source information from social media, friends and family, and Polish websites compared with those who consented (n = 45). Conclusions These findings suggest that issuing new Polish health literature was associated with a large increase in consent form return rate and a modest increase in uptake of the influenza vaccine by Polish pupils in the pilot schools. Social media and Polish websites were found to have a greater influence over Polish parents’ decision to immunise than UK healthcare staff and health authority information. Intensive effort is required to encourage parents towards information sources where more accurate pro-vaccination messages can be promulgated by national health services and independent expert groups. The role of social media for migrant communities requires careful consideration, especially for vaccine programmes not delivered in their country of birth.

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Introduction Ngarrindjeri futures depend on the survival of the land, waters, and other interconnected living things. The Murray-Darling Basin is recognised nationally and internationally as a system under stress. Ngarrindjeri have long understood the profound and intricate connection of land, water, humans, and non-humans (Trevorrow and Hemming). In an effort to secure environmental sustainability the Ngarrindjeri Regional Authority (NRA) have engaged in political negotiations with the State, primarily with the Department of Environment and Natural Resources (DENR), to transform natural resource management arrangements that engage with an ethics of justice, redistribution, and recognition (Hattam, Rigney and Hemming). In 1987, prior to the formation of the NRA, Camp Coorong: Race Relations and Cultural Education Centre was established by the Ngarrindjeri Lands and Progress Association in partnership with the South Australian Museum and the South Australian Education Department (Hemming) as a place for all citizens to engage with the values of a land ethic of care. The complex includes a cultural museum, accommodation, conference facilities, and workshop facilities for primary, secondary, and tertiary education students; it also serves as a base for research and course development on Indigenous and Ngarrindjeri culture and history (Hattam, Rigney and Hemming). Camp Coorong seeks to share Ngarrindjeri cultural values, knowledges, and histories with students and visitors in order to “improve relations between Aboriginal and non-Aboriginal people with a broader strategy aimed at securing a future for themselves in their own ‘Country’” (Hemming 37). The Centre is adjacent to the Coorong National Park and 200 km South-East of Adelaide. The establishment of Camp Coorong on Ngarrindjeri Ruwe/Ruwar (land/body/spirit) occurred when Ngarrindjeri Elders negotiated with the Department of Education and Children’s Services (DECS) to establish the race relations and cultural education centre. This negotiation was the beginning of many subsequent negotiations between Ngarrindjeri, local, State, and Federal governments about reclaiming ownership, management, and control of Ngarrindjeri lands, waters, and knowledge systems for a healthy Country and by implication healthy people (Hemming, Trevorrow and Rigney). As Elder Tom Trevorrow states: The waters and the seas, the waters of the Kurangh (Coorong), the waters of the rivers and lakes are all spiritual waters…The land and waters is a living body…We the Ngarrindjeri people are a part of its existence…The land and waters must be healthy for the Ngarrindjeri people to be healthy…We say that if Yarluwar-Ruwe dies, the water dies, our Ngartjis die, the Ngarrindjeri will surely die (Ngarrindjeri Nation Yarluwar-Ruwe Plan 13). Ruwe/Ruwar is an important aspect of the public pedagogy practiced at Camp Coorong and by the Ngarrindjeri Regional Authority (NRA). The NRA’s nation building activities arise from negotiated contractual agreements called KNYs: Kungan Ngarrindjeri Yunnan (Listen to Ngarrindjeri people talking). KNYs establish a vital aspect of the NRA’s strategic platform for political negotiations. However, the focus of this paper is concerned with local Indigenous experience of teaching and experience with the education system rather than the broader Ngarrindjeri educational objectives in the area. The specific concerns of this paper are the performance of storytelling and the dialectic relationship between the listener/learner (Tur and Tur). The pedagogy and place of Camp Coorong seeks to engage non-Indigenous people with Indigenous epistemologies through storytelling as a pedagogy of experience and a “pedagogy of discomfort” (Boler and Zembylas). Before detailing the relationship of these with one another, it is necessary to grasp the importance of the interconnectedness of Ruwe/Ruwar articulated in the opening statement of Ngarrindjeri Nations Yarluwar-Ruwe Plan: Caring for Ngarrindjeri Sea, Country and Culture: Our Lands, Our Waters, Our People, All Living Things are connected. We implore people to respect our Ruwe (Country) as it was created in the Kaldowinyeri (the Creation). We long for sparkling, clean waters, healthy land and people and all living things. We long for the Yarluwar-Ruwe (Sea Country) of our ancestors. Our vision is all people Caring, Sharing, Knowing and Respecting the lands, the waters, and all living things. Caring for Country The Lakes and the Coorong are dying as irrigation, over grazing, and pollution have left their toll on the Murray-Darling Basin. Camp Coorong delivers a key message (Hemming, 38) concerning the on-going obligation of Ngarrindjeri’s Ruwe/Ruwar to heal damaged sites both emotionally and environmentally. Couched as a civic responsibility, caring for County augments environmental action. However, there are epistemological distinctions between Natural Resources Management and Ngarrindjeri Ruwe/Ruwar. Ngarrindjeri conceive of the River Murray as one system that cannot be demarcated along state lines. Ngarrrindjeri Elder Uncle Matt Rigney, who recently passed away, argued that the River Murray and the Darling is embodied and that when the river is sick it impacts directly on Ngarrindjeri personhood and wellbeing (Hemming, Trevorrow and Rigney). Therefore, Ngarrindjeri have a responsibility to care for Ngarrindjeri Country and Ngarrindjeri governance systems are informed by cultural and ethical obligations to Ruwe/Ruwar of the lower Murray River, Lakes and Coorong. Transmitting knowledge of Country is imperative as Aunty Ellen Trevorrow states: We have to keep our culture alive. We want access to our special places, our lands and our waters. We need to be able to protect our places, our ngatji [totems], our Old People and restore damaged sites. We want respect for our land and our water and we want to pass down knowledge (cited in Bell, Women and Indigenous Religions 3). Ruwe/Ruwar is an ethic of care where men and women hold distinctive cultural and environmental knowledge and are responsible for passing knowledge to future generations. Knowledge is not codified into a “canon” but is “living knowledge” connected to how to live and how to understand the connection between material, spiritual, human, and non-human realms. Elders at Camp Coorong facilitate understandings of this ontology by sharing stories that evoke questions in children and adults alike. For settler Australians, the first phase of this understanding begins with an engagement with the discomfort of the colonial history of Indigenous dispossession. It also requires learning new modes of “re/inhabition” through a pedagogy informed by “place-consciousness” that centralises Indigenous connection to Country (Gruenewald Both Worlds). Many settler communities embody a dualist western epistemology that is necessarily disrupted when there is acknowledgment from whence one came (Carter 2009). The activities and stories at Camp Coorong provide a positive transformative pedagogy that transforms a possessive white logic (Moreton-Robinson) to one of shared cultural heritage. Ngarrindjeri epistemologies of connection to Country are expressed through a pedagogy of storytelling at Camp Coorong. This often occurs during weaving, making feather flowers, or walking on Ngarrindjeri Country with visitors and students. Enactments such as weaving are not simply occupational or functional. Weaving has deep cultural and metaphorical significance as Aunty Ellen Trevorrow states: There is a whole ritual in weaving. From where we actually start, the centre part of a piece, you’re creating loops to weave into, then you move into the circle. You keep going round and round creating the loops and once the children do those stages they’re talking, actually having a conversation, just like our Old People. It’s sharing time. And that’s where our stories were told (cited in Bell, Ngarrindjeri Wurruwarrin 44). At Camp Coorong learning involves listening to stories while engaging with activities such as weaving or walking on Country. The ecological changes and the history of dispossession are woven into narrative on Country and students see the impact of the desecration of the Coorong, Lower Murray and Lakes and lands. In this way the relatively recent history of colonial race relations and contemporary struggles with government bureaucracies and legislation also comprise the warp and weave of Ngarrindjeri knowledge and connection to Country. Pedagogy of Experience A pedagogy of experience involves telling the story of Indigenous peoples’ sense of “placelessness” within the nation (Watson) as a story of survival and resistance. It is through such pedagogies that Ngarrindjeri Elders at Camp Coorong reconstruct their lives and create agency in the face of settler colonialism. The experiences of growing up in Australia during the assimilation era, fighting against the State on policies that endorsed child theft, being forced to live at fringe camps, experiencing violent racisms, and, for some, living as part of a diaspora in one’s own Country is embedded in the stories of survival, resilience and agency. “Camp Coorong began as an experiment in alternative teaching methods developed largely by George Trevorrow, a local Ngarrindjeri man” (Hemming 38). Classroom malaise was experienced by Ngarrindjeri Elders from Camp Coorong, such as Uncle Tom and Aunty Ellen Trevorrow and the late Uncle George Trevorrow, Aunty Alice Abdulla, and others when interacting or employed in schools as Aboriginal Education Workers (AEWs). It was the invisibility of these Elders’ knowledges inside schools that generated the impetus to establish Camp Coorong as a counter-institution. The spatial dimension of situationality, and its attention to social transformation, connects critical pedagogy to a pedagogy of place at Camp Coorong. Both discourses are concerned with the contextual, geographical conditions that shape people, and the actions people take to shape these conditions (Gruenewald, Both Worlds). Place-based education at Camp Coorong advocates a new localism in order to stimulate community revitalisation and resistance to globalisation and commodity capitalism. It provides the space and opportunity to develop the capacity for inventiveness and adaptation to changing environments and resistance to ecological destruction. Of concern to the growing field of place-based education are how to promote care for people and places (Gruenewald and Smith, xix). For Gruenewald and Smith this requires decolonisation and developing sensitivity to forms of thought that injure and exploit people and places, and re/inhabitation by identifying, conserving, and creating knowledge that nurtures and protects people and places. Engaging in a land ethic of care on Country informs the educational paradigm at Camp Coorong that does not begin in front of bulldozers or under police batons at anti-globalisation rallies, but in the contact zones (Somerville 342) where “a material and metaphysical in-between space for the intersection of multiple and contested stories” (Somerville 342) emerge. Ngarrindjeri knowledge, environmental knowledge, scientific knowledge, colonial histories, and media representations all circulate in the contact zone and are held in productive tension (Carter). Decolonising Pedagogy and Pedagogies of Discomfort The critical and transformative aspects of decolonising pedagogies emerge from storytelling and involve the gift of narrative and the enactment of reciprocity that occurs between the listener and the storyteller. Reciprocity is based on the principles of interconnectedness, balance, and the idea that actions create corresponding action through the gift of story (Stewart-Harawira). Camp Coorong is a place for inter-cultural dialogue through storytelling. Being located on Ngarrindjeri Country the non-Indigenous listener is more able to “hear” and at the same time move along a continuum of a) disbelief and anger about the dispossession of Indigenous peoples; b) emotional confusion about their own sense of belonging in Australia; c) shock at the ways in which liberal western society’s structural privilege is built on Indigenous inequality on the grounds of race and habitus (Bordieu and Passeron); then, d) towards empathy that is framed as race cognisance (Aveling). Stories are not represented through a sanguine vision of the past, but are told of colonisation, dispossession, as well as of hope for the healing of Ngarrinjderi Country. The listener is gifted with stories at Camp Coorong. However, there is an ethical obligation to the gifting that learners may not understand until later and which concern the rights and obligations fundamental to notions of deep connection to Country. It is often in the recount of one’s experience at Camp Coorong, such as in reflective journals or in conversation, that recognition of the importance of history, social justice, and sovereignty are brought to light. In the first phase of learning, non-Indigenous students and teachers may move from uncomfortable silence, to a space where they can hear the stories and thereby become engaged listeners. They may go through a process of grappling with a range of issues and emotions. There is frustration, anger, and blame that knowledge has been omitted from their education, and they routinely ask: “How did we not know this history?” In the second stage learners tend to remain outside of the story until they are hooked by an aspect that draws them into it. They have the choice of engagement and this requires empathy. At this stage learners are grappling with the antithetical feelings of guilt and innocence; these feelings emerge when those advantaged and challenged by their complicity with settler colonialism, racism, and the structural privilege of whiteness start to understand the benefits they gain from Indigenous dispossession and ask “was it my fault?” Thirdly, learners enter a space which may disavow and dismiss the newly encountered knowledge and move back into resistance, silence, and reluctance to hear. However, it is at this point that a choice emerges. The choice to engage in the emotional labour required to acknowledge the gift of the story and thereby unsettle white Australian identity (Bignall; Boler and Zembylas). In this process “inscribed habits of attention,” as described by Boler and Zembylas (127), are challenged. These habits have been enabled by the emotional binaries of “us” and “them”. The colonial legacy of Indigenous dispossession is an emotive subject that disrupts national pride that is built on this binary. At Camp Coorong, discomfort is created during the reiteration of stories and engagement in various activities. Uncertainty and discomfort are necessary parts of restructuring the emotional habitus and reconstructing identity. The primary ethical aim of a pedagogy of discomfort is the creation of contestability. The learner comes to understand the rights and obligations of caring for Country and has to decide how to carry the story. Ngarrindjeri ethics of care inspire the learner to undertake the emotional labour necessary to relocate their understanding of identity. As a zone of cultural contestation, Camp Coorong also enables pedagogies that allow for critical reflection on common educational practices undertaken by educators and students. Conclusion The aim of the camp was to overturn racism and provide employment for Ngarrindjeri on Country (Hemming, 38). Students and teachers from around the state come to Camp Coorong and learn to weave, make feather flowers, and listen to stories about Ngarrindjeri Country whilst walking on Country (Hemming 38). Camp Coorong fosters understanding of Ngarrindjeri Ruwe/Ruwar and at the same time overturns essentialist notions developed by deficit theories that routinely remain embedded in the school curriculum. Camp Coorong’s anti-racist epistemology mobilises an Indigenous pedagogy of storytelling and experience as a decolonising methodology. Learning Ngarrindjeri history, cultural heritage, and land ethic of care deepens students’ understanding of connecting to Country through reflection on situations, histories, and shared spaces of human and non-human actors. Pedagogies of discomfort also inform practice at Camp Coorong and the intersections of theory and practice in this context disrupts identity formations that have been grounded in a white colonial construction of nationhood. Education is a means of social and cultural reproduction, as well as a key site of resistance and vehicle for social change. Although the analysis of domination is a feature of critical pedagogy, what is urgently required is a language of hope and transformation understood from a Ngarrindjeri standpoint; something that is achieved at Camp Coorong. Acknowledgments I would like to acknowledge the process of collaboration that occurred at Camp Coorong with Aunty Ellen Trevorrow, Aunty Alice Abdulla, and Deborah Rankine. The key ideas were established in conversation and the article was revised on subsequent occasions whilst at Camp Coorong with the aforementioned authors. This paper was produced as part of the Australian Research Council Discovery Project, ‘Negotiating a Space in the Nation: The Case of Ngarrindjeri’ (DP1094869). 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Boler, Megan and Michalinos Zembylas. “Discomforting Truths: The Emotional Terrain of Understanding Difference.” Pedagogies of Difference: Rethinking Education for Social Change. Ed. P. Trifonas. New York: Routledge Falmer, 2003: 110-36. Bourdieu, Pierre and Jean-Claude Passeron. Reproduction in Education, Society and Culture. London: Sage Publications, 1990. Carter, Paul. “Care at a Distance: Affiliations to Country in a Global Context.” Lanscapes and learning. Place Studies for a Global Village. Ed. Margaret. Somerville, Kerith Power and Phoenix de Carteret. Rotterdam: Sense. 2, 2009. 1-33. Gruenewald, David. “The Best of Both Worlds: A Critical Pedagogy of Place.” Educational Researcher 43.4 (2003): 3-12. ——-. “Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education.” American Educational Research Journal, 40.3 (2003): 619-54. Gruenewald, David and Gregory Smith. “Making Room for the Local.” Place-Based Education in the Global Age: Local Diversity. Ed. 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Image 1: View from Geodha Sgoilt towards the sea stacks, Uig, Isle of Lewis. Image credit: George Jaramillo.IntroductionOver the cliffs of Mangerstadh on the west coast of the Isle of Lewis, is a small plot of land called Geodha Sgoilt that overlooks the North Atlantic Ocean (Image 1). On the site is a small dirt gravel road and the remnants of a World War II listening station. Below, sea stacks rise from the waters, orange and green cliff sides stand in defiance to the crashing waves. An older gentleman began to tell me of what he believed could be located here on the site. A place where visitors could learn of the wonders of St Kilda that contained all types of new storytelling technologies to inspire them. He pointed above the ruined buildings, mentioning that a new road for the visitors’ vehicles and coaches would be built. With his explanations, you could almost imagine such a place on these cliffs. Yet, before that new idea could even be built, this gentleman and his group of locals and incomers had to convince themselves and others that this new heritage centre was something desired, necessary and inevitable in the development of the Western Isles.This article explores the developing relationships that come about through design innovation with community organisations. This was done through a partnership between an academic institution and a non-profit heritage community group as part of growing study in how higher education design research can play an active partner in community group development. It argues for the use of design thinking and innovation in improving strategy and organisational processes within non-profit organisations. In this case, it looks at what role it can play in building and enabling organisational confidence in its mission, as well as, building “beyond the museum”. The new approach to this unique relationship casts new light towards working with complexities and strategies rather than trying to resolve issues from the outset of a project. These enabling relationships are divided into three sections of this paper: First it explores the context of the island community group and “building” heritage, followed by a brief history of St Kilda and its current status, and designation as a World Heritage site. Second, it seeks the value of developing strategy and the introduction of the Institute of Design Innovation (INDI). This is followed by a discussion of the six-month relationship and work that was done that elucidates various methods used and ending with its outcomes. The third section reflects upon the impacts at the relationship building between the two groups with some final thoughts on the partnership, where it can lead, and how this can represent new ways of working together within community groups. Building HeritageCurrent community research in Scotland has shown struggles in understanding issues within community capability and development (Barker 11; Cave 20; Jacuniak-Suda, and Mose 23) though most focus on the land tenure and energy (McMorran 21) and not heritage groups. The need to maintain “resilient” (Steiner 17) communities has shown that economic resilience is of primary importance for these rural communities. Heritage as economic regenerator has had a long history in the United Kingdom. Some of these like the regeneration of Wirksworth in the Peak District (Gordon 20) have had great economic results with populations growing, as well as, development in the arts and design. These changes, though positive, have also adversely impacted the local community by estranging and forcing lower income townspeople to move away due to higher property values and lack of work. Furthermore, current trends in heritage tourism have managed to turn many rural regions into places of historic consumption (Ronström 7) termed “heritagisation” (Edensor 35). There is thus a need for critical reflection within a variety of heritage organisations with the increase in heritage tourism.In particular, existing island heritage organisations face a variety of issues that they focus too much on the artefactual or are too focused to strive for anything beyond the remit of their particular heritage (Jacuniak-Suda, and Mose 33; Ronström 4). Though many factors including funding, space, volunteerism and community capability affect the way these groups function they have commonalities that include organisational methods, volunteer fatigue, and limited interest from community groups. It is within this context that the communities of the Outer Hebrides. Currently, projects within the Highlands and islands focus on particular “grassroots” development (Cave 26; Robertson 994) searching for innovative ways to attract, maintain, and sustain healthy levels of heritage and development—one such group is Ionad Hiort. Ionad Hiort Ionad Hiort is a community non-profit organisation founded in 2010 to assist in the development of a new type of heritage centre in the community of Uig on the Isle of Lewis (“Proposal-Ionad Hiort”). As stated in their website, the group strives to develop a centre on the history and contemporary views of St Kilda, as well as, encouraging a much-needed year-round economic impetus for the region. The development of the group and the idea of a heritage centre came about through the creation of the St Kilda Opera, a £1.5 million, five-country project held in 2007, led by Scotland’s Gaelic Arts agency, Proiseact nan Ealan (Mckenzie). This opera, inspired by the cliffs, people, and history of St Kilda used creative techniques to unite five countries in a live performance with cliff aerobatics and Gaelic singing to present the island narrative. From this initial interest, a commission from the Western Isles council (2010), developed by suggestions and commentary from earlier reports (Jura Report 2009; Rebanks 2009) encouraged a fiercely contentious competition, which saw Ionad Hiort receive the right to develop a remote-access heritage centre about the St Kilda archipelago (Maclean). In 2013, the group received a plot of land from the local laird for the establishment of the centre (Urquhart) thereby bringing it closer to its goal of a heritage centre, but before moving onto this notion of remote-heritage, a brief history is needed on the archipelago. Image 2: Location map of Mangerstadh on the Isle of Lewis and St Kilda to the west, with inset of Scotland. Image credit: © Crown Copyright and Database Right (2017). Ordnance Survey (Digimap Licence).St KildaSt Kilda is an archipelago about 80 kilometres off the coast of the Outer Hebrides in the North Atlantic (Image 2). Over 2000 years of habitation show an entanglement between humans and nature including harsh weather, limited resources, but a tenacity and growth to develop a way of living upon a small section of land in the middle of the Atlantic. St Kilda has maintained a tenuous relationship between the sea, the cliffs and the people who have lived within its territory (Geddes, and Gannon 18). Over a period of three centuries beginning in the eighteenth century an outside influence on the island begin to play a major role, with the loss of a large portion of its small (180) population. This population would later decrease to 100 and finally to 34 in 1930, when it was decided to evacuate the final members of the village in what could best be called a forced eviction.Since the evacuation, the island has maintained an important military presence as a listening station during the Second World War and in its modern form a radar station as part of the Hebridean Artillery (Rocket) Range (Geddes 14). The islands in the last thirty years have seen an increase in tourism with the ownership of the island by the National Trust of Scotland. The UNESCO World Heritage Organisation (UNESCO), who designated St Kilda in 1986 and 2004 as having outstanding universal value, has seen its role evolve from not just protecting (or conserving) world heritage sites, but to strategically understand sustainable tourism of its sites (“St Kilda”). In 2012, UNESCO selected St Kilda as a case study for remote access heritage conservation and interpretation (Hebrides News Today; UNESCO 15). This was partly due to the efforts of 3D laser scanning of the islands by a collaboration between The Glasgow School of Art and Historic Environment Scotland called the Centre for Digital Documentation and Visualisation (CDDV) in 2009.The idea of a remote access heritage is an important aspect as to what Ionad Hiort could do with creating a centre at their site away from St Kilda. Remote access heritage is useful in allowing for sites and monuments to be conserved and monitored “from afar”. It allows for 3D visualisations of sites and provides new creative engagements with a variety of different places (Remondino, and Rizzi 86), however, Ionad Hiort was not yet at a point to even imagine how to use the remote access technology. They first needed a strategy and direction, as after many years of moving towards recognition of proposing the centre at their site in Uig, they had lost a bit of that initial drive. This is where INDI was asked to assist by the Highlands and Islands Enterprise, the regional development organisation for most of rural Scotland. Building ConfidenceINDI is a research institute at The Glasgow School of Art. It is a distributed, creative collective of researchers, lecturers and students specialising in design innovation, where design innovation means enabling creative capabilities within communities, groups and individuals. Together, they address complex issues through new design practices and bespoke community engagement to co-produce “preferable futures” (Henchley 25). Preferable futures are a type of future casting that seeks to strive not just for the probable or possible future of a place or idea, but for the most preferred and collectively reached option for a society (McAra-McWilliam 9). INDI researches the design processes that are needed to co-create contexts in which people can flourish: at work, in organisations and businesses, as well as, in public services and government. The task of innovation as an interactive process is an example of the design process. Innovation is defined as “a co-creation process within social and technological networks in which actors integrate their resources to create mutual value” (Russo‐Spena, and Mele 528). Therefore, innovation works outside of standard consultancy practices; rather it engenders a sense of mutual co-created practices that strive to resolve particular problems. Examples include the work that has looked at creating cultures of innovation within small and medium-sized enterprises (Lockwood 4) where the design process was used to alter organisational support (Image 3). These enterprises tend to emulate larger firms and corporations and though useful in places where economies of scale are present, smaller business need adaptable, resilient and integrated networks of innovation within their organisational models. In this way, innovation functioned as a catalyst for altering the existing organisational methods. These innovations are thus a useful alternative to existing means of approaching problems and building resilience within any organisation. Therefore, these ideas of innovation could be transferred and play a role in enabling new ways of approaching non-profit organisational structures, particularly those within heritage. Image 3: Design Council Double Diamond model of the design process. Image credit: Lockwood.Developing the WorkIonad Hiort with INDI’s assistance has worked together to develop a heritage centre that tries to towards a new definition of heritage and identity through this island centre. Much of this work has been done through local community investigations revolving around workshops and one-on-one talks where narratives and ideas are held in “negative capability” (McAra-McWilliam 2) to seek many alternatives that would be able to work for the community. The initial aims of the partnership were to assist the Uig community realise the potential of the St Kilda Centre. Primarily, it would assist in enabling the capabilities of two themes. The first would be, strategy, for Ionad Hiort’s existing multi-page mission brief. The second would be storytelling the narrative of St Kilda as a complex and entangled, however, its common views are limited to the ‘fall from grace’ or ‘noble savage’ story (Macdonald 168). Over the course of six months, the relationship involved two workshops and three site visits of varying degrees of interaction. An initial gathering had InDI staff meet members of Ionad Hiort to introduce members to each other. Afterwards, INDI ran two workshops over two months in Uig to understand, reflect and challenge Ionad Hiort’s focus on what the group desired. The first workshop focused on the group’s strategy statement. In a relaxed and facilitated space in the Uig Community Hall, the groups used pens, markers, and self-adhesive notes to engage in an open dialogue about the group’s desires. This session included reflecting on what their heritage centre could look like, as well as what their strategy needed to get there. These resulted in a series of drawings of their ‘preferred’ centre, with some ideas showing a centre sitting over the edge of the cliffs or one that had the centre be an integral component of the community. In discussing that session, one of members of the group recalled:I remember his [one of INDI’s staff] interrogation of the project was actually pretty – initially – fairly brutal, right? The first formal session we had talking about strategy and so on. To the extent that I think it would be fair to say he pissed everybody off, right? So much so that he actually prompted us to come back with some fairly hard hitting ripostes, which, after a moment’s silence he then said, ‘That’s it, you’ve convinced me’, and at that point we kind of realised that that’s what he’d been trying to do; he’d been trying to really push us to go further in our articulation of what we were doing and … why we were doing it in this particular way than we had done before. (Participant A, 2016).The group through this session found out that their strategy could be refined into a short mission statement giving a clear focus as to what they wanted and how they wanted to go about doing it. In the end, drawings, charts, stories (Image 4) were drawn to reflect on what the community had discussed. These artefacts became a key role-player in the following months of the development of the group. Image 4: View of group working through their strategy workshop session. Image credit: Fergus Fullarton-Pegg (2014). The second set of workshops and visits involved informal discussion with individual members of the group and community. This included a visit to St Kilda with members from INDI, Ionad Hiort and the Digital Design Studio, which allowed for everyone to understand the immensity of the project and its significance to World Heritage values. The initial aims thus evolved into understanding the context of self-governance for distributed communities and how to develop the infrastructure of development. As discussed earlier, existing development processes are useful, though limited to only particular types of projects, and as exemplified in the Highlands and Islands Enterprise and Western Isles Council commission, it tends to put communities against each other for limited pots of money. This existing system can be innovated upon by becoming creative liaisons, sharing and co-creating from existing studies to help develop more effective processes for the future of Ionad Hiort and their ‘preferable future’. Building RelationshipsWhat the relationship with GSA has done, as a dialogue with the team of people that have been involved, has been to consolidate and clarify our own thinking and to get us to question our own thinking across several different aspects of the whole project. (Participant A, 2016)As the quote states, the main notion of using design thinking has allowed Ionad Hiort to question their thinking and challenge preconceptions of what a “heritage centre” is, by being a critical sounding board that is different from what is provided by consultants and other stakeholders. Prior to meeting INDI, Ionad Hiort may have been able to reach their goal of a strategy, however, it would have taken a few more years. The work, which involved structured and unstructured workshops, meetings, planning events, and gatherings, gave them a structured focus to move ahead with their prospectus planning and bidding. INDI enabled the compression and focus of their strategy making and mission strategy statement over the course of six months into a one-page statement that gave direction to the group and provided the impetus for the development of the prospectus briefs. Furthermore, INDI contributed a sense of contemporary content to the historic story, as well as, enable the community to see that this centre would not just become another gallery with café. The most important outcome has been an effective measure in building relationships in the Outer Hebrides, which shows the changing roles between academic and third sector partnerships. Two key points can be deemed from these developing relationships: The first has been to build a research infrastructure in and across the region that engages with local communities about working with the GSA, including groups in North Uist, Barra and South Uist. Of note is a comment made by one of the participants saying: “It’s exciting now, there’s a buzz about it and getting you [INDI] involved, adding a dimension—we’ve got people who have got an artistic bent here but I think your enthusiasm, your skills, very much complement what we’ve got here.” (Participant B, 2016). Second, the academic/non-profit partnership has encouraged younger people to work and study in the area through a developing programme of student research activity. This includes placing taught masters students with local community members on the South Uist, as well as, PhD research being done on Stornoway. These two outcomes then have given rise to interest in not only how heritage is re-developed in a community, but also, encourages future interest, by staff and students to continue the debate and fashion further developments in the region (GSAmediacentre). Today, the cliffs of Mangerstadh continue to receive the pounding of waves, the blowing wind and the ever-present rain on its rocky granite surface. The iterative stages of work that the two groups have done showcase the way that simple actions can carve, change and evolve into innovative outcomes. The research outcomes show that through this new approach to working with communities we move beyond the consultant and towards an ability of generating a preferable future for the community. In this way, the work that has been created together showcases a case study for further island community development. We do not know what the future holds for the group, but with continued support and maintaining an open mind to creative opportunities we will see that the community will develop a space that moves “beyond the museum”. AcknowledgementsThe author would like to thank Ionad Hiort and all the residents of Uig on the Isle of Lewis for their assistance and participation in this partnership. For more information on their work please visit http://www.ionadhiort.org/. The author also thanks the Highlands and Islands Enterprise for financial support in the research and development of the project. Finally, the author thanks the two reviewers who provided critical commentary and critiques to improve this paper. ReferencesBarker, Adam. “Capacity Building for Sustainability: Towards Community Development in Coastal Scotland.” Journal of Environmental Management 75.1 (2005): 11-19. 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Jacuniak-Suda, Marta, and Ingo Mose. “Social Enterprises in the Western Isles (Scotland) – Drivers of Sustainable Rural Development ?” Europa Regional 19.2011.2 (2014): 23-40. Lockwood, Joseph, Madeline Smith, and Irene McAra-McWilliam. “Work-Well: Creating a Culture of Innovation through Design.” International Design Management Research Conference, Boston, 2012. 1-11. McAra-McWilliam, Irene. “Impossible Things? Negative Capability and the Creative Imagination.” Creativity or Conformity Conference, Cardiff, 2007. 1-8. <https://www.academia.edu/1246770/Impossible_things_Negative_Capability>.McKenzie, Steven. "Opera Celebrates St Kilda History." BBC News 23 Jun. 2007. 6 Apr. 2017 <http://news.bbc.co.uk/1/hi/scotland/highlands_and_islands/6763371.stm>.McMorran, Rob, and Alister Scott. “Community Landownership: Rediscovering the Road to Sustainability.” Lairds: Scottish Perspectives on Upland Management (2013): 20-31. Maclean, Diane. “Bitter Strife over St Kilda Visitor Centre.” The Caledonian Mercury 29 Jan. 2010. 6 Apr. 2017 <http://www.caledonianmercury.com/2010/01/29/bitter-strife-over-st-kilda-visitor-centre/001383>.News Editor. “Double Boost for St Kilda Project.” Hebrides News Today 20 Nov. 2013. 6 Apr. 2017 <www.hebridestoday.com/2013/11/double-boost-for-st-kilda-project/>.Portschy, Szabolcs. “Design Partnerships between Community-Engaged Architecture and Academic Education Programs.” Pollack Periodica 10.1 (2015): 173-180.“Proposal – Ionad Hiort.” Ionad Hiort. 6 Apr. 2017 <http://www.ionadhiort.org/the-proposal>. Rebanks, James. “World Heritage Status: Is There Opportunity for Economic Gain? Research and Analysis of the Socio-Economic Impact Potential of UNESCO World Heritage Site Status.” 2009. <http://icomos.fa.utl.pt/documentos/2009/WHSTheEconomicGainFinalReport.pdf>.Robertson, Iain James McPherson. “Hardscrabble Heritage: The Ruined Blackhouse and Crofting Landscape as Heritage from Below.” Landscape Research 40.8 (2015): 993–1009. Ronström, Owe. “Heritage Production in the Island of Gotland.” The International Journal of Research into Island Cultures 2.2 (2008): 1-18. Russo‐Spena, Tiziana, and Cristina Mele. “‘Five Co‐s’ in Innovating: A Practice‐Based View.” Ed. Evert Gummesson. Journal of Service Management 23.4 (2012): 527-53. “St Kilda.” World Heritage Centre. UNESCO. 6 Apr. 2017 <www.whc.unesco.org/en/list/387/>.Steiner, Artur, and Marianna Markantoni. “Unpacking Community Resilience through Capacity for Change.” Community Development Journal 49.3 (2014): 407-25.Shortall, S. “Rural Development in Practice: Issues Arising in Scotland and Northern Ireland.” Community Development Journal 36.2 (2001): 122-33. UNESCO. Using Remote Access Technologies: Lessons Learnt from the Remote Access to World Heritage Sites – St Kilda to Uluru Conference. London, 2012. Urquhart, Frank. “St Kilda Visitor Centre in Hebrides Step Closer.” People Places, The Scotsman 20 Nov. 2013. 6 Apr. 2017 <www.scotsman.com/heritage/people-places/st-kilda-visitor-centre-in-hebrides-step-closer-1-3195287>. Watson, Amy. “Plans for St Kilda Centre at Remote World Heritage Site.” People Places, The Scotsman 16 Aug. 2016. 6 Apr. 2017 <www.scotsman.com/heritage/people-places/plans-for-st-kilda-centre-at-remote-world-heritage-site-1-4204606>.

Warning: This film may be especially unsatisfying for those who dislike having others read over their shoulders So Is This (1982) is a 43-minute silent film composed entirely of type-set words that appear on the screen one at a time, gradually forming sentences and paragraphs as the viewer pieces the individual frames together. This strange process of reading words on moving celluloid frames is distinct from the self-regulated steady reading of words on the page and, in most cases, words on electronic screens. So Is This shows how film as a critical practice can engage with the writing that surrounds it. Film reviews, film theory, and a range of other texts interact with the ideas and methods of filmmaking. In So Is This, Michael Snow, who is most well known for films such as Wavelength (1967) and La Region Centrale (1971), uses the ‘material’ of film critics – the written word – and the moving image, to raise questions about the specific practices of looking and reading. This exploration of film and writing has been explored in a wealth of conceptual films from the 1960s and 1970s. Lis Rhodes’ Light Reading (1978) uses collage and text, and is possibly referred to in So Is This, which states “this is light reading”, a pun on the two meanings of ‘light’ – as physical brightness, or shallowness (a light read). Mike Dunford’s Tautology (1973) employs single words contrasted with images. Paul Sharits’ Word Movie (1972) explores the relationship between spoken language via the soundtrack and written text on the screen, and comes closest to So Is This in its focus on text as imagery. So Is This stands out among these explorations because of its singular and sustained focus. Snow’s film is composed entirely of text without the inclusion of any pictorial imagery and, unlike Sharits’ film, doesn’t rely on sound. On film and writing/About film and writing . The distinction Morris makes between texts which write on and texts which write about – a choice, she suggests, “made for reasons as well as rhythms” (151) – may seem trivial, but it is a useful place to start thinking about methodological and stylistic tendencies in film criticism. Morris reminds us of the literal meaning of ‘on’ – one writes or scribbles on a surface (151). Film criticism typically contains both Abouts and Ons, with a stronger dose of the former. A writing practice based on ‘abouts’ is one which deciphers texts, ‘cuts’ into them. “Clairvoyant reading tears through” (152), as Morris describes, in order to interpret. The term ‘clairvoyant’ is used to describe a practice which penetrates the surface of a text to find meaning. When Morris reminds her reader that “Ons . . . are the smooth swirls which are not straight lines which bind the pieces [of ideas] together” (151), she gives a warning about the critical ellipses that can occur when a reading practice emphasises the Abouts at the expense of the Ons. The vagueness of ‘smooth swirls’ and ‘straight lines’ is made less opaque when reading Morris’ own particularly likable ‘patterns’, but another way of thinking about the difference between writing on and writing about, is to think about writing on as a method of writing with. Snow, like Morris, pays attention to the small words which cradle the meaning of more complex sentences. The individual words that make up the frames of So Is This are all set to the same margins. This results in the small words taking up a larger portion of the screen, while the longer ones are shrunk to fit the margins. As the title indicates, this process inevitably places more emphasis on the small words. The word which is emphasised the most is ‘this’, which Snow describes as “the most present tense word there is” (‘Comments’ 24). Light Reading . The letters maintain the characteristic imperfections of manual typesetting. They are sometimes cracked, or slightly fraying at the edges. Similarly, Snow uses out-of-date colour film stock to make this ‘black and white’ film, which one soon realises is not black and white, but a range of dark and light colours. Snow continually reminds his viewers that although they are ‘reading’ words, the words are created by light, creating a practice of ‘light reading’. “[I]n this film writing is lighting” So Is This cheekily proclaims. To further emphasise that we are viewing a film, Hillier notes that, “Snow leaves in the end-of-roll flaring – normally simply junked as unusable – during which ‘image’ (here, written text) is progressively unable to be registered” (85). Some words have a flicker effect, and at times the ‘white’ text bleeds into a yellow tone, while the ‘black’ background moves toward a dark green. Although minimal in its use of ‘imagery’, So Is This maintains a particular beauty in the simplicity of shapes and colours and the unpredictable nature of out-of-date film. The duration of each word on the screen varies greatly, as does the darkness in the pauses between words. This rhythmic pacing of words and darkness is amusing and at times infuriating. Unlike other textual forms, where you can scan through sentences and paragraphs to make meaning, So Is This allows you to read one word at a time, at a pace controlled by the filmmaker. These nuances of timing create a ‘tone’ of address – Snow acknowledges that at times he structures the rhythm to make it conversational (‘Comments’ 28) – while also highlighting the ability of the film medium to structure time. This supervised reading in which the audience engages is frustrating – some words are held on the screen for nearly a minute, causing all kinds of bodily aches and irritations – and also very entertaining, although not in the sense that the film promises when it claims that “[i]t's going to get into some real human stuff that will make you laugh and cry and change society”. When watching the film I am reminded of being read aloud to by primary-school teachers, who would hold the book with the text facing the class, allowing students to follow the words while she or he read aloud. The sensation of staring at the teacher’s hands, willing them to turn the page a little faster, resurfaces during So Is This. The film coyly reminds us that; Everybody of course is equal and capable of reading at the same speed. But really some prefer it slow and some prefer it fast and you can't please everybody. So Is This refers to itself as both “script” and “score”. This musical analogy is important, considering Snow’s career as a jazz musician. So Is This is not a film about sound, yet it shares the concerns of rhythm, pace and ‘tone’ that are explored in his musical works. Jim Hillier’s connection between Snow’s description of the concerns of Rameau’s Nephew and the explorations he makes in So Is This, carefully highlights this point. Snow explains; To use spoken language to any deeper effect in film, I think one ought to be involved in provoking differences of hearing and listening counterpointed with those of seeing, watching, looking and making possible raw or concrete understandings. Meaning is a constituent not only of the words used but, even more than in real speech, of qualities possible only with film sound: a conscious use of the differences between actual speech and recorded speech (Snow in Hillier 80). Communal reading In a discussion of Snow’s film works, Thierry de Duve uses the word ‘hostage’ to describe the process of being ‘forced’ to literally ‘read’ an entire film (23). Although joking, de Duve hits on a salient point about the type of reading practice that Snow’s film demands you undertake. It is impossible to skim through the text of So Is This, or to read ahead; a more dedicated and active reader is required. To watch So Is This requires a level of involvement that films - even most experimental films – don’t typically demand. Towards the beginning of the film So Is This informs the audience that it “will consist of single words presented one after another to construct sentences and hopefully (this is where you come in) to convey meanings”. The construction of sentences, into paragraphs, a word at a time, means that the film slyly entices reflection and deliberation, through the necessity of holding onto the previous words, in order to understand the meaning Snow is conveying with subsequent words. This enduring involvement creates a closeness/intimacy with the text. In an interview with Snow, Mike Hoolboom describes So Is This as having a “friendly, warm feeling” (18). This is produced partly by the rhythm and tone of the words but also because the film doesn’t fail to remind its viewers that language is a relationship between people. The sociality of language – written and spoken – is referenced in So Is This when the film flippantly consoles its viewers for watching a film composed solely of text; But look at the bright side of it: Sharing! When was the last time you and your neighbour read together? This is communal reading, it's Group Lit! We could even read aloud but let's not. Is there anybody reading this right now? Secondly, Snow responds to the criticism in his typically humorous manner, by making a film containing nothing but words, which could be read as a direct response to the practices of reading films into theory. When So Is This muses, “a good thing about reading words like this and not hearing a voice is that you can't accuse it of being male or female”, the film responds to the disapproval aimed at Presents. So Is This also responds to the censoring of Snow’s earlier film Rameau’s Nephew by Diderot, (Thanx to Dennis Young) by Wilma Schoen (1974). Rameau’s Nephew, a four-and-a-half hour film which contains graphic sexual imagery, was censored by The Ontario Board of Censors. In a hilarious ‘paragraph’ of So Is This, Snow inserts single-frame – and hence subliminal – ‘offensive’ words amongst the slower paced text; Since this film was tits originally composed ass The Ontario Board of Censors has started to inspect so-called Experimental Films eg This. It's difficult to cock understand why but it seems as if their purpose is to protect you from this. To protect you from people like cunt the author discussing their sexual lives or fantasies on this screen. So Is This goes as far as to directly address the then-Ontario film censor, Mary Brown, who banned Rameau’s Nephew, with a cheery ‘Hi Mary’. These jibes at the practice of film censorship work to highlight the difference between reading a word and seeing a picture. Although the film mocks ideas about semiotics and film, it also, as Hillier argues, engages with semiological concepts much less opaquely than many theorists describe them in books (85). A whole discussion about critical writing practices seems to vibrate within the humorous and ‘light’ text of So Is This. It could be read as a film on film criticism, or at least a response to the methods of film writing, but it is about a lot of other things as well. Scott MacDonald writes that So Is This “turns film onto language in the way that language is normally turned loose on film (20 ‘Interview’). This is certainly true in the sense that language is forced to succumb to the limitations of the celluloid frame, just as the filmic image is typically paraphrased into linguistic descriptions. Works Cited Duve, Thierry de. ‘Here I Am’. Michael Snow, Digital Snow DVD-ROM. Ed. Anne-Marie Duguet. Paris: Pompidou, 2002. Hillier, Jim. ‘Writing, Cinema and the Avant-garde: Michael Snow and So Is This’. Writing and Cinema. Ed. Jonathon Bignell. Edinburgh: Longman, 1999. 74-87. Hoolbloom, Mike. Inside the Pleasure Dome: Fringe Film in Canada. Toronto: Coach House, 2001. Lauretis, Teresa de. Alice Doesn’t: Feminism, Semiotics, Cinema. Bloomington: Indiana U P, 1984. MacDonald, Scott. ‘So Is This’. Michael Snow, Digital Snow DVD-ROM. Ed. Anne-Marie Duguet. Paris: Pompidou, 2002. Morris, Meaghan. The Pirate’s Fiancée: Feminism, Reading, Postmodernism. London: Verso, 1988. Sitney, P. Adams. Modernist Montage: The Obscurity of Vision In Cinema and Literature. New York: Columbia U P, 1990. Snow, Michael. Rameau’s Nephew by Diderot, (Thanx to Dennis Young) by Wilma Schoen, 1974. ---. Presents, 1981. ---. So Is This, 1982. ---. ‘Present Tense Situation: Michael Snow Comments on So Is This’. Words and Moving Images: Essays on Verbal and Visual Expression in Film and Television. Ed. William C. Wees and Michael Dorland. Montréal: Mediatexte, 1984. 19-32. Testa, Bart. ‘An Axiomatic Cinema: Michael Snow’s Films’. Michael Snow, Digital Snow DVD-ROM. Ed. Anne-Marie Duguet. Paris: Pompidou, 2002. For more information on Michael Snow and several links to sites about his work visit http://www.digitalsnow.org Editors’ Note At the author’s request, and in keeping with Michael Snow’s font choice for So Is This, this article is presented in Helvetica, rather than M/C’s usual font, Verdana. If, however, your browser does not support Helvetica, this article will most likely appear in Arial, a version of Helvetica. Links http://www.ms-studio.com/articles.html Citation reference for this article MLA Style Simon, Jane. "Reading in the Dark" M/C: A Journal of Media and Culture <http://www.media-culture.org.au/0401/05-simon.php>. APA Style Simon, J. (2004, Jan 12). Reading in the Dark. M/C: A Journal of Media and Culture, 7, <http://www.media-culture.org.au/0401/05-simon.php>