1885 Magazine: Issue 3 by Edge Hill University

News Talking shop Food for thought Postgraduate pathways Edge Hill through the decades Shore start Childhood obesity Why I love... Drag! Class notes

Welcome

Contents Vice-Chancellor’s message

News

Talking shop

Pigs at Haigh Hall

New Law facilities

Life as a paramedic

Dr Jekyll’s study

Food for thought

Postgraduate pathways

Robots aid dementia ﬁght

My Edge Hill experience

Edge Hill through the decades

Catalyst opening

Life at Monkey World

TV & Film alumni

Behind the scenes: Hayley Billington

Shore start

Research at Edge Hill

Exploring an interest

Behind the bookshelf: Paula Keaveney 37 Childhood obesity

Why I love... Drag

Class notes

alumni@edgehill.ac.uk Edited by: Sabrina Coleman Design: Andy Butler (EHU Creative)

Welcome to the latest edition of 1885 – the magazine for former students and friends of Edge Hill University. In this issue we celebrate the variety of careers our graduates have progressed into, from a look Behind the scenes with an alumna working on campus, to those continuing their education through postgraduate study, and from alumni working in conservation, to those in the world of film, media and TV. You can also get an insight into student life in 2019 in our features about Life as a paramedic, with Luke Rowe, and My Edge Hill experience with Alice Featherstone. We give you a glimpse into some of the excellent research carried out at the University, such as studies into cystic fibrosis, epilepsy, the role of drama in times of austerity and researchinformed schools. We explore the art form of drag, consumer behaviours, artificial intelligence to monitor and manage dementia, the Beach School concept and more. We take a look at campus developments, including the new Police Training and Simulation Facility and the newlydeveloped £6m Law and Psychology building, which both provide contemporary teaching and learning facilities for students. We also share stories, memories and messages from the alumni community in Class notes, a reflection of our history in Edge Hill through the decades, and information about how to join our dedicated online alumni community Edge Hill Connect (www.edgehillconnect.co.uk). If you are a member of our alumni community with an interesting job or a fantastic achievement you want to tell us about, have a brilliant idea for a future article or just want to share your memories of Edge Hill, please get in touch – we always love to hear from you.

Writers: Hayley Rothwell, Lucy Rees, Malcolm Wyatt, Sophie Wilcockson, James Cleary and Natalie McRae Photography: Stuart Rayner, Paul Heyes and Phil Tragen We have chosen to be as green as we can with our magazine, we’ve also made sure to use environmentally friendly paper stocks and vegetable-based inks. 1885 can be disposed of by recycling. So be sure to recycle it when you are done.

Best wishes, Sabrina Coleman (Alumni Manager)

A message from the Vice-Chancellor Coincidentally, it is also 25 years since I became Vice-Chancellor of Edge Hill – and almost 40 since I first arrived on campus as a Geography lecturer. During my time here, the University has grown and developed and it continues to be shaped by the ever-changing needs of students, staff and society.

In 1994, Edge Hill took over the Sefton School of Health Studies and recommenced training nurses for the first time. It’s fitting then, that on the 25th anniversary of this pivotal development in the University’s history, we are getting ready to open our new Medical School in September.

Across campus today there are new buildings springing up and older buildings being repurposed to meet increasing demand to study and work here. Catalyst, our new £27m student services destination, was opened by HRH The Princess Royal in January, allowing students to access everything from careers and counselling to the University Library under one copperplated roof. We also finished our latest phase of student accommodation, Woodland Court, especially for senior undergraduates and postgraduates, bringing the number of student bedrooms on campus to more than 2,500. The former Learning Innovation Centre building is currently being refurbished ready for its new role as the Edge Hill Medical School, while the 1990s library has been transformed into the Law and Psychology building. This also houses the Language Centre, where all students can learn a language for free as they prepare for life as global citizens. Our Criminology Department has recently added an exciting new ‘crime house’ facility, where students can work on simulated crime scenes and, in response to student demand, we’ve launched a new Policing degree, creating a future graduate workforce that will benefit society.

Edge Hill has been steadily climbing up the league tables and we are comfortably in the top half of all UK universities. Student performance is also on the rise; students are coming to us with higher grades and leaving with better degrees than ever before. Our students are also among the most satisfied, voting us in the top quartile in the country on all key measures of student satisfaction in the latest National Student Survey. All of these developments and achievements have played a part in Edge Hill being named University of the Year for Student Retention 2018 by The Times and Sunday Times. I’m particularly proud of this award as many of our students are the first in their families to go to university or from low participation or disadvantaged areas. I believe going to university – and, more importantly, graduating from university – is a potentially life transforming experience. Getting a degree gives people access to opportunities that they would not otherwise have had, and that is exactly what we are here for. I cannot predict the future, and there is plenty of uncertainty at the moment, but I feel confident that Edge Hill is in a very good position to continue changing lives for the next 25 years and beyond.

News

Edge Hill enters the top 50 UK universities in national league table

Work on the University’s new Simulation and Skills Education Centre

Edge Hill University has reached the top 50 UK universities in the Guardian University Guide 2020 attaining 48th position in the UK and 39th in England.

Work has started on the £4m repurposing, reconfiguration and refurbishment of the existing LINC building on Edge Hill University’s Ormskirk Campus to create a new Simulation and Skills Education Centre.

As one of only four North West universities to reach this landmark, and one of only two to rise in the rankings, Edge Hill has cemented its place as one of the region’s best. Aimed at students trying to choose a university, the Guardian Guide ranks universities on all the factors important to young people, including the standard of teaching, whether current students like the university and their subject, and their chances of getting a job. Dr John Cater, Vice-Chancellor, said: “I’m delighted by this deserved recognition. We continue to work hard to make Edge Hill the university of choice for students, offering them high quality teaching, an outstanding student experience and, ultimately, equipping them with the skills they need for a successful career. We believe that no other university can match the consistent improvement we’ve shown, and continue to show.”

The investment will provide modern and innovative technology facilities for the University’s health, social care and medical provision. Developments including assisted living technologies will mirror practices currently in use by local employers and private, independent and voluntary organisations. As a resource for the University and the region, the Centre will support lifelong learning opportunities for undergraduate and practising medical staff, nurses, midwives, allied health professionals and the entire health and social care team. The provision of high quality social learning space will create a hub for campus multi-disciplinary, biomedical and behavioural research, and support the delivery of simulationbased education on site and via technology-enhanced learning. The facilities in the Centre will support the development of the Edge Hill University Medical School, one of only three new free-standing medical schools in the country, and the only one in the North West. The expansion opens the door for many more students to gain high-quality medical education and training.

Edge Hill’s Fastrack to success celebrates milestone birthday June 2019 saw the ‘coming of age’ of Edge Hill’s Fastrack programme, an intensive course designed to provide the skills to prepare participants for degree study at the University. Over the last 21 years, approximately 3,000 adults who would not otherwise have had the opportunity to study at university have completed the free course and secured a place on a degree programme at Edge Hill. The seven-week course is ideal for people who are looking to enter higher education but lack the relevant Level 3 entry requirements. The emphasis of the Fastrack courses is on study skills, so there are compulsory sessions on essay and report writing, revision and examination techniques, presentation skills, time management, action planning and course evaluation. Students also complete a subjectspecific part of Fastrack. They select the subject they hope to study at degree level and if they pass both parts of the course then they can progress to their degree course in the next academic year. One hundred per cent of those who completed the course say they would recommend it to others looking for a route into higher education.

National award winning students changing lives through Makaton

Recruiting engineers to inspire the next generation of innovators

Nursing students picked up a national award for their pioneering work in raising awareness for people with learning disabilities.

Thanks to funding from the Royal Academy of Engineering’s Ingenious Project, the University will recruit five engineers to deliver pop-up events for children.

Alice Waddington, Emily Kavanagh and Eve Hesketh won the Student Innovation in Practice accolade at the 2019 Student Nursing Times Awards, and received widespread attention for the creation of Makaton healthcare cards. “We were nominated by Amanda Glennon, a Makaton tutor whose daughter, Alice, is a Makaton user”, revealed Eve, whose background is in support work for adults with learning disabilities. “The Makaton Charity made them available and they are now their most downloaded resource.” The team have known each other since their course began three years ago, “...we became close friends during our first field-specific module” noted Emily, a former teaching assistant in a special needs school. “We’re passionate about highlighting that everyone has a voice” said Alice, an ex-support worker for adults with learning disabilities. “Meeting Amanda in 2017 at a conference and listening to her and her daughter’s story highlighted that something further needed to be done to promote Makaton within healthcare.”

Targeting young girls, children in pupil referral units and other typically hardto-reach 10 to 14-year-olds, it’s hoped the hands-on-sessions will encourage them to enter engineering. Carl Simmons, Senior Lecturer in Secondary Education, said:

Edge Hill biologist wins grant for international species study MRes Biology student Jenn ClaytonBrown hopes to discover more about genetic variation in a new species of plant thanks to two research grants she has been awarded. Jenn has been awarded grants by the Natural History Museum’s Botanical Research Fund and the Botanical Society of Great Britain and Ireland’s Scientific Research Fund, which will cover the cost of her Scottish and Norwegian fieldwork.

“We’re really excited to be one of three partners in the North West delivering this exciting #HackcampUK project. Phase one will see us recruiting five engineers working across the industry in sectors such as computing, mechanical, civil and structural engineering.

Jenn’s research project involves looking at the extent of clonal spread of the Saltmarsh Sedge (Carex salina), a species of plant first discovered in the UK just over 10 years ago by a team from Edge Hill. Jenn will sample the six Scottish sites it is currently known to inhabit, as well as two further sites in Norway where this species is native and much longer established.

“Then in phase two we’ll work with our partner schools and colleges to design the pop-up events with the engineers. They will all focus on solving issues relating to the United Nation’s Sustainability Goals, which include things such as providing everyone with clean water and sanitation and affordable, clean energy.”

“Finding a new species is an exciting event that raises questions about its origin, colonisation routes and duration of presence, and the recent arrival of Carex salina into Britain enables those questions to be addressed,” said Jenn.

If you’re an engineer and would like to get involved please email Carl.Simmons@edgehill.ac.uk

Jenn has spent the last four years at Edge Hill, first as a Fastrack student before completing an undergraduate Biology degree, and finally embarking on a Masters.

Talking shop

From complaining about a delayed train to chatting about our purchases in a shop, most of us talk to strangers every day without thinking about it. Kim Cassidy, Professor of Services Marketing, is looking at how, where and why these conversations happen – and how this could help organisations understand and influence consumer behaviour.

“Conversations between strangers in service settings have a range of operational and social benefits, they can help you find out information about products or services that you might not be able to get from an employee, they can reduce risk – of getting on the wrong train or buying an unsuitable product, for example – or they can simply serve to increase social contact and improve our overall wellbeing,” explained Professor Kim Cassidy, telling about the fieldwork findings. As well as carrying out consumer-toconsumer (C2C) research based in garden centres, sports shops and IKEA, Kim has carried out a detailed ethnography of consumer conversations in stations and on trains to identify the behaviours and circumstances that stimulated stranger interactions in the rail service environment. The study took place over a nine-month period, during which field workers made 65 journeys of 180 minutes on average, noting interactions as they happened and interviewing travellers during or after their journeys.

While many studies have looked at C2C interactions in retail settings, Kim chose to examine stranger conversations on trains to see if, and why, interactions differed to those in shops. “We found that, while people fell into three previously identified roles – help seekers, proactive helpers and reactive helpers – rail travel seems to encourage more proactive helpers, those that offer unsolicited advice or information, than retail environments,” said Kim. “This could be due, in part, to a perceived lack of ‘official’ information from rail employees, meaning consumers step in to fill that gap.” She added: “If you use a particular service or shop a lot, you are likely to build up a wealth of consumer knowledge and experience that could be really useful. However, most retailers and service providers are oblivious to the conversations taking place in service environments so the potential of C2C interactions is not fully realised.”

Which type of talker are you?

The ethnography also found that C2C conversations helped to maintain the stability of a rail passenger culture – a culture that includes sitting in reserved seats until requested to move, putting bags on adjacent seats if the train was relatively empty, offering to wake up passengers who wished to sleep between stops, and not being abusive to rail employees.

The research also found that conversations between strangers had a stabilising effect, reducing consumer anxiety, encouraging social interaction and ‘defusing’ situations where there was dissatisfaction with service provision. In the rail setting, anxiety was caused by uncertainty about train times, platforms and destinations, but getting clarification from a stranger gave a sense of relief and improved wellbeing. “Consumers can act as a kind of ‘partial employee’ for an organisation,” said Kim, “adding value to the customer experience by offering opinions on, or knowledge about, a product or reassuring a fellow consumer about their purchase. In a previous study in B&Q, for example, customers often displayed greater product knowledge than staff. You’re also more likely to buy something if you’ve received an independent opinion on it, so C2C conversations can be more valuable, in terms of sales, than a conversation with an employee.”

Help seeker

Kim said: “Even mutual moans and groans, which might be conceived as negative interactions from a provider perspective, were valued by consumers as a source of social support and provided a mechanism for tolerating service inadequacies. These observations help draw attention to the social nature of many service experiences, rather than on the actions undertaken to meet specific consumer product needs.”

Asks strangers for information:

Kim believes this research has implications for consumers and service providers in the future.

Offers information or support without being asked, often in the absence of employees:

“It’s fascinating how knowledgeable and capable consumers are,” she said, “and how willing they are to share their knowledge and experience with others. Retailers should be finding mechanisms to tap into this resource and encouraging consumers to share knowledge as part of their human resource management strategy. This would improve the consumer experience and, ultimately, improve their business. “However, at a basic human level, this research showed that most people have a need for social interaction, especially on long, boring train journeys. By engaging in conversations with strangers, passengers were clearly adding value, through enjoyment, to their service experience and that of their fellow passengers.”

“Is this the train to X?” “What time does the train get to Y?”

Proactive helper

“Do you want some help with your luggage?” “There’s a connection to X at 4.30.”

Reactive helper Offers information only when requested: “Yes, this is the platform for the train to X.” “Yes, you can sit here.”

Pigs help Haigh Hallâ&#x20AC;&#x2122;s habitat

Conservation management can be a big job, but a little helping hand (or snout) can go a long way, as Masters graduate Katie Swift knows well. Katie decided to take her career a step further studying the MSc Conservation Management programme at Edge Hill to make more positive contributions to the work she was doing during her part-time role as an ecologist.

Katie was able to offer a solution — pigs! After much research, pigs were integrated into the woodland management plan at Haigh Hall in 2015. The project used Saddleback pigs, which are native to Britain and help promote natural regeneration through soil disturbance and grazing. Saddlebacks are ideal for this work as they love being outside all year round, and this lifestyle sees them enjoying a varied diet and little boredom. The natural foraging behaviour of the pigs also results in them burying some tree seeds amongst the many that they eat, giving the seeds an increased chance of survival and germination compared to those left on the surface. “The pigs at Haigh Woodland Park have become an attraction in themselves and to address this we are hoping to open the first pig tail trail in the country this year,” said Katie. “The trail will focus on the pigs and their work, and give us the opportunity to celebrate the woodland itself with facts about the species which rely on it.”

As part of her research project at Edge Hill, Katie’s first endeavour with pigs was at the historic country house in Wigan, Haigh Hall, which boasts over 100 hectares of park and magnificent woodlands, and requires a lot of attention to maintain. “Large areas within Haigh Woodland Park have problems with bramble and Himalayan balsam. These species dominate the woodland floor, making features such as woodland glades and bluebells non-existent,” Katie explained.

“To date, the pigs have covered a total area of 10 hectares within Haigh Woodland Park,” explained Katie. “We monitor each area for three years after the pigs have moved on to see what impact they have long term, whether species we hadn’t recorded previously are present, and how and if species like bramble re-establish themselves.” After seeing great success with the conservation pigs at Haigh Hall, Katie was able to trot out the pigs’ services at sites across the North West and has enjoyed more accomplishments with the scheme, alongside her other ecological pursuits. “Day to day it is hard work but good fun, and I enjoy being outdoors which is what drew me to working in conservation in the first place. Working with the pigs, livestock management, moving from site to site and spending time surveying makes my job really interesting.

“I really felt that choosing this course would not just expand my knowledge and understanding, but also give me the tools and decision-making skills I needed to continue my life in the conservation sector,” said Katie. When we think of conservation, we might imagine planting trees and managing land by hand, but ecologist Katie had a better idea. Whilst studying, she pursued the concept of introducing pigs into conservation work, particularly in woodlands, to help maintain a healthy landscape. These clever creatures contribute to the natural management of woodland areas, grazing the land as wild boar once did, providing invasive species of plants with a natural predator.

Katie found that adult pigs were best placed in areas where there is wellestablished bramble cover. Closely monitoring the areas at frequent intervals, she recorded key information about the land and its progress, sometimes changing the number of pigs for optimal results.

“My other role is as senior bat licensed ecologist at Tyrer Ecological Consultants Ltd, so no two days are the same, but I do feel they complement each other when I don't stink of pigs!”

Working with Professor Paul Ashton, Edge Hill’s Head of Biology, Katie surveyed areas of land which could potentially benefit from conservation pigs. She collected data around the species that were currently present, how abundant they were and how much of the ground was bare. After analysis, they mapped out areas for the pigs to reside, avoiding any sensitive land. These areas were then fenced off and several pigs were introduced, determined by how many would be needed per hectare based on Katie’s data. It’s a fine balance to get the right ratio of pigs for a specific job and so the effectiveness of different ages of pigs was explored.

Katie’s work has received much praise and she was recently awarded the Prince’s Countryside Fund Landrover Bursary, an award which recognises rural entrepreneurs. Katie says this has opened doors to a plethora of opportunities, including meeting Prince Charles at the Royal Cornwall Show. And there’s no stopping her now, with aspirations to keep on striving for an evidence-based approach to conservation grazing, Katie also aims to help promote the Pedigree British Saddleback breed through supporting organisations such as the Rare Breeds Survival Trust. “I would like to keep exploring the role of pigs in conservation as an alternative to herbicides and mechanical removal, especially in woodland management I hope that the information I am gathering can be used to establish some guidelines for their use in habitat management,” said Katie.

Mirroring the working world at Ormskirk campus

Policing and Law students can now access modern training and simulation facilities at Edge Hill. The unique training facility is used during policing and law exercises to replicate real-life settings. Within the building features include a three-piece suite, kitchen, dining and bedroom fixtures for use by students working through criminal and investigative scenarios they would expect to encounter ‘on the job’. Amongst the traditional décor also sits some unique features, including a ‘parade’ room for students to receive briefings and four syndicate rooms for learning and teaching use. Each room contains technology linked to a control room, allowing staff to monitor investigations and exercises, as well as enabling students to watch their work and share insight into their experiences.

The ground floor also includes functional elements of a police station, including a custody suite and cell. “These facilities enable students to work together in areas such as gathering and analysing evidence, including forensic evidence at crime scenes, in a realistic residential environment”, said Andrew Whittle, Programme Leader for BA (Hons) Policing. “Students are also able to practice interview techniques used by police through role play, while being monitored to enable a review of their activities and ensure the rights of suspects are upheld.” Dr John Cater, Vice-Chancellor of Edge Hill, added: “This teaching and learning space provides a fantastic opportunity for students to learn key skills required by those wanting to enter careers in criminal justice and law enforcement in a safe and secure environment.

“The assistance and support we’ve received from senior police officers demonstrates the importance of the facility, and their input has ensured our students will receive the best possible learning experiences to help them enter their chosen careers.” In addition to the new Police Training and Simulation Facility, students studying in the Department of Law and Criminology also benefit from the newlydeveloped £6m Law and Psychology building, which provides contemporary teaching and learning facilities. The three-storey building, previously the University Library, includes a 265seat lecture theatre, seminar and tutorial rooms, and social learning areas which encourage a more informal and interactive style of learning. Elsewhere on campus, there is also a mooting room (a mock courtroom) where Policing, Law and Criminology students train and practice their advocacy skills and cross-examination techniques, as well as preparing for giving evidence in court.

Healthcare the key to true job satisfaction for Luke Luke Rowe was heading for a career in engineering before a rethink led him towards the healthcare sector and the job he loves.

First-year Paramedic Practice student, Luke Rowe, is loving his new vocation; his three-year degree including placements in his home city, Manchester. Following an HND in Aeronautics in North Wales, a distance-learning access course led him to study at Edge Hill University’s Manchester site. “The location was a factor, a friend studied nursing here, and it’s known for its healthcare degrees. The more I looked into paramedicine, I realised how different it was to what I expected, with a lot of independence. More and more, paramedics are becoming mobile doctors. “You’re often the first point of contact and first friendly face, and there’s responsibility that comes with that, walking through the door and knowing you can help someone, and them knowing you can help them. As soon as you put a uniform on, people treat you differently, with respect and inherent trust.”

“The part of the job that really opened my eyes was being involved in situations where people just need a helping hand, those jobs where you take a little longer, with opportunities to talk to patients, find out how they’re coping and what’s important to them. Paramedics can make referrals, for instance to occupational therapy if mobility is an issue, or counselling. You’re thinking on your feet and sometimes the best course of action isn’t transporting someone to hospital, so you don’t want to leave without a plan in place.” Luke estimates a 50/50 split between study and placements, including mental health, surgery and GP practice opportunities. “Patients we see on the road can be acutely ill, so these placements allow us to see the build-up to that and the aftermath. Most of the time you don’t find out what happens, but on a recent call when someone had a heart attack, we ‘shocked’ them and were able to take them to surgery, stay with them while they put a stent in, and witnessed the whole procedure and recovery. Those sorts of opportunities are quite rare, but very valuable. “Dealing with mental health issues is something I hadn’t necessarily associated with paramedicine, but it’s a big part of what we do. We spent five hours on one job with a woman who was schizophrenic. You have to be aware of legality – what you can and can’t do regarding patient consent. If someone doesn’t want help and doesn’t want to go to hospital there’s not always much you can do. But the next night I was called to the same patient and luckily I was able to persuade her. It’s a nice outcome if you can help someone, knowing they’re getting the help they need.

Luke, who is on target to achieve newly-qualified paramedic (NQP) status on graduating, admits the quick-thinking often required can be challenging, but he revels in that.

“Crashes, major traumas and maternity cases are relatively few and far between. The majority of the work is about welfare, whether it’s addiction, homeless issues, the elderly... the bread and butter of what we do, and the jobs I prefer.

“You realise how much there is to learn, wondering if you’ll be ready. But for critical incidents, such as difficulties with breathing or severe bleeding, those jobs are easier in many ways – working through a flowchart in your mind.

“Sometimes you’re the first medical person someone has seen in a long time, giving you a chance to check them over and show them what NHS care is about. You come away feeling you’ve made a difference. ”

The fear and the wonder

Dr Jekyll’s study, a unique exhibition by Edge Hill researchers designed to teach us about the terrifying discoveries and thrilling advances in 19th century science and medicine. But how did those medical breakthroughs inspire the creation of Dracula and Frankenstein? In a room in The Atkinson in Southport, a building rich with its own Victorian splendour, lay a 19th century doctor’s study. On the walls was vivid green paper covered with medical drawings and stern portraits. In the cabinets, anaesthetic and ophthalmological equipment. The cutting edge of medical science in its day. But while there had been huge advances in medicine and science, there were still dangers at every turn. That vivid wallpaper would have been coloured with arsenic, and although people appreciated the scientific breakthroughs, they were still afraid of the surgeon’s knife. Some of the most famous monsters in fiction were inspired by the scientific discoveries of their times and the exhibition Dr Jekyll’s study: science and medicine in the 19th century explored the connections between 19th century medicine and the literary works that it influenced, such as Frankenstein (1818), Dracula (1897) and The Strange Case of Dr Jekyll and Mr Hyde (1886).

The exhibition was developed and curated by Edge Hill academics Dr Laura Eastlake, Dr Andrew McInnes and Dr Bob Nicholson, all from the Department of English, History and Creative Writing and Dr Douglas Small, a Wellcome Trust Research Fellow from the University of Glasgow. The contributors are all specialists in 19th century literature, history and medicine, and the exhibition sponsored by Alcohol Research UK and the Past and Present Society, followed Edge Hill’s 2018 conference Substance use and abuse in the long nineteenth century. The medical equipment, which includes anaesthetic and ophthalmological instruments, was loaned by the Thackray Medical Museum, Leeds. Andrew explained: “Our key idea for the exhibition was to explore the fear and wonder that existed in Victorian times linked to new medical technology. So while people were afraid of the surgeon’s knife, they appreciated that these developments were not just at the cutting-edge of science, but were life-saving and could have a miraculous effect to make things better.” Laura added: “We wanted to show how interconnected the arts and sciences are, and how literature becomes a space where cultures can explore the wonder, but also the fear of new medicines and therapies. In this respect Frankenstein’s monster and Dracula are very similar to modern day superheroes created from radioactive spider bites or lab experiments gone wrong. “The exhibition was the product of the very latest research in 19th century studies but all the content was aimed at families. It was really exciting to think about how we could convey our research to younger audiences in a very visual and hands-on way.”

Substance use and abuse? ............................... . . . . . . . . . . . . . . . .

Fancy an iced Oxo and soda? Or maybe some cocaine pills to treat your children’s toothache? To modern ears these sound as disgusting as they do illegal. However, to people in the long nineteenth century (the period from 1789 to 1914), these substances were intended to improve lives at a time when mortality rates were sky high. An interdisciplinary conference Substance use and abuse in the long nineteenth century explored the use and abuse of substances in this period – from opiates to beef tea – to see how cultural understanding of drugs and addiction has changed over time, and what this can tell us about contemporary issues of drug use, public health, criminality and addiction. During the period, there was the first isolation of cocaine – hailed as something of a ‘wonder drug’ and a significant medical breakthrough – it was used for everything from a local anaesthetic to dandruff treatment. While our medicine cabinets might not contain hazardous substances like mercury, strychnine and opium anymore, we are still learning about the long-term health implications of other substances which people once believed had medicinal qualities. Looking at how people navigated their way through those changes in the 19th century can influence the way we navigate similar changes today, with substances like alcohol, tobacco and sugar.

Food for thought Veganism has never been so popular. This year’s ‘Veganuary’ was the most successful ever, with a quarter of a million people across the globe taking part in the campaign and eating a plant-based diet for a month. As demand for meat-free food continues to grow, spearheaded by celebrity vegans like Beyoncé, Brad Pitt and Ariana Grande, more and more people are swapping their T-bone for tofu and opting for a meat and dairy-free lifestyle. Claire Parkinson, Professor of Film, Television and Digital Media and CoDirector of the Centre for Human Animal Studies at Edge Hill University, believes the recent surge in veganism is, in part, down to greater visibility. “Until recently, veganism was seen as a weird fad that was only practised by animal activists,” she said. “Now, with an increasing number of celebrities advocating a vegan diet to their millions of social media followers, people’s perceptions are starting to change and veganism is moving into the mainstream.” When veganism first became popular, it was the health benefits that made it an attractive way of life for many people. According to The Vegan Society, a vegan diet contains all the nutrients your body needs and has been linked to lower blood pressure and cholesterol, and lower rates of heart disease, type 2 diabetes and some types of cancer. In recent years, however, people are becoming more aware of the other benefits of a vegan diet. “Removing meat and dairy from your diet not only prevents cruelty and exploitation of animals,” said Claire, “but also helps the environment by reducing the impact of industrial farming on the planet’s resources. It also can be a more sustainable and cheaper way of eating, especially important with rising food and water insecurity across the world.”

A committed vegan herself, Claire has been working with The Vegan Society on a project called Pathways to Veganism. The study involved surveying 1,600 non-vegans to examine how they view the health and environmental aspects of a vegan lifestyle, and establish the common barriers to becoming vegan. “The results showed that knowledge of veganism has increased significantly,” said Claire. “It was surprising how many non-vegans knew vegans, compared with, say, 10 years ago. Even five years ago, celebrity vegans were mostly female but now prominent male sports stars, like Lewis Hamilton and David Haye, are speaking publicly about veganism. This is helping to dispel the myth that vegans are weak, sickly or ‘unmanly’, and more men are now choosing veganism as a healthier way of life.” According to the study, while people were generally aware of the health and animal welfare benefits of veganism, the environmental impact of eating meat and dairy products was less well known. “The BSE epidemic and the horsemeat scandal, for example, have highlighted the negative consequences of animal agriculture,” says Claire, “so it’s easy to make the link between meat and health. However, the environmental justification for becoming vegan is more complex. There are many negative impacts of veganism or of eating meat, from deforestation and pollution to water shortages and reduced biodiversity. It’s so much more than farting cows, which is what it’s often reduced to in the media. The carbon footprint of animal agriculture is greater than for global transportation.” Claire’s research suggests that the environmental impact of veganism is a less compelling message, particularly for people under 25. “Young people said that they feel disempowered, that their actions have no impact on the world,” said Claire, “so it can be hard for them to understand how them personally becoming vegan fits in to the bigger picture.

“There is also still a stigma attached to being vegan, due in part to the myths and stereotypes that exist in the public consciousness. Vegans have been demonised by the media in the past and the internet is still full of antivegan memes, so while perceptions are shifting, there is still prejudice.” Programme Leader for Health and Nutrition, Hazel Flight, agrees that a vegan diet has significant benefits for health, but expresses a note of caution. “Veganism is a whole lifestyle, rather than a diet, so changing to a vegan way of eating requires a long-term commitment and planning, you can’t really just do it overnight,” she said. “It has to be done in an educated way to ensure you are getting all the nutrients you need to remain healthy. Vegans are at greater risk of becoming anaemic, which can be detrimental, particularly to young people, as it can affect the ability to concentrate and study. A vegan diet also doesn’t naturally contain vitamin B12 – we really only get that from meat. Vegans need to eat food fortified with vitamin B12 or take supplements.” So are there alternative diets to consider for a healthy lifestyle? “The Mediterranean diet is classed as one of the healthiest in the world, and is very similar to the flexitarian diet,” said Hazel.

“The increase in the promotion of this diet is, therefore, potentially beneficial to longevity and overall health. However, I think there is a much bigger picture here – it is the way our animals are fed, the increase in processed foods and packaging that really need to be addressed.” Hazel added: “At the end of the day, eating less meat, especially red meat, is better for you, but I would always advocate a balanced diet, with the right quantities of protein, carbohydrates, fresh fruit and veg a nd fats.” The one thing both academics agree on, however, is the need for better education around food.

“A lot of emphasis is put on vegans getting the right nutrients from their food,” said Claire, “but these concerns should not be aimed solely at nonmeat eaters. With diet-related health conditions on the rise across the globe, we shouldn’t be focusing on one particular practice; everyone needs to know more about what they eat.” Claire added: “The Pathways to Veganism project will help us understand non-vegans’ attitudes to veganism, the barriers that exist and the types of communications that are effective in promoting a transition to a vegan lifestyle. It has never been easier to be vegan, with many more brands offering vegan products, but crucially, it has never been so important.”

Don’t know your macro from your ﬂexi? Nutritionist Hazel Flight chews over ﬁve more alternative diets. ............................... . . . . . . . . . . . . . . . .

5:2 A combination of five days of healthy eating and two ‘fast’ days of 300 calories or fewer. “OK in the short-term, but you need to make sure that the correct nutritional balance is maintained.” ............................... . . . . . . . . . . . . . . . .

Atkins Low-carb, high protein diet. “A fast method of weight loss but dangerous in the long-term due to high saturated fat content. Leads to a lack of energy, and weight is often regained quickly once you stop it.” ............................... . . . . . . . . . . . . . . . .

Fruitarian Based on foods from parts of the plant/tree that don’t kill it when it is harvested. “A diet which is high in fibre and some key nutrients such as Vitamins A, C, E and K, so also high in antioxidants. However, this diet does not contain all the vitamins and minerals required for optimal health.” ............................... . . . . . . . . . . . . . . . .

Flexitarian Vegetarian with occasional meat or fish. “All food groups are allowed within this diet. However, although meat and fish are not excluded, they are often rationed so supplements may be required.” ............................... . . . . . . . . . . . . . . . .

Macrobiotic Based on concepts of yin and yang – avoids all processed foods, sugar and animal products. “This may be beneficial to people suffering from heart disease and diabetes in particular. It can lack certain vitamins, such as iron, magnesium and calcium. Also, many of the recommended foods are high in salt and it is fairly restrictive.” ............................... . . . . . . . . . . . . . . . .

Taking the

postgraduate pathway to career success If you feel the time is right to advance or enhance your prospects, change career, or continue learning and researching in an academic setting, postgraduate study could work for you... Whether it’s taught, research or professional study, postgraduate courses can increase skills and knowledge in your field. And employers value that further experience, often leading to greater opportunities and responsibilities. If you’re contemplating a new career, postgraduate diplomas and certificates offer valuable practical training to help you along, with a postgraduate certificate in education (PGCE) the most common way into primary and secondary school teaching. More and more courses are being taught part-time or via e-learning, helping with that vital work/life balance. Continuing with further education while recruitment is at a low makes economic sense, and postgraduate qualifications help you stand out from the crowd, showing your commitment and dedication. Research degrees demonstrate an ability to think independently and work towards goals, while taught courses highlight an ability to learn new skills and ideas. The following students are among those heading down that road, progressing from undergraduate to postgraduate studies at Edge Hill, and already reaping the benefits.

Hollie Wilkinson PGCE Hollie, who graduated in 2017, is now studying a PGCE in Primary Education, with her chosen specialism in mathematics. “I thoroughly enjoyed my three-year BSc (Hons) degree in Psychology. The tutors were all fantastic, with a wide variety of module options allowing me to broaden my knowledge in the third year. “During my PGCE, I’ve been equally as impressed with the standard of teaching and variety of topics taught. I’ve also had plenty of opportunities to gain real world experience in a range of school settings, including special educational needs, secondary schools, Key Stages 1 and 2. “After three incredible years at Edge Hill there was nowhere else I’d rather complete my postgraduate year.” Hollie, from The Wirral, hopes to start her newly qualified teacher (NQT) year in September with a class of her own – the hard work starting to pay off. “A PGCE involves an extremely intensive year, but if you’re passionate and committed, it’s a fantastic course.”

Katy Andrews PhD/Graduate Teaching Assistant

Derek Henry MA

Lucy Bermingham MSc

One of the concerns about postgraduate study is the expense and prospect of more tuition fees, accommodation and living costs. But there are funding options to help ease that financial burden, including fee remissions for recent alumni on some programmes, Katy Andrews has no doubt her decision to continue studying was made easier by a 50 percent fee reduction for Edge Hill graduates.

Having graduated with a BSc (Hons) Marketing in 2017, Derek Henry returned to study for an MA in Marketing, Communications & Branding, and continues to seek out new educational goals.

Fastrack Access to Higher Education in 2014 lead Lucy Bermingham to graduate in 2017 with a BSc (Hons) Psychology degree. She is now pursuing nursing through a two-year MSc Adult Nursing degree.

He’s now contemplating moving towards a PhD, advising others to make the most of their course, setting, in-house facilities and the professional guidance on offer.

“So many degrees don’t lead directly to full-time jobs. But I’m getting practical, clinical experience in hospitals as well as learning academically. It’s tough - I’ll get two weeks off this year - but you have to get over that.”

Katy, from Skelmersdale, graduated with a BSc (Hons) Human Biology in 2018 at Edge Hill, went on to her MRes Biology, and has now accepted a PhD/GTA position for the next academic year. That will allow her to complete her project, establishing a plant cell-based protein replacement therapy for patients with ichthyosis. “I’ve been at Edge Hill almost four years and find it friendly and enjoyable. I’ve had access to many additional opportunities, including extra lectures, research talks, national and international conferences and internships.” Katy was awarded the Royal Society of Biology Prize for achieving the highest aggregate mark across the three years of her degree course, and is just back from an overseas conference, attending a German ichthyosis support group meeting, presenting her research and interacting with patients.

“This was a natural progression. It opened the field, if you will. I initially felt marketing was for me, whereas now I want to branch out a little further.” When an opportunity arose for his return to further education, after a year elsewhere, he switched to Edge Hill, quickly immersing himself in uni life, not least making the most of the sporting facilities and getting involved with the theatre.

Lucy works part-time with people with learning difficulties and mental health issues, also of relevance to her studies. “While nursing is split into various disciplines, many overlap. You can also go into research, academia and teaching as well as learning practical skills. And you can travel the world in this career.”

Having worked in the financial services sector in sales and marketing for a large organisation, he now reflects on that period with clarity, while targeting where his career strengths lie. “Looking back on a lot of decisions made, if we’d had more experience and been better qualified, we wouldn’t have made as many blunders. It was about finding solutions to problems, while this has helped me understand the problems side better. I’ve sussed out what I’m about.”

If you have graduated from Edge Hill during or after July 2016 and are enrolling on an eligible postgraduate programme at the University in the 2019/20 academic year, you could benefit from a reduction in tuition fees. EHU graduates joining eligible full or part-time Postgraduate Certificate, Diploma, taught Master’s degrees or a PhD may be entitled to 20 per cent reductions in tuition fees, while those joining full or part-time MRes awards may be entitled to 50 per cent reductions. For full details regarding meeting criteria, information about fees and funding, and more about Edge Hill’s postgraduate programmes, visit edgehill.ac.uk/study/postgraduate and ehu.ac.uk/feeremission. Please note the fee reduction scheme is reviewed on an annual basis.

Edge Hill Connect has upgraded! Welcome to your new and improved online Edge Hill Alumni community • Looking to reconnect with old friends? It has never been easier, visit the directory • Looking for a new job? Check out the listed vacancies • Need help starting a business or career guidance? Message alumni who are willing to help • Looking for a way to give back? Offer to help another graduate or a current student Invite your friends to join now and build your alumni community.

Over 2,000 members of our community are using Edge Hill Connect.

Log back in or sign up to your alumni network at

edgehillconnect.co.uk and let us know what you think.

Robot Emmerdale fan aiding dementia fight Edge Hill University’s Robbie the robot made international headlines when his love of Emmerdale reached a wider audience. Since first embarking on the initiative, research teams, led by Computer Science Senior Lecturer, Ardhendu Behera, have trained toddler-sized Robbie to recognise around 100 common objects, as well as human actions and emotions thanks to the availability of large-scale annotated images. Able to help monitor older people and patients, as well as potentially diagnosing learning disabilities, the focus of their latest initiative has now switched to recognising signs of depression and aggressive behaviour. The team used a total of 13 episodes of ITV soap, Emmerdale, which

were analysed by Robbie focusing on the storyline involving vascular dementia sufferer, Ashley Thomas, played by actor John Middleton. The object of the exercise? To investigate if robots like Robbie would be capable of supporting people living with similar symptoms. Ardhendu said: “There are 46.8 million people living with dementia and this figure is expected to rise to over 115 million in 2050. Depression and aggressive behaviour are often the most upsetting and challenging symptoms for those closest to the person living with the condition. “The only ways to monitor and manage dementia is by direct observation which is labour intensive, time consuming and can be costly from a care perspective. Or there’s wearable bio-sensing devices. “Monitoring and recognition is in its infancy and we believe Robbie is the first robot to use vision-based recognition to note four behaviours: aggressive, depressive, happy and neutral.”

Ardhendu and his three-person team chose Emmerdale’s episodes as the Alzheimer’s Society described them as a ‘realistic portrayal’ of the condition. They broke down the 25-minute-long episodes featuring Ashley into 65,082 images, teaching Robbie to recognise facial expressions and body language. One of the students involved in the study, Zachary Wharton, added: “The aim is for Robbie and similar robots to look for clues as to when the person might be beginning to show aggressive behaviour, and perhaps offer a distraction to help them calm down. “It might be through playing music, showing a video or talking to them. The potential use of robots is huge as they can not only support the daily routine of a sufferer for friends and family but could potentially intervene to help.” In test situations, Robbie was extremely accurate at identifying aggressive and depressive behaviour when compared to happy and neutral behaviour. Ardhendu has since presented the research to Alzheimer’s Research UK, palliative care organisations, the IEEE (the world’s largest technical professional organisation for advancing technology for the benefit of humanity) and other universities. The research was supported by Edge Hill University Student Opportunity Fund and Research Investment Fund (RIF).

My Edge Hill

experience The view from a current student Alice Featherstone.

Like many Edge Hill students, Alice Featherstone was impressed from the very first moment she visited the campus, finding something she felt wasn’t delivered elsewhere.

“When I first came here, one of the things I really liked was that there wasn’t this sense of putting a front up, this ‘everything’s great and you’ll always be having fun’ that I heard elsewhere.

If anything, it was the honest approach that most impressed her, an admittance that it wouldn’t all be roses and round-the-clock excitement, and there might be times when you feel you need a support system in this important new phase in your life.

“At Edge Hill it was more, ‘yeah, there will be times when you have a bad week or times when you struggle, but we’re here for you’. It was more real, and the University was really helpful with answering online questions and so on.

Alice, from Buxton, Derbyshire, had other options open when choosing a university, but found few offered the same opportunity to study BA (Hons) English and Education, and remains certain she made the right choice.

“Someone is always there, even if it’s just when your laptop’s playing up, or you’re struggling with something or feeling a bit low. There are weeks when your planning goes to pot.”

“I love Edge Hill, and as soon as I first visited with my dad, I found everyone so friendly. It felt like you were at home. And so many people I’ve spoken to said they felt that straight away.”

As she put it in her introductory blog, ‘If you have any questions about the course, life at university or anything else you want to know, don’t be afraid to ask. I remember how nervous I was, and I really didn’t need to be!’

There are opportunities to share her experiences with others too, with Alice being one of Edge Hill’s student bloggers. Her online writing centred around moving away from home, adapting to living somewhere new, and how Edge Hill offers plenty of fun and interesting experiences.

Alice has certainly thrown herself into all Edge Hill offers, and is part of the swim team. When other club commitments don’t clash she has taken part in other sports activities, arts and crafts and supported the LGBT society, having first gone along to support a friend.

Blogging has proved somewhat cathartic, a key part of her successfully settling in and her themes deemed relevant by many more joining uni straight from college.

“I love my swimming. It used to be just time to time, after work on a Sunday, so when I joined the swimming club, so many around me had competed while I wasn’t really that good a swimmer. I felt like a little fish who didn’t have a clue!

“People write their blogs in different ways, and that’s nice, with mine more focused on mental health and wellbeing. There’s a lot of time being by yourself, so a lot of my pieces are like that – about how not to feel lonely. “I think getting it down in a blog actually makes you realise things about yourself, and I’ve met some really good people through doing this.

“I hadn’t even attempted the front crawl, but tried that out, I tried netball, hockey, running, and I love the exercise classes. “With the LGBT Society, there’s such a great group of people involved, and I support events where I can. When I first joined, I threw myself into everything.”

There was also the chance to be part of a new prospectus photo-shoot, another experience she took on board, enjoyed and felt increased her confidence. As things stand, Alice hopes to do a PGCE after her three-year course, although she feels it’s too soon to make up her mind as the course has opened up a lot of options for her. And among all her commitments there’s plenty of time set aside for ‘knuckling down’ to her studies, as she says, “it’s about making the best of your time here.” Those are just a few of the experiences that give her plenty to write about. Can she envisage running out of subjects to blog about? “No, I’ve just got that kind of personality that I’ll take to anything!”

Edge Hill through the decades 1880s

1890s

1900s

On 24th January 1885 Edge Hill Training College opened in the first premises on Durning Road, Liverpool, with 41 students.

Students undertook Drawing examinations and received either a First or Second Class Drawing Certificate. The curriculum also underwent significant changes during the 1890s to include Botany, Mechanics, Physiography, Maths and Physics.

During the 1900s, students at Edge Hill were able to read for a university degree from the University of Liverpool. Photographed are a group of third-year students in 1907.

1960s

1950s

Princess Margaret opened five new women’s halls (Lady Openshaw, EM Butterworth, Katharine Fletcher, Margaret Bain and Eleanor Rathbone) and one men’s hall (Lancashire) on 22nd May 1963.

Edge Hill accepted the first group of male students in October 1959, as a cohort of 43.

1970s

1980s

In 1973, Edge Hill became a College of Higher Education, linked to Lancaster University. The Library was built facing John Dalton Hall, which later became the Student Information Centre.

In 1981, Edge Hill became an independent University College and in 1982 was declared a ‘Centre of Excellence’ in Teacher Education. By 1986 there were over 2,000 students on a wide range of undergraduate and postgraduate degrees: Edge Hill’s transition towards College of Higher Education status was well underway.

The Alumni and Archive teams would be delighted to hear your memories from your time at Edge Hill, if you would like to share items or accounts of student days please get in touch with the team by emailing alumni@edgehill.ac.uk or calling 01695 654371.

23 Edge Hill has undergone significant change and growth since it was founded in 1885. Explore our history through our â&#x20AC;&#x2DC;Edge Hill through the decadesâ&#x20AC;&#x2122; timeline:

1910s

1920s

The College celebrated its 25th anniversary in 1910. Sarah Jane Hale was in post as the second Principal of the College with a student population of 75.

By 1920 the College had trained 2,071 girls: 213 were headmistresses, 178 first assistants and 30 science mistresses. Classes at Edge Hill included Reading, Singing, Nature, Writing, Physical Education, Drawing, Numeracy and Needlework.

1940s

1930s

During the Second World War, the College was evacuated to Bingley Training College while the campus served as a military hospital.

In 1933, the College moved to the current location in Ormskirk. The campus comprised the main building, swimming pool and the lodge at the main entrance.

1990s

2000s

2010s

In 1993/1994 the Learning Resources Centre was built. It later became known as the Library and in 2018 was repurposed to house the departments of Law and Psychology. The title of Edge Hill University College was adopted in 1996.

Taught Degree-Awarding Powers (TDAP) and University status was awarded in 2006. The new coat of arms created for the University include a Liver bird, Lancashire red roses and symbols of scholarship and community. The physical development of the Ormskirk campus continued with the completion of the Western Campus and buildings such as the Faculty of Education (2004) and the Faculty of Health and Social Care (2007).

Edge Hill was awarded the Times Higher Education University of the Year award in 2014. The campus has developed significantly over the past decade with new and renovated buildings including Creative Edge, the Tech Hub, Psychology and Law Building, various accommodation, and Catalyst. The latter was opened on 18th January 2019 by HRH The Princess Royal.

Catalyst Opening Catalyst, the new £27m home for the library, careers and student services functions, as well as the archive, has been officially opened by Her Royal Highness The Princess Royal. Her Royal Highness toured the building and met with students, staff and alumni as well as key people involved in the development and construction of Catalyst before officially opening the building. Vice-Chancellor, Dr John Cater, said: “The University is exceedingly proud of our iconic, state-of-the-art Catalyst building which is transforming learning and support opportunities for over 10,000 students. We’re exceedingly proud that Her Royal Highness, The Princess Royal, kindly and generously agreed to formally open this stunning facility.”

It’s like a family – 75

years of Edge Hill memories.

Isabel Robinson attended Edge Hill from 1944 until 1946, where she completed her teacher training. At just 19 years old, Isabel began teaching and she puts her love of the profession down to the excellent training she received. As such a valued member of the University’s alumni community, Isabel was invited to the opening of Catalyst to represent the group, and to meet HRH The Princess Royal. Here she shares her memories of Edge Hill from the 1940s, her thoughts about Catalyst and what it was like to meet royalty.

1. What was Edge Hill like when you were a student? It was a top teacher training college in the North West with a good reputation. It was all female, including the lecturers. The students mainly came from northern counties, with three from the Isle of Man and one from a Scottish island where her father was the lighthouse keeper. A few students were from Wales and the South. There were 140 of us in Bingley – evacuated there – where we shared halls of residence. Returning to Ormskirk when War had ended, 23 mature students joined us all living on campus. We all had assigned ‘mothers’ who helped us settle into student life. I made a lot of friends at college and kept in touch over many years. Sadly, few of my contemporaries remain.

2. How much has the campus changed since you studied here? It has changed tremendously. There was only the original main building when I was there. I remember returning to Ormskirk in January 1946 and everywhere needed lots of TLC. It had just been vacated as a military hospital and much of the beautiful woodwork, especially in Hale Hall, had been gouged with initials, etc, and lots of floorboards and doors were missing. Wartime conditions still existed with rationing of food, clothing and

equipment. There was much improvisation in so many areas, everyone worked together – the wartime spirit still prevailed – with few complaints and certainly no protests or strikes. No one had a car, so everyone walked or used public transport, it’s hard to believe now. In college, there was one communal phone in each hall, no mobiles, no modern technology.

3. What do you think of the new facilities in Catalyst? Oh, absolutely wonderful. The facilities available to students now are fabulous, how lucky they are. I am in awe of the developments on campus with all the modern wonders. My tour of Catalyst was so interesting.

4. How did it feel to be invited to the launch and meet HRH The Princess Royal? I couldn’t believe it when I received the invitation, it was awesome. It was an honour to be in the same room as Princess Anne but to actually meet her was just so, so, special. I feel proud to have represented the alumni of the 1940s on such an important occasion. My word of the day was “wow!”

5. What did you talk to her about? HRH asked me why I chose to go to Edge Hill. Sadly, I can’t recall much of our conversation – I was so in awe of the happening. I remember we spoke about technology and Princess Anne asked if I used FaceTime on my iPad! My main memory is of the blue gloved hand coming towards me as I was introduced – so special.

6. What is your favourite memory of your time at Edge Hill? I am glad I was at Edge Hill and was trained so well to do the job that I loved for so many years. My memories consist of a busy, well-filled two years of training. In retrospect, I feel the curriculum was a bit too structured. I specialised in infant-junior teaching as opposed to junior-senior. As well as our chosen main subjects, we all had lectures in minor areas. These included needlework and handwork, music, botany, anatomy, etc. In PE I took copious notes on muscles which I don’t think I ever referred to during my career. However, it was a good allround course that equipped us to face the challenges ahead. Aged 19, my first task was to teach a class of 53 five and six-year-old children!

7. Why do you like to return to campus and keep in touch with the University? It’s like a family. In later life, when needed, my college friends have given each other amazing help and support. At the annual reunions, I enjoy chatting to other former students and reminiscing about times past. I love to see the developments on the now vast, still growing campus.

Going the extra mile Hannah Barlow has come a long way since graduating from Edge Hill University 18 years ago, fulfilling her ambition of caring for primates on these shores and overseas in an eventful career which looks set to reach a new phase. How many people can say they’ve gone the extra mile to realise their ambitions – let alone over 7,000. Two years in Indonesia has been part of the journey for Hannah Barlow, who graduated with a First-Class degree in Conservation Biology in 2001. “I loved my degree and the field work it entailed,” Hannah revealed, “including work experience at Chester Zoo, which was the beginning of my career working with primates.” Like many of her contemporaries, her interest stemmed from the work of legendary broadcaster and historian David Attenborough, and later the extensive studies of ‘Trimates’, Jane Goodall, Dian Fossey and Biruté Galdikas. “Reading their books and articles, I became fascinated by primates and the great apes,” Hannah stated. “All apes are unique, I view them as equals in that they are self-aware, sentient beings that deserve basic rights.” After graduation, Hannah gained paid experience with the Environment Agency and Lancashire Wildlife Trust, undertaking bird and invertebrate survey work, while also volunteering as a keeper on the Primate Section at Chester Zoo. “Through this I was able to secure a paid position at Howletts Wild Animal Park in Kent, where I hand-reared two baby gorillas and cared for more than 50 gorillas at the park.”

27 A big change came in 2004 with the opportunity to work in Jakarta, at the Schmutzer Primate Centre within Ragunan Zoo, which also involved travelling around Indonesia providing help and advice at animal rescue centres.

“I was also instrumental in getting the chimps at Twycross, who were living in unsuitably small social groups, into a larger, more natural social group of 17. This involved many carefully managed introductions between individuals.”

“Schmutzer was a modern, purposebuilt facility that cared for many primates, some from zoos, others rescued from the illegal wildlife trade.

Then there was the case of the female chimpanzee, rescued from Thailand in October 2018.

“However, some of the conditions in other places we visited were appalling and I witnessed some dreadful cases of poor animal welfare. At first, I used to get angry; however, many of the keepers lived in poverty as well.” Upon her return to the UK, Hannah gained a Masters in Primate Conservation, before further roles at Monkey World in Dorset and at The Cotswold Wildlife Park, near Burford. “I then spent three years as deputy team leader on the Great Ape Section at Twycross Zoo, where I worked with four species of non-human great apes (Bonobos, Chimpanzees, Gorillas and Orangutans).” In 2016, she retrained as a secondary science teacher, and started the 2017/18 school year as a newlyqualified teacher. But her first love proved too strong to resist – and she was soon responsible for ensuring the physical and psychological health and welfare of 54 chimpanzees. “My calling was always to work with animals, and I returned to Monkey World as team leader of chimpanzees.” A founding member of the Great Ape Welfare Group, set up in collaboration between the University of Birmingham and the British and Irish Association of Zoos and Aquariums, Hannah also takes great pride in the direct influence she has been able to have with primates. “One of the gorillas I hand-reared at Howletts is now 17 years old and lives in the wild in the Batéké Plateau National Park, Gabon.

“It happened 15 years after she was first discovered by Jim and Alison Cronin at Sriracha Tiger Zoo in 2003, where she was forced to perform in a circus show,” Hannah revealed. “After years of campaigning, Alison was finally able to ‘bring her home’ so that she could start her new life with other chimpanzees under specialist care. Her arrival at Monkey World was emotional for everyone.” Further education and progression is a continued responsibility for Hannah at Monkey World, with the health and wellbeing of the animals in her care of utmost importance. “This includes checking that their enclosures are safe as well as mentally and physically stimulating, providing a carefully balanced diet whilst keeping it interesting, and keeping up to date with current issues and studies of chimpanzees, the results of which can be used to inform how we care for them in captivity. “I also oversee the introduction of newly rescued individuals to their family groups. Chimpanzee introductions must be carefully planned and monitored; they can be exciting but also stressful and dangerous.” She admits that commitment to her profession has been total, and that anybody pursuing this line of work must be aware of the consequences – it’s not all about cosying up to baby chimpanzees... “It can be emotionally draining and finding a work/life balance can be tricky when 24-hour care is necessary. “We don’t spend all day cuddling animals!” she smiled. “In fact, this goes against my beliefs. The aim is for the animals to behave as naturally as possible, so trying to limit human contact and encourage interaction with their own species is the goal.”

Getting ahead of the media pack It pays to stand out when looking to break into a field as competitive as media, and Edge Hill prides itself on its industryrelevant programmes offered in Animation, Film and Television.

In a sector where connections are key, links with the BBC and MediaCity help introduce students to a wealth of professional contacts. Academic programmes are underpinned by quality research, emphasise hands-on experience and practical teaching, and Media students greatly benefit from staff passing on their industry experience.

Jack Leigh graduated with a BA (Hons) Film & Television Production in 2012, and co-runs Eight Engines. His company recently made a series of films with the Help for Heroes charity, having also worked closely with the Royal Shakespeare Company and many major UK theatres, including London’s Old Vic and the Birmingham Repertory Theatre.

Media students use Creative Edge’s outstanding facilities such as TV studios with broadcast capacity and full production capabilities, plus recording, animation, photographic and radio studios, sound-editing suites and a multimedia laboratory, with dedicated, professional support.

Having undertaken work experience at flagship BBC children’s series Blue Peter and Liverpool film production company Hurricane Films while studying, he landed his first big break as a production runner on the film ’71 in 2014. Jack’s impressive TV and film CV also includes production and direction roles on Fast and Furious 6, Northern Soul, This is England ’90, Peaky Blinders, Get Santa, Skins, Last Tango in Halifax and The Syndicate, and commercial work for major brands like Beats by Dre, Reebok and Tesco.

With that in mind, it makes sense that so many students move on to successful roles in the industry, the following are just four great examples of those who are turning their career dreams into reality.

If you would be willing to share your career experiences and support students and other alumni pursuing a career in your industry please sign up to Edge Hill Connect, www.edgehillconnect.co.uk, where you can indicate how you would be willing to help.

Jack, whose assistant production role at Riverhorse – producing documentaries in hostile environments across Europe, Africa and America – led to his Eight Engines partnership with Tim Baxter, said: “I couldn’t have been in the position to have made these films or work in the industry without the training I received at Edge Hill. I got a great foundation of filmmaking education and met people I still work with today.” Eight Engines’ projects range from video content for a Royal Albert Hall production of War Horse to 12-part BBC animated web series Quake and The Human Nature Series nature documentaries, while their directorial debut, Rich is the Life secured documentary awards at the London Independent Film Awards and Manchester’s Lift-Off Festival.

Alison Hunt graduated with a BA (Hons) in Communications and Media Studies in 2000 and has since made a name for herself as a script editor and story-liner on popular ITV soap Coronation Street, having also worked on Emmerdale. She similarly points towards the importance of working hard, making contacts and never taking no for an answer, having broken through on the Granada Studios set as a researcher, and is now credited with almost 250 episodes under her belt. Alison started out as a BBC radio journalist, initially targeting a role at Lancashire independent radio station, Rock FM, but at university she got to explore the different sides of media. “Prior to MediaCity, it seemed quite a small business, so you’ve got to work hard, really want it and push for it. That’s something I got from Edge Hill,” said Alison. Alison even got to work on Neighbours in Melbourne, Australia, while contemplating a move down under, now reflecting on that short stint working in blistering sunshine as “a dream come true on a show I grew up watching.” She added, “I think before going to university I couldn’t equate working on that programme with work, being so much fun to be involved with. Only later did I realise there were jobs out there in that field, no matter how slim the chances of landing them. “I made a lot of my own contacts, but Edge Hill gave me that confidence, in a real nurturing, supportive environment. To work in the media, you can’t afford to be a wallflower, no matter what you want to do or how high you aim – the tutors were so supportive and always really proud of you. You weren’t just another face in a big crowd.”

Laura Zwaga “applied for jobs nonstop” after graduating in 2017, landing a place on the MAMA Youth Project training scheme at Sky in London that ultimately saw her on the road to success. The BA (Hons) Film and Television Production graduate went from trainee production manager at What’s Up TV to a BBC post-production position and one as production secretary on Sky One’s A League of Their Own, booking transport, travel, equipment and helping schedule the new season. Laura, originally from Surrey, loved Edge Hill’s screenwriting module, with tutors helping her develop skills she still uses in her writing. “I worked two days a week unpaid as an intern at Hurricane Films, Liverpool,” said Laura. “I still talk about that in interviews. I also volunteered for Liverpool Sound City Festival, coordinating filming, while creating promotional videos for charities for free, filming and editing vlogs, volunteering as course representative, and fundraising for charity by climbing Mount Kilimanjaro. All that gave me more to talk about in applications, and showed I was making the effort to improve skills in filming and editing outside of university. “I took the lead 0n many of the filming projects, which led me to pursue a career in production management in television. It was great to find other creative minds. I live with someone I met on my course, and we both work in television. It's great to go through the journey together.”

Writer and director Paul Blinkhorn is another great believer in the notion that hard work pays off, and is keen to encourage undergraduates to enjoy the creative freedom received as part of their course and truly challenge themselves. Bolton-born Paul, who graduated with a BA (Hons) in Drama and English in 2005, is now seeing his dreams realised. Now based in Manchester, he was a finalist in The Pitch short film competition, a top-three placing led to on-going discussions with Julie Foy, a producer of Oscar-winning short The Silent Child. The pair are now working on securing finance for his project, The End. When he started at Edge Hill, Paul was already set on a career in the creative industries, planning to go into acting. But a point arrived after his first year when he considered a shift to film-making. He has directed theatre since then, securing a grant to do an MA in Theatre Directing in London and has also directed feature-length audio dramas. “I think it was instilled in me from the get-go how collaborative the creative process is and – given how difficult an industry it is – creating your own work needs to be a big part of that,” said Paul. “In 15 years I’ve seen several projects get relatively far but then fall through. It’s about having stamina and perseverance. “This is the most competitive industry, one of the few where no one ever retires, so it is important to get as many strings to your bow as possible and make use of access to other creative departments whilst at university.”

Behind the scenes - Hayley Billington Behind the scenes meets the people working out of sight at Edge Hill to make the University what it is today. In this edition, we meet Campus Support Assistant, Hayley Billington, who has been at Edge Hill since 2012. She completed her degree in Childhood and Youth Studies in 2015 before embarking on a Masters in Psychology, which inspired her to want to help others. She talks about why this job is a perfect fit for her, her favourite spot on campus, and why she was chasing chickens at 1am!

How did you get into your job?

What do you love about your job?

Where is your favourite spot on campus?

While working in McColl’s on campus I got to know some of the guys who worked in campus support, and when they told me about what their job entailed, I thought it would be the ideal job for me. At the time I was going through a lot with my mental health and I wanted to help others in a similar situation. I knew that if I could help just one student, it would help me at the same time. Because I’ve been through it myself, I feel well equipped to provide advice as students feel like they can relate to me and they open up.

I’m a people person, so I love meeting new people and chatting to them. I like that I’m there to help those in need and I’m one of the first faces visitors see when they arrive on campus so it’s my job to give them a good first impression of the University. I also love the people I work with, we make a great team.

It completely depends on the time of day. At night, outside Catalyst is nice. The building looks beautiful, and with the lake and fountain in the background it’s really picturesque. During the day I like taking a walk down the side of the Faculty of Health and Social Care near where the forest school set up is, it’s so quiet round there and it’s really pretty.

What is the strangest thing to happen while you’ve been working in Campus Support? The strangest thing I’ve ever had to do is run around catching chickens on campus at 1am. We had chickens on campus last year and we used to go and feed them. They became so used to taking food from us that they expected it from everyone and were vicious and would peck when they didn’t get it. Myself and a colleague were tasked with catching them late at night while the campus was quiet – we were running around with nets trying to get them in cages, it was hilarious. If there had been a camera we would have been all over YouTube. There were two males, two females and a baby. The baby outsmarted us at every opportunity and it took us ages to catch it.

What has been your favourite moment while working at Edge Hill?

Tell us something about your job that people may not expect...

It’s not a favourite moment as such, but I feel like I finally fit in, as cheesy as it may sound. I’m in a job that I love, I feel like I’m good at it and I’m appreciated for what I do. It’s helped me realise what I want to do with my life, and that is to keep on helping others in any way I can.

People sometimes see us as glorified police officers or bouncers who sit in the security hut all day, but we’re not, we do so much more than people realise. We’re there for all the students, day and night, and do all we can to help them whether it’s letting them into their rooms, fixing their heating or dealing with more serious issues like mental health.

Shore start With several beautiful coastlines on its doorstep, Edge Hill University is ideally placed to lead research into the emerging area of Beach Schools, bringing teaching and learning out of the classroom and onto the sand. Based on Scandinavian Nature Schools, Beach Schools evolved from Forest Schools and share the same principles of supporting the academic, personal, social and emotional development of children through child-initiated, experiential learning. Beach Schools also focus on developing resilience, resourcefulness, readiness, reflectiveness, responsibility and risk-taking, while giving children (and teachers) an understanding of coastal and marine conservation and eco justice. Senior Lecturer in Primary Art and Design Education, Cait Talbot-Landers, is a specialist in Learning Outside The Classroom (LOTC) and has been instrumental in developing Beach School networks across the North West, to promote coastal education and support the use of marine beach ecosystems as a learning resource.

She said: “Beach Schools use a place based pedagogy, which is an approach that recognises the impact that places have on the learning process and how place can provide an effective context for learning that is interdisciplinary, experiential, outdoor, enquiry based and community centred. Given that we live on an island and, therefore, are never that far from the coast, this has been rather lost in our national education system.”

“LOTC has been shown to improve self-esteem, empathy, responsibility, language and attention as well as improving physical fitness and overall wellbeing,” said Cait. “Through childled activities children learn about risk in a safe environment and also build skills like problem solving and collaboration. Activities on the beach are designed to support the curriculum and complement what children do in the classroom.”

Edge Hill’s Faculty of Education is at the forefront of Beach School research and practice. It founded and coordinates the Sefton Coast and Fylde Coast Beach School Networks, and works alongside the Isle of Man Department for Education supporting the development of Beach School and coastal education on the island. This work brings together a range of external partners, including schools, landowners, local authorities and charities, to support teachers who want to introduce Beach School into their schools and to encourage greater use of the region’s beaches.

Kathy Bracegirdle, Year 1 Group Leader at Thames Primary Academy in Blackpool, has found the Beach School network an invaluable source of support for teachers and other practitioners.

While building dens and making tools from things found on the shore is undoubtedly fun – for the children and adults alike – Beach Schools are more than just a day at the seaside.

“Beach School offers excellent opportunities to share good practice and ideas with others,” she said, “and to ensure everyone is kept up to date with the latest initiatives and information. “But what we as a school love about Beach School is that it’s a classroom without walls, where the only limits are a child’s imagination. Children who struggle in a class environment thrive in the outdoors; they become inquisitive and excited to learn in an environment that better meets their needs and learning styles. Beach School opens up so many opportunities for learning that would otherwise be restricted.”

The Faculty of Education has introduced a series of ‘Teach on the Beach’ workshops to train practitioners in the philosophy, principles and techniques of Beach School education, and give them the confidence and skills to undertake this innovative style of teaching and learning. Cait and her team are currently carrying out collaborative research with the North West Beach School Networks to evaluate the impact of Beach Schools and create new ways of working together. This research then feeds into Edge Hill’s Initial Teacher Training programmes, ensuring that tomorrow’s teachers have the skills, experience and confidence to include Beach School learning in their own practice in the future. “Nature Deficit Disorder is an increasing problem across the world,” said Cait. “Children are spending more and more time indoors and becoming disconnected from the natural world. You’d be surprised how many children at schools located near the coast don’t use the beach on a regular basis. Beach Schools allow children to discover the natural environment that’s on their doorstep and understand more about the world and their place in it.”

Pioneering Research Academics at Edge Hill University continue to lead the way in carrying out research in their chosen subjects, making an impact to help change the way we approach problems. Collaborations with other institutions and organisations, and the diversity of the projects involved, also highlight how vital investment is being used to transform lives and benefit future generations. Research is fundamental to the University mission of providing opportunity through knowledge, contributing to an exceptional student learning experience and making a difference to organisations, communities and individuals outside the institution. The following projects highlight the range and diversity of some of the work undertaken, and how expertise from other research institutions, charities and focus groups, together with our own academic talent, continues to make a positive impact.

Progress made in search to find cystic fibrosis cure

Academics are key players in child epilepsy research programme

A breakthrough gene treatment for halting the effects of cystic fibrosis was discovered at Edge Hill University.

Professors Bernie Carter and Lucy Bray are instrumental in one of the largest-ever clinical trials to find the best treatment approaches for children with epilepsy.

Associate Professor in Human Biology, Dr Aristides Tagalakis and his team found that nanoparticles can be used in gene therapy to regulate and halt the mutated genes responsible for producing thick mucus in sufferers’ lungs. The life-shortening condition, for which there is no known cure, affects over 10,000 people in the UK, with one in 25 people thought to carry the faulty gene that causes it. Laboratory tests showed that nanoparticles can effectively penetrate mucus and silence the expression of the gene which is ‘up-regulated’ (mutated) meaning it can no longer effectively regulate mucus production. One dose effectively silenced the gene responsible for mucus production by 30 per cent, lasting over seven days; three doses increased the silencing to 50 per cent. Aristides, said: “The next stage is to continue this research as we hope that this nanomedicine will one day help children breathe more easily and stop them getting so many bacterial infections and preventing subsequent hospital visits. “This could dramatically change their lives, giving them a better quality of life. Ultimately the aim is to use gene editing not just to silence but to permanently correct mutated genes responsible for the condition.”

Changing Agendas on Sleep, Treatment and Learning in Epilepsy (CASTLE) is one of the only trials to compare antiepileptic drugs against active monitoring without medication. A total of 28 NHS Trusts are participating in the project, which runs until 2023, with researchers aiming to enrol 300 children with Rolandic epilepsy, the most common form of childhood epilepsy, affecting around 10,000 young people in the UK. Medication to reduce seizures has traditionally been the goal of medical treatment although side-effects include delayed thinking and learning, creating parental and practitioner dilemmas as to the right approach in treating the condition. The research programme also considers the wider aspects of living with Rolandic epilepsy that are of importance to families, such as children’s learning, sleep, behaviour, self-esteem and mood. Bernie Carter, Professor of Children’s Nursing, said: “The interviews help us understand more about how children and their parents think the treatments and interventions work and find out what, if any, problems they have had to deal with. Without understanding, we can’t know if they will be properly effective.” The trial, which also tests whether sleep can reduce seizures via the world’s first online sleep behaviour intervention, will compare two licensed drugs, associating their effects to active monitoring with no medication.

Drama positives revealed for people in austerity Britain

Influencing researchinformed decision-making in education

Professor Victor Merriman’s new book examines if there is a public role for drama to play in times of austerity.

A new publication exploring how teachers use research has been compiled by academics.

Austerity and the Public Role of Drama: Performing Lives-in-Common questions what our social order might look like if, instead of enforcing the political economy of austerity, political parties committed to human enrichment as their public policy goal.

Written by Professor of Education, Tim Cain, along with six other scholars, Becoming a Research-Informed School: Why? What? How? examines the reasons why teachers use research to improve their schools, and analyses how teachers select, understand and use knowledge to enhance learning experiences in classroom environments.

A Critical Performance Studies Professor, Victor uses critical performance examples to demonstrate that drama and the academy pursue shared humane concerns: one, a critical art form, the other an enabler of critical social thought and progressive ideas. He analyses topics explored by the One Hour Theatre Company which he cofounded with colleague, Professor David Peimer and Visiting Professor, Tim Prentki (University of Winchester), in 2016. The publication culminates in a manifesto which tackles questions raised, each one addressed by a principle which generates a proposal. In turn, each action is discussed in relation to its potential for democracybuilding and its implications for drama as an artform. Victor said: “I wanted to take up the challenge of addressing the problem. I didn’t want to add to the literature of an awful situation, but to go beyond critical analysis to proposals for action.” Professor Merriman intends that the manifesto be a living document and starting point for practitioners and scholars to explore. “The idea is that the manifesto be revised and renewed by other contributors beyond the University,” he noted.

Aimed at school leaders, teachers and teacher-trainers, as well as researchers in the field, the book focuses on nine study projects carried out by academics in the Faculty of Education and is the first book to show how teachers and school leaders in primary, secondary and further education are engaging in, and with, research.

It includes a chapter by Dave Allan, David Boorman, Ella O’Doherty and Paul Smalley, two chapters written by Professor Cain and Sue Graves, and a chapter by Elisha Omoso, all from the University’s Faculty of Education. “We draw on interviews with over 150 teachers and school leaders, showing how teachers use research with the intention of informing their decisions, extending their mindsets and developing their schools as intellectual communities,” said Tim. “It shows what they are doing to build a research-informed culture and considers topics including use of data, and how to overcome common obstacles to research use in schools. “Ultimately, a research-informed culture helps teachers become better informed and more critical, and means that their teaching is more focused.”

When exploring an interest can make a difference

The studies of a curious mind honed at Edge Hill University is helping develop a greater understanding of our environment. Dan Knight is proof that being in the right environment can inspire the studying experience – while also making a difference for future generations. The graduate teaching assistant moved to Edge Hill to study for a BSc in Physical Geography in 2014, having been impressed on an Open Day visit. He has gone on to transfer and complete his degree in Environmental Science before earning a Masters and undertaking a PhD – while also keeping future teaching options open via a Postgraduate Certificate in Teaching in Higher Education studies. “I really enjoyed my initial visit and was impressed by the campus tour – and the people I have met have been amazing: course-mates, staff, people I worked with and met through study projects. It is a friendly place but that’s one of the bonuses of a campus university, you make really good connections.” His studies have centred on Geography and the environment, a suitable subject for his naturally inquisitive nature. “I’ve always been interested in what the planet can do. My initial degree gave me so many experiences that it was easy to be passionate about different areas, which is why I decided to swap to Environmental Science. I enjoyed the chemistry and the big ‘why’ questions, looking at how natural processes and environmental chemistry compliment each other.” Dan’s studies have led to findings which he hopes will aid future land management techniques, for the benefit of all. First results came from his undergraduate dissertation and involved lichen, a slow-growing plant that forms on rocks, walls and trees. “I looked at pollution levels around Manchester, having been inspired during a lecture,” he revealed. “They are used for international biomonitoring studies and I thought they could be a useful indicator in an urban area, as well as nearby environments such as the Peak District.” From the recording of the types of lichen, Dan used a formula to calculate nitrogen air quality index and analysed the data through specialist geographical software – which generated unexpected outcomes.

“Lichen showed areas of pollution around the Trafford Centre, near the airports and city centre – but third-party data showed that pollution deposition in the Peak District was around three times higher than the city centre.” The findings inspired Dan to study for his Masters, analysing how the natural and physical features of an area (topography) can influence pollution deposition in two of the UK’s biggest national parks: Snowdonia and the Yorkshire Dales. “I looked at whether pollution is deposited on the windward or leeward slope of dominant wind patterns. Although similar in some ways, the environments also provided variables as Snowdonia is largely unaffected by urbanised areas while the Dales are near populated towns and cities. “Findings linked vegetation types to environmental variables, rather than pollution deposition. Local conditions also influenced vegetation and the chemical concentrations measured, leading to the conclusion that in areas of high terrain variability there is no ‘one-fits-all’ approach and significant changes can be seen within a distance as small as 50m, which need to be taken into account when choosing appropriate land management strategies.” PhD studies have focused on the Sefton coastline, working in collaboration with land managers using remote sensing, which involved taking aerial observations of the Earth. “The data uses hyperspectral images – collecting and processing information from across the electromagnetic spectrum for each pixel. We had to place calibration targets on the ground so the aircraft systems could correct the data, due to its movement. The project will also use LiDAR surveying measurements to get an accurate 3D representation to effectively show changes to the area.” This information would then be used to analyse the Sefton Dunes and look at how the environment has changed, and the influencing factors of dune evolution. “The data collected will be crucial for land management planning into the future,” added Dan, who throughout his studies has also aided the work of councils, utility companies and local residents through investigative work and the skills acquired from his studies at Edge Hill.

Behind the Bookshelf: Paula Keaveney, Programme Leader in Politics, Department of Law and Criminology.

Your favourite childhood books The Murder of Roger Ackroyd – Agatha Christie Oft-cited as the go-to Christie novel, I first picked this up when I was 11 or 12 and have devoured her books since. I also think it’s quite a good age to have read it, with clues and puzzles piquing your interest in the ‘who-done-it’ murder mystery. There’s no gore, it’s light on adult themes and there’s also the fantasy element, with settings in a village with people enjoying their ‘nice’ lives – before the murderer strikes. As with many Christie books, a second reading shows the clues. They were there all the time!

Last book read The Secret Barrister: Stories of the Law and How It’s Broken Like other ‘Secret’ series focusing on a host of other occupations, you get a real feel for what is really going on, as well as exposing the many failings in the modern English legal system. An education and insight into the sheer scope and margin for error in our courts.

Recommended reading for students The Political Brain: The Role of Emotion in Deciding the Fate of the Nation – Drew Westen This is the best-ever book on politics. A professor in psychology and psychiatry, Westen investigates how and why decisions are made, exploring the theory of the mind. It’s emotion-driven and accessible, and there’s loads of interesting examples to engage with, including decades of US presidential and national election campaigns. If you ever visit a practicing politician, expect to see this book on the shelf. Enough Said: What’s Gone Wrong with the Language of Politics? – Mark Thompson This builds on the classic 1940s essay by George Orwell, Politics and the English Language, which we use here. It’s written by somebody well-versed in the language of news reporting and

soundbite culture from his time at the BBC, and how it has been a contributing factor in the breakdown of political debate – and I’m not just including it because he has an honorary doctorate!

Genre favourite The Tiger in the Smoke – Margery Allingham Detective fiction is my go-to nonacademic reading of choice, and there are many similarities between her work and Agatha Christie’s, in terms of mystery and puzzle elements. Albert Campion is one of the great detectives in crime fiction and Allingham’s later books – this is one of them – have a lot of psychological insight and reflections on a changing world. I’m also a fan of geography setting and humour, as used by authors such as Simon Brett with his wonderfully seedy Charles Paris character.

Inspiration House Music: The Oona King Diaries – Oona King There are a lot of ‘pot boiler’ autobiographies out there, and frankly you need to reach a certain age to have something to say. So I avoid a lot of the ‘celebrity’ ones. But I’d always recommend people to read some of the others, particularly if there’s a life lesson to learn. The subject of this memoir can’t be accused of having lived quietly, offering a candid insight into their public and private life. It documents a host of ups and downs, including Oona’s rise and fall as an MP, and how much of a strain that took on her marriage and family. Anyone who complains that MPs have an easy ride really needs to read this!

Books I come back to Lies and the Lying Liars Who Tell Them – Al Franken I’ve always got three or four books on the go at any one time, and I often read and re-read many. This analysis of the US media pulls no punches, taking a swipe at the American right-wing media – Fox News in particular, more relevant 15 years after this was released. Although Franken, who went on to serve as US Senator for Minnesota has since been discredited due to sexual misconduct allegations, it makes it no less relevant today. All Too Human: A Political Education – George Stephanopoulos Behind-the-scenes on Bill Clinton’s successful Presidential election campaign trail and his subsequent early spell in Office, it’s an insightful analysis of the madness of the American political process – worth investigating if, for nothing else, his despairing attempt to crawl under a table in a yoghurt factory in Iowa. And they say politics is glamorous!

And Another Thing The Thick Of It: The Missing DoSAC Files – Armando Iannucci, Jesse Armstrong, Simon Blackwell, Ian Martin & Tony Roche My go-to bedside reading, something to lighten the mood, up there with I, Partridge: We Need To Talk About Alan as my comedy favourite.

Is there a link between poverty and childhood obesity? From being part of a sports team to a game of tig in the street, physical activity is essential for children’s health and wellbeing. However, most kids in the UK don’t do the recommended hour of physical activity every day to stay healthy, and childhood obesity is now a global public health concern. Are computer games and social media to blame? Is it increasingly over-protective parents restricting children’s ability to play outside that are creating a generation of overweight children?

Rob’s recent research found that childhood obesity is much higher in deprived areas than in wealthier ones. He examined the weight of more than 50,000 children in Liverpool, using the results of the National Child Measurement Programme (NCMP), over a period of six years to see if there was any change in the levels of children classified as overweight or obese during that time. He found that not only did obesity rates increase in Reception and Year 6-age children, there was also a widening gap between obesity rates in the most and least deprived areas of the city.

Or could it simply be where you live?

“As some parents are in a better position than others to support out-ofschool physical activities for their children, both financially (to pay for activities and equipment and drive children to places to be active) and environmentally (access to gardens or safe neighbourhood infrastructure like parks, for example), this is where we see most participation inequality.”

Research by Dr Rob Noonan, Senior Lecturer in Physical Education and Children’s Physical Activity, believes that economic inequality plays a significant role in the food children eat, how active they are, particularly outside of school, and in their subsequent risk of becoming overweight or obese.

“Physical activity in school is inclusive and available to all children, but outof-school activity is heavily dependent on the opportunities available to children in their neighbourhood, and the level of parental encouragement and support,” said Rob.

Another of Rob’s studies showed that children from wealthier families tend to participate in lots of structured after-school activities, like sports clubs, but rarely participate in unstructured activities like walking to school and playing outside. In contrast, lower economic status children walk to school regularly and play outside but rarely experience opportunities for structured activity. According to Rob, these factors should be considered by organisations looking to increase children’s out-of-school physical activity in the future. “It seems counterintuitive that children who walk to school every day and play outside would be at greater risk of being overweight or obese,” said Rob, “but that’s because the development of childhood obesity is as much about the food children eat as about how much they move. We know that the wealthier a child’s family, the more likely they are to have a balanced diet. This is why we need to look at much more than just physical activity and children’s weight, as measured by the NCMP, to tackle obesity.”

For Rob, poverty is the real issue. He said: “Less affluent neighbourhoods just aren’t conducive to a healthy lifestyle. They tend to have more fast food shops, fewer shops selling affordable fresh food, poor recreational facilities, and now fewer opportunities for leisure activities for children due to public sector funding cuts. These are the underlying causes and drivers of childhood obesity.

“Ultimately, we need to get rid of the idea that good health is purely a personal responsibility and recognise that to change physical activity and eating behaviour at a population level we need changes at the environmental and policy level. We need policies that ensure there is a level playing field in terms of the accessibility and pricing of healthy food and active leisure opportunities – no matter where you live.”

Dr Mark Edward Reader in Dance and Performance

Why I Love…

Drag

Edge Hill’s Reader in Dance and Performance, Dr Mark Edward, shares an insight into the art form of drag:

“

When I look at drag I see an empowering art form. It’s not just a way to express yourself, it can also be a driver of social change, a disrupter of expectations and a platform for many different causes and movements to make their voices heard. It’s also a haven for people who don’t – or won’t – fit in.

I first discovered drag in the late 1980s. I used to sneak off to a fun pub, Henry Africa’s, near my home in Wigan. It had cabaret acts and all the DJs were drag queens. I thought, ‘these are people I can relate to.’ As I got a few years older, I became friends with one of the drag queens, Chris D’ Bray, who took me under her wing and taught me the art of drag. In those days there was no YouTube to learn from, so the art of drag had to be passed down from Drag Mother to Drag Daughter. There was no instant way in; you had to work your way up. The club became like my queer family, helping me form an identity that I couldn’t find in my everyday workingclass life. Venturing into that fun pub was like going into a drag Wonderland and revelling in all the drag debauchery inside.

I must admit, when I first went to university, as a mature student, to do an undergraduate degree in Creative Arts, I had moved on from my earlier drag performance days and thought of drag as a lower art form. I focused on other areas of contemporary performance practices, such as live art and contemporary dance. But through my ongoing performance research and maturity, I began to realise that these genres need not be separated. Drag is a multidisciplinary art form. It has many layers; you can approach it from any number of angles – performance, drag and queer identity forming, drag and aesthetics, sexuality in theatre, gender normativity, class, race, LBGTQ+ and activism. It sparks some interesting debates. From both a performance and an academic point of view, it’s an interesting area of exploration.

One of my proudest moments was in 2015, when I designed a new module on drag, and Edge Hill became the only university in the country to have such a module in its Performing Arts portfolio. The reaction was fabulous. It was all over the media across the world. That helped to raise the profile of drag as an academic subject and it showed Edge Hill as the forwardthinking university that it is. It brought drag into the academy as a serious subject for study for the first time. People have become more aware of drag recently because of RuPaul’s Drag Race, and that’s been great, I’ve been a huge fan too! But representations of drag in the media need to move beyond queens. There are drag kings, animal-drag, bioqueens (women who drag up). The area is expansive and this needs to be shown. I sometimes find elements of media drag representation a bit reductive. I’m currently co-editing two drag books, which will be out in March 2020 with Bloomsbury. Both volumes explore a range of drag practices and performers who are creating interesting work and have been markers of change in the field of drag. The books give a visibility

to some of those practitioners who have not been invited to the main drag buffet, yet are just as worthy to feast! Part of my research focuses on exposing the ordinariness of the people behind the drag. That’s how my drag persona, Gale Force, and the collaborative immersive installation Council House Movie Star, came about. I wanted to explore what happens to drag queens as they age and how class and culture impacts on them. When they move away from the glamour of the stage and spotlight, and the realities of low-waged, precarious employment kicks in. My work also moves drag away from its traditional expectations of pubs, clubs and theatre and into the realms of drag queen guerrilla interventions, hijacking public spaces, immersing drag in the everyday such as being in supermarkets, on the streets, etc. Gale Force doesn’t even go on stage. I’m interested in how people react to her going about her everyday activities, and this gives visibility which, in turn, challenges homophobic and transphobic positions.

For me, drag serves an important purpose socially, culturally and politically. Drag is constantly evolving and changing as society evolves and changes, and that’s why it is so exciting.

”

Mark is extensively published in the field of drag. He has written the book Mesearch and the Performing Body, published with Palgrave Macmillan and Springer, and is currently in the process of completing two drag volumes with Dr Stephen Farrier: Contemporary Drag Practices and Performers: Drag in a Changing Scene and Drag Histories, Herstories and Hairstories; Drag in a Changing Scene.

Mark’s new autobiographical practiceled research show That’s Dr Faggot To You! a working class, gay, coming of age comedy (and tragedy), will be launched in November 2019.

Class notes Letters and Memories Sian Richards: Seven years after the six of us being housemates for two years, we got to celebrate Laura Fielding (nèe Debbage) and Andrew Fielding getting married. We only manage to see each other once a year, but it's great how nothing changes.

From top left clock-wise: Katie Hopkins, Rhys Jones, Becca Moss, Sian Richards, Andrew Fielding, Laura Fielding (nèe Debbage).

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Our original group held 10 girls but sadly, Hazel Forshaw and Maureen Hargreaves died some years ago. Our remaining eight are still in good form and enjoy our reunions with husbands each September, at the Salutation Hotel, in Ambleside.

To mark our 60 years of friendship, in September 2018, we shared a special cake made by Vicky to celebrate the event, and the table was draped with an original college scarf - in suffragette colours of course, to mark our affiliation and our proud link to the original students who were suffragettes at the Edge Hill College site in Liverpool – 100 years ago.

Marg Vipond: Our diamond anniversary reunion of 60 years Rising to the challenge made by the group of eight past students from ‘62 to ‘65, and signed by Sandra Pickering in the previous issue of 1885, I would like to say that our present group of eight go back to the term commencing 19581960, when we all met in Clough Hall to begin teacher training. Our big reunions are great fun, as are our smaller group reunions who meet at Stratford-upon-Avon for a play visit each January. So, have WE got the biggest and oldest group of friends still meeting?

Our maiden names were Joan Caine, Valerie Cooke, Bettie Fishwick, Marjorie Fletcher, Margaret Jones, Sandra Reynolds, Vicky Smith and Chris White. Valerie married student Granville Grimshaw, who was in the first intake of male students in 1959.

Finally, to all of our fellow students from Clough, and also all the rest of Edge Hill College intake of 1958-60… we say “HEARTY GREETINGS - TO YOU ALL”, – as we celebrated our own group’s 60th anniversary, in this special year in which we celebrated the 100th year of women’s suffrage also!

Peter Wilson: Some people will remember me as the only student to fail a final teaching practice. As the son of a Dean in the Church of England I found working in a Catholic school extremely difficult as I was not allowed in the classroom for registration as it involved prayers, nor before lunch and at the end of the day. I was pulled out after three weeks and relocated to a new school but it meant a whole rewrite of lessons for a different age. I stayed the rest of the year to finish my artwork and sit exams and returned in the September to retake the teaching practice. Acceptance on the degree course was denied, even though my exam grades allowed it and Mr McNamara fought hard for me to no avail.

After leaving Edge Hill I began a career in local government as a road safety officer. The work entailed developing and delivering a curriculum and lessons on all aspects of road safety for schools and other community groups, training all road users especially the vulnerable, young pedestrians and cyclists. I designed a scheme for teachers about managing children on local journeys which was taken up by a number of teacher training colleges as part of their school trips risk management module. As part of the job I worked with the emergency services and central government on many local and national campaigns, including child seatbelt usage and drink drive.

Your favourite spots on campus I went on to lecture on the national road safety officers’ course at Middlesex Polytechnic for five years and became the youngest county RSO at the age of 35 (budget £2.4m, staff 47). During my 41-year career I have worked for three London boroughs and West Sussex CC.

We asked our followers on Facebook (facebook.com/ehualumni) to share their memories of their favourite places on campus:

I was made a fellow of the Institute of Road Safety Officers and was chair of the SE group of 32 local authorities, and organised both local and national conferences. As a qualified driving instructor I developed a national training film for minibus drivers and presented it at an international film festival. I worked on the committee to develop NVQs levels 3, 4 and 5 for the transportation industry.

Connor Cain: So many great areas. The roof on Creative Edge is magical during the summer on a nice day. I remember sitting there completing my final assignment of second year (yes I had left it to the last minute, but what better place to do it in).

In 2017, I was presented with a Distinguished Service Award from the London Road Safety Council, the oldest safety organisation in the country by the President, James Cracknell. In November 2018, I was made a Freeman of The City of London, nominated by representatives of various London road safety organisations. For the last five years I have become an active member of a local Lions International club and will take up the post of President this coming July. Alison Russell: I loved that view of the main building as you returned to school term/year. Magnificent. David Higham: I loved the 'grandeur' of the main entrance buildings, but equally enjoyed the walk past the inquisitive wildfowl on the way to the health and social care buildings.

The North East group of the Institute of Road Safety Officers held an annual conference at Edge Hill and I had a great time recollecting some memories including watching the cricket, where the pond is now, from the wooden art hut, and disturbing a drama production of A Midsummer Night’s Dream being held in the Rose Garden when I fired up a chainsaw for some large wood carving in 1976. I have very fond memories of Edge Hill, an attempt at a Guinness record for the longest football match, bicycle beer races round the main block (one lap, one drink and so on until the eventual collapse of rider) and a summer ball with the band, Sailor. In my second year I was on the rag committee and organised the parade of 16 floats through Ormskirk and Southport. There was also the flea pit cinema with the back two rows of seats as doubles like cosy sofas.

Shelly Stoops: The quad behind the entrance, so many memories. Sandra Moorcroft-Nixon: The quad... just so iconic after coming in through the main doors... magical... start of other term!

Kimberley KR: The Rose Garden was my favourite place to study.

Your Alumni The connection doesn’t have to end when you graduate. As a member of our alumni community you can still be part of University life and access a wide range of benefits and services to help you plan your career, undertake further study or keep in touch with us and each other.

Free online journal access Free access to online journals plus use of our library and study facilities.

Career support Three years of support, advice and guidance from our Careers Team following your graduation.

Postgraduate fee reduction Save on tuition fees for a range of postgraduate programmes.

Sports Centre membership reduction Graduates qualify for the corporate rate at the Sports Centre which includes access to the fitness suite, swimming pool and sessions in the Get Active programme.

Alumni Catch-Up Day See the latest developments on campus and re-live your student days - you can even stay in our Halls of Residence. Look out for your email invite to this annual event.

Help with reunions Help with locating old friends and publicising your event.

Campus events Careers fairs, workshops, networking events and academic conferences – as well as many opportunities for Continuing Professional Development.

Dedicated online alumni community Sign up to your official alumni website at edgehillconnect.co.uk to join the community, connect with fellow alumni, receive or offer careers support and more.

Keeping in touch Regular e-newsletters and annual magazine (online and hard copy) to keep you up to date with what’s going on at Edge Hill.

Alumni Team, Edge Hill University, St Helens Road, Ormskirk, L39 4QP

t: 01695 654 371 e: alumni@edgehill.ac.uk w: edgehill.ac.uk/alumni f: facebook.com/ehualumni t: twitter.com/edgehill