̽��ֱ�� of Cambridge - Arts and Humanities Research Council (AHRC)

Community Open Map Platform project supporting green transition secures major funding

ta385 — Mon, 04 Sep 2023 15:15:00 +0000

Despite changes to the HM Treasury Green Book to encourage forms of valuation other than economic, local authorities are struggling to capture social, environmental and cultural value in a way that feeds into their systems and processes. This new project aims to make this easy by spatialising data so that it can be used as a basis for targeted hyperlocal action for a green transition.

Professor Flora Samuel said: “Climate change cannot be addressed without revealing and tackling the inequalities within society and where they are happening. Only when we know what is happening where, and how people are adapting to climate change can we make well informed decisions.”

“ ̽��ֱ��aim of this pragmatic project is to create a Community Open Map Platform that will bring together multiple layers of spatial information to give a social, environmental, cultural and economic picture of what is happening in a neighbourhood, area, local authority, region or nation.”

Green Transition Ecosystems (GTEs) are large-scale projects that focus on translating the best design-led research into real-world benefits. Capitalising on clusters of design excellence, GTEs will address distinct challenges posed by the climate crisis including, but not limited to, realising net zero goals.

GTEs are the flagship funding strand of the £25m Future Observatory: Design the Green Transition programme, funded by the AHRC and delivered in partnership with the Design Museum.

̽��ֱ��COMP will address the following overarching aims of the Green Transitions Ecosystem call: measurable, green transition-supportive behavioural change across sectors and publics; design that fosters positive behavioural change in support of green transition goals, including strategy and policy; region-focused solutions for example the infrastructure supporting rural communities and, lastly, designing for diversity.

To meet these aims the COMP will deliver a baseline model mapping platform for decision making with communities for use by Local Authorities (LoAs) across the UK and beyond. To do this a pilot COMP will be made for the Isle of Anglesey to help the LoA measure its progress towards a green transition and fulfilment of the Future Generations Wales Act in a transparent and inclusive way.

̽��ֱ��Isle of Anglesey/Ynys Môn in North Wales was chosen as the case study for this project largely because it is a discrete geographical place that is rural, disconnected and in decline, with a local authority that has high ambitions to reinvent itself as a centre of sustainable innovation, to be an 'Energy Island’ at the centre of low-carbon energy research and development. ̽��ֱ��bilingual context of Anglesey provides a particular opportunity to explore issues around multilingual engagement, inclusion and culture – a UK-wide challenge.

̽��ֱ��project, a collaboration with the Wales Institute of Social and Economic Research and Data (Wiserd) at Cardiff ̽��ֱ�� and Wrexham Glyndwr ̽��ֱ�� as well as several other partners is supported by the Welsh Government and the Future Generations Commission in Wales who are investigating ways to measure, and spatialise, attainment against the Well-being of Future Generations (Wales) Act (2015), a world-leading piece of sustainability legislation.

̽��ֱ��Community Open Map Platform (COMP) will offer a range of well designed and accessible information to communities, local authorities and policy makers alike, as well as opportunities to contribute to the maps. ̽��ֱ��map layers will constantly grow with information and sophistication, reconfigured according to local policy and boundaries. And crucially, they will be developed and monitored with and by a representative cross section of the local community.

An accessible website will be designed as a data repository tailored to a range of audiences, scalable for use across the UK. Social, cultural and environmental map layers will be co-created with children and young people to show, for instance, where people connect, engage with cultural activities and do small things to adapt to climate change.

̽��ֱ��community-made data will be overlaid onto existing census and administrative data sets to build a baseline Future Generations map of the Isle of Anglesey. ̽��ֱ��layers can be clustered together to measure the island’s progress against the Act but can also be reconfigured to other kinds of measurement schema. In this way the project will offer a model for inclusive, transparent and evidence based planning, offering lessons for the rest of the UK and beyond.

This award is part of the Future Observatory: Design the Green Transition programme, the largest publicly funded design research and innovation programme in the UK. Funded by AHRC in partnership with Future Observatory at the Design Museum, this £25m multimodal investment aims to bring design researchers, universities, and businesses together to catalyse the transition to net zero and a green economy.

Christopher Smith, Executive Chair of the Arts and Humanities Research Council said:

“Design is a critical bridge between research and innovation. Placing the individual act of production or consumption within the context of a wider system of social and economic behaviour is critical to productivity, development and sustainability.

"That’s why design is the essential tool for us to confront and chart a path through our current global and local predicaments, and that’s why AHRC has placed design at the heart of its strategy for collaboration within UKRI.

"From health systems to energy efficiency to sustainability, these four Green Transition Ecosystem projects the UK are at the cutting edge of design, offering models for problem solving, and will touch on lives right across the UK.”

A team led by Professor Flora Samuel from Cambridge’s Department of Architecture has been awarded one of four new £4.625 million Green Transition Ecosystem grants by the Arts and Humanities Research Council (AHRC) to create a Community Open Map Platform (COMP) for Future Generations to chart the green transition on the Isle of Anglesey/Ynys Môn.

Climate change cannot be addressed without revealing and tackling the inequalities within society and where they are happening

Flora Samuel

Ellena McGuinness on Unsplash

Anglesey beach crowded with people

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

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Year 8 students work with Cambridge researchers to help their peers learn about the census

sc604 — Thu, 13 May 2021 14:33:38 +0000

Researchers from Cambridge’s Department of Geography and Year 8 students in Wales have worked together to produce a series of learning resources based on census data, showing how the country has changed over time.

̽��ֱ��materials, including worksheets and a series of podcasts, are freely available for teachers to incorporate into their lessons.

Year 8 students from Radyr Comprehensive School and Pontarddulais Comprehensive School in Cardiff worked with Dr Alice Reid and colleagues from Cambridge, Leicester and Edinburgh Universities, to co-produce a learning resource about exploring the census in the past and present. They explored the Populations Past and Data Shine websites to discover facts about their local area and compared them with other parts of England and Wales.

After exploring the websites, the students drew up a set of interview questions to ask experts on historical and recent censuses, including the former National Statistician, Dame Jil Matheson. These interviews were recorded as podcasts.

̽��ֱ��collaboration is part of the ‘Engaging the Public in Census 2021 project’, funded by the Arts and Humanities Research Council (AHRC) and Economic and Social Research Council (ESRC), part of UK Research and Innovation. This project teaches students about the relevance of the census and provides insight into being a data-driven social scientist.

“ ̽��ֱ��students were really responsive and thoughtful,” said Reid. “We had originally thought they would be most interested in their local areas, and while some of them were, they all seemed fascinated by the comparative aspects, both over time and between places, and they easily grasped the idea of letting the patterns in the data guide them to interesting questions which we could then explore with them.”

Students were particularly interested in what life was like for children their age in other eras. Today young people have to stay in full-time education until they are 18, but in the middle of the nineteenth century, school was not compulsory. ̽��ֱ��first Education Act in 1870 established local school boards which could build and manage schools, and the 1880 Education Act made school compulsory between the ages of 5 and 10 years. However, the continued need to pay fees until 1891 meant that not all children could afford to attend school. Children not at school may have been earning money or doing housework at home.

Imogen, one of the students who took part, said, “I find it interesting how children aren't allowed to work the same jobs now as kids did in 1861 and 1911. Did the government think that it was ok to let children work?”

Lewys, another student, said: “I find this information interesting because it shows a clear link between history and data, and how it affects people’s lives.”

One of the teachers involved in the project said: “An important part of the new curriculum in Wales is to embed the history of the local area into our study. It also combines History, Geography and RE as an all-around humanities subject. This project was the perfect combination of Geography and History and we will definitely be building the data into our curriculum in the future.”

“We were keen to work with Key Stage 3 students on this project in order to demonstrate the power and relevance of the social sciences,” said Reid. “ ̽��ֱ��process of creating the material in collaboration with students inspired us to interrogate and explore our data in different ways which we are planning to build into our research programme.”

“I think it was really important to work with students on the project to gain insight into what they found most interesting about the census and to develop learning resources that were student-centred and responded to their needs and interests,” said Sophy Arulanantham from the Department of Geography. “This will help inform our work with schools and the development of further resources in future.”

Initial findings from the 2021 Census, which took place in March, are expected in March 2022, with a final release due in March 2023.

Year 8 students work with Cambridge researchers to help their peers learn about the census.

I find this information interesting because it shows a clear link between history and data, and how it affects people’s lives

Lewys, Year 8 student

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

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Research at the chalk face: connecting academia and schools

lw528 — Mon, 25 Mar 2019 10:00:50 +0000

Twenty years ago, two head teachers walked into the ̽��ֱ��’s Department of Education with a proposal. We want to work with you, they told academics, but don’t just come and “do research on us”. We want to work in partnership.

̽��ֱ��approach might have met short shrift in more traditional institutions, but the outward-looking Education Department, now the Faculty of Education, was different. Already working closely with over 30 schools on a school-based teacher education programme, and welcoming many teachers onto its Masterʼs and PhD programmes, it saw the chance to forge new bonds.

Two decades on, School– ̽��ֱ�� Partnership for Educational Research (SUPER) continues to flourish, bringing together academics and teachers from 12 schools around the eastern region. ̽��ֱ��partners devise and run collective research projects – on topics from pupil engagement to teacher learning – and share findings within and beyond the group.

̽��ֱ��latest project has focused on the increasingly critical area of pupil resilience, as Dr Ros McLellan, coordinator of the SUPER network, explains: “Across the UK, mental health issues in children are increasing while wellbeing is deteriorating. Evidence shows that wellbeing programmes in schools can lead to significant improvements in children’s mental health, and social and emotional skills. But we know that funding constraints and lack of prominence given to wellbeing in the inspection framework create real challenges for schools. Our research is asking how resilience and wellbeing can be promoted in a results-driven educational climate.”

̽��ֱ��group devised a wellbeing survey that was conducted across the partner schools, backed up by detailed pupil interviews. ̽��ֱ��findings showed that girls and Year 10 students are more vulnerable at secondary school – and that students from low-income backgrounds are vulnerable at all ages.

“ ̽��ֱ��individual schools are now introducing their own wellbeing interventions tailored to the needs revealed by the study, and we’ll be working with them as they assess and share the impact of the interventions,” says McLellan.

A ‘toolkit’ to help schools

SUPER is one of a range of projects forging direct connections between the Faculty – part of a world-leading university that is often viewed primarily in an international context – and the living, breathing community of pupils, parents and teachers on its doorstep.

Dr Riikka Hofmann, for instance, has been working with local schools on understanding how best to improve students’ learning – finding that approaches that draw on interaction and students’ ideas can achieve better outcomes. But she has also found that it’s not always easy for schools – especially those in deprived areas that are tackling a wide range of pupil needs – to translate research findings into teaching practice.

“We know that teachers find it difficult to take up new forms of learning, no matter how effective research shows them to be,” she explains. “Schools may be concerned about the short-term risks for performance outcomes and inspections involved in trialling new practices. Also, teachers in schools serving disadvantaged populations can hold limiting views of their students’ capabilities and be less likely to introduce change.”

Hofmann’s latest project, backed by an Economic and Social Research Council-funded Impact Acceleration grant, is creating a ‘toolkit’ to help schools introduce and evaluate effective educational techniques to boost teaching and learning. Her team is working with four eastern region partnership schools in which a high proportion of students face multiple disadvantages, such as financial or language difficulties.

She aims to make the toolkit available to all schools, nationally and ultimately globally. Tried and tested Faculty research, she argues, should benefit all schools, not only those with fewer challenges to divert them, and ensuring this happens is as much part of Cambridge ̽��ֱ��’s widening participation agenda as diversifying admissions. “It is well known that some of the core barriers to raising aspirations among disadvantaged children happen not only at widening participation in terms of university admissions, but also much earlier, in learning opportunities that disadvantaged children have in school.

“We are a university with a global mission and that includes focusing on disadvantaged communities everywhere, including those near us. ̽��ֱ��East of England has some of the most deprived areas in the whole country. Our work aims to have a positive impact on the people in those communities, and also helps us to understand the ways change can happen in disadvantaged settings.”

Language learning

̽��ֱ��busy two-way pipeline linking the Faculty of Education and schools in the region also lies at the heart of a partnership that focuses on exploring the influence of multilingual identity on foreign language learning among teenagers and its relationship with attainment. ̽��ֱ��education strand of the project, led by Dr Linda Fisher, is part of a large-scale and far-reaching language sciences research programme, Multilingualism: Empowering Individuals, Transforming Societies (MEITS) funded by the Arts and Humanities Research Council.

Working with six secondary schools in the eastern region and another in London, Fisher’s team is tracking the academic performance of 2,000 pupils over two years, including monolingual learners studying a second language and multilingual learners adding a further language in the classroom.

Together with teachers, Fisher and colleagues have devised and trialled a package of teaching materials, which begin by encouraging students to recognise that their understanding of dialects, slang, emojis and even the most basic foreign language ability all represent a form of multilingualism.

“ ̽��ֱ��main idea is to see whether we can we offer young people the agency to develop a multilingual identity if they so wish and to see what the impacts of that are,” Fisher says. ̽��ֱ��results have been positive. “Reflecting on language learning was not only enjoyable for students but also made them more open minded, more aware of the place of language in the world and more inclined to be engaged with language learning in the classroom.”

Many students involved in the project reported a change in attitude, seeing languages more as a vital life skill than just another subject to struggle with at school. “I used to think languages only help on holiday,” said one. “Now I think languages adapt your brain and help you understand different cultures.”

“Practical, and real, and of use to schools”

For the academics, meanwhile, all of these projects are creating a model for boosting the chances of research findings making the journey from concept to coalface and having a real impact on school practice.

This level of collaboration between academics and schools is fundamental to the success of the projects, and yet is surprisingly unusual and should not be taken for granted says McLellan: “Whenever I talk about SUPER in other contexts, people are always interested in how we manage to do it because schools and universities often have different agendas, timescales and ideas over what constitutes research.

“ ̽��ֱ��projects work because schools in our region, which is very diverse, want to work with us. This is not just pie in the sky, ivory tower stuff: it is practical, and real, and of use to schools. We’ve broken down the artificial walls: we’re out there.”

Researchers in Cambridge’s Faculty of Education are working with teachers to improve the experience of learning in the East of England – and boost pupils’ life chances.

̽��ֱ��projects work because schools in our region, which is very diverse, want to work with us. This is not just pie in the sky, ivory tower stuff: it is practical, and real, and of use to schools. We’ve broken down the artificial walls: we’re out there

Ros McLellan

Yes

Funding announced for almost 400 new doctoral places in arts and humanities

sjr81 — Wed, 15 Aug 2018 10:45:43 +0000

̽��ֱ��Open-Oxford-Cambridge AHRC DTP is a consortium of the three universities for doctoral training and funding in the Humanities. ̽��ֱ��DTP is underpinned by world-class research and training environments, supported by strategic partnerships with the BBC World Service, the National Trust and British Telecom, and is national and international in mindset, and determined to take a leading role in shaping the future of doctoral training in the UK.

̽��ֱ��AHRC is the UK’s largest funder of postgraduate training in the arts and humanities, and plays an essential role in supporting the next generation of highly capable researchers. By working together, the AHRC, the Open ̽��ֱ��, and the Universities of Oxford and Cambridge are able to commit to investing in this partnership over its lifetime.

Professor David Rechter, incoming Director of the Open-Oxford-Cambridge AHRC DTP, said: “I am pleased by the success of our bid, and look forward to recruiting our first cohort of students next year. Supported by our partners the National Trust, the BBC World Service and British Telecom, the Open-Oxford-Cambridge DTP will offer students a wealth of opportunities to pursue research and engage in training, and to learn from each other as part of a large multi-disciplinary group. These opportunities will equip our DTP students with the research expertise and skills that will allow them to go on to wide range of careers in academia and beyond.”

Professor Martin Millett, Head of the School of Arts and Humanities at Cambridge, said: “ ̽��ֱ��success of this bid is excellent news. ̽��ֱ��unique collaboration between Oxford, Cambridge and the Open ̽��ֱ�� opens up exciting new prospects for the next generation of doctoral research students in the Arts and Humanities.”

Professor Edward Harcourt, the AHRC’s Director of Research, Strategy and Innovation, said: “ ̽��ֱ��AHRC is delighted to announce its renewed commitment to the Doctoral Training Partnerships model. Our support for the next generation of arts and humanities researchers is critical to securing the future of the UK arts and humanities sector, which accounts for nearly a third of all UK academic staff, is renowned the world over for its outstanding quality, and which plays a vital part in our higher education ecosystem as a whole.

“We were extremely pleased with the response to our call, which saw high-quality applications from across the UK from a variety of diverse and innovative consortia, each with a clear strategy and vision for the future support of their doctoral students.”

Professor Kevin Hetherington, Pro-Vice-Chancellor (Research and Academic Strategy), ̽��ֱ��Open ̽��ֱ��, said: “ ̽��ֱ��Open ̽��ֱ�� is delighted that the AHRC has chosen to recognise the commitment to innovation and diversity inherent in the Open-Oxford-Cambridge DTP, and looks forward to participating fully in the delivery of an exciting training programme for our PhD students.”

Professor Karen O’Brien, Head of the Humanities Division, ̽��ֱ�� of Oxford, said: “This is good news and an endorsement of our collective commitment to developing the next generation of Humanities scholars. We are looking forward to working with the Open ̽��ֱ��, Cambridge, the AHRC and our strategic partners to deliver a truly exciting opportunity to our consortium students.”

Stephen Cassidy, Chief Researcher, System Science, BT Labs, said: “As a communication company deeply rooted in the interaction between people, communities and businesses, BT sees great benefit in being part of this DTP. Interaction with the students and academics will extend our understanding of ethical, legal and social ramifications of the possible directions the industry as a whole could (and is) embarking on. These are issues of international scale, and we are pleased to link with the DTP and to provide further links with our research collaborations around the UK and the globe.”

Jamie Angus, Director, BBC World Service Group, said: “ ̽��ֱ��objectives of the Consortium and the Doctoral Training partnership fit very well with the BBC World Service’s objectives; ̽��ֱ��BBC World Service Group provides independent impartial journalism to nearly 350 million people around the world each week, across cultural, linguistic and national boundaries. We look forward to working with world-class doctoral students in the Humanities drawing on their research skills and subject expertise, as well as making the most of the huge range of languages studied at Oxford, Cambridge and the OU. Working together we will play our part so that the Consortium can provide DTP-funded students with skills and experience they need to communicate their ideas beyond academia so that they may be better able to reach a wider audience.”

Nino Strachey, Head of Research and Specialist Advice at the National Trust, said: “ ̽��ֱ��National Trust is delighted at the success of the bid and excited to work with students and staff from these internationally recognised universities and partners. With a long history of hosting and co-supervising PhDs, we look forward to offering opportunities for students to gain experience of the heritage sector and to work with Europe’s largest conservation charity.”

Information on how to apply for scholarships via the Open-Oxford-Cambridge AHRC Doctoral Training Partnership for entry in 2019/20 will be available from www.oocdtp.ac.uk from 1 September 2018.

̽��ֱ��Open ̽��ֱ��, the ̽��ֱ�� of Oxford and the ̽��ֱ�� of Cambridge are pleased to announce the success of their bid for funding for the Open-Oxford-Cambridge Arts and Humanities Research Council Doctoral Training Partnership, which will create nearly 400 new doctoral places in the arts and humanities.

̽��ֱ��unique collaboration between Oxford, Cambridge and the Open ̽��ֱ�� opens up exciting new prospects for the next generation of doctoral research students in the Arts and Humanities

Martin Millett

Sir Cam

Faculty of English on the ̽��ֱ��'s Sidgwick Site, home to many of the faculties and departments from the School of Arts and Humanities.

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Epic issues: epic poetry from the dawn of modernity

Anonymous — Thu, 02 Aug 2018 10:00:42 +0000

Maybe it was the language, architecture, codified legal system, regulated economy, military discipline – or maybe it really was public safety and aqueducts. Whatever the Romans did for us, their reputation as a civilising force who brought order to the western world has, in the public imagination, stood the test of time remarkably well. It is especially strong for an Empire that has been battered by close historical scrutiny for almost 2,000 years.

̽��ֱ��reputation, of course, has more than a grain of truth to it – but the real story is also more complex. Not only did the Empire frequently endure assorted forms of severely uncultured political disarray, but for the kaleidoscope of peoples under its dominion, Roman rule was a varied experience that often represented an unsettling rupture with the past. As Professor Mary Beard put it in her book SPQR: “there is no single story of Rome, especially when the Roman world had expanded far outside Italy.”

So perhaps another way to characterise the Roman Empire is as one of cultures colliding – a swirling melting pot of ideas and beliefs from which concepts that would define western civilisation took form. This is certainly closer to the view of Tim Whitmarsh, the A. G. Leventis Professor of Greek Culture at Cambridge, who is the principal investigator on a project that has examined Greek epic poetry during this period.

“This is perhaps the most important period for thinking about where European culture comes from,” says Whitmarsh. “We really are at the dawn of modernity. To tell the story of an Empire which remains the model for so many forms of international power is to tell the story of what we became, and what we are.”

His interest in the Greek experience stems partly from the fact that few cultures under Roman rule can have felt more keenly the fissure it wrought between present and past. In political terms, Ancient Greek history arguably climaxed with the empires established in the aftermath of the conquests of Alexander the Great (356–323 BCE). In the period when this poetry was written, from the first to the sixth centuries CE, the Greek world had been annexed by the Romans.

Yet the relationship between the two cultures was ambiguous. Greek-speaking peoples were subordinate in one sense, but their language continued to dominate the eastern Empire – increasingly so as it became a separate entity centred on Byzantium, as Christianity emerged and as the Latin-speaking west declined. Greek remained the primary medium of cultural transmission through which these changes were expressed. Greek communities therefore found themselves linked closely to their past, while also coming to terms with a fast-metamorphosing future.

Epic poetry, which many associate with Homer’s tales of heroic adventure, seems an odd choice of lens through which to examine the transformation. Whitmarsh thinks its purpose has been misunderstood.

“In the modern West, we often get Greek epic wrong by thinking about it as a repository for ripping yarns,” he says. “Actually, it was central to their sense of how the world operated. This wasn’t a world of scripture; it wasn’t primarily one of the written word at all. ̽��ֱ��vitality of the spoken word, in the very distinctive hexametrical pattern of the poems, was the single way they had of indicating authoritative utterance.”

It is perhaps the most important tool available for understanding how the Greeks navigated their loss of autonomy under the Romans and during the subsequent rise of Christianity. In recent years, such questions have provoked a surge of interest in Greek literature during that time, but epic poetry itself has largely been overlooked, perhaps because it involved large, complex texts around which it is difficult to construct a narrative.

Funded by the Arts and Humanities Research Council, Whitmarsh and his collaborators set out to systematically analyse the poetry and its cultural history for the first time. “We would argue it’s the greatest gap in ancient cultural studies – one of the last uncharted territories of Greek literature,” he adds.

̽��ֱ��final outputs will include books and an edited collection of the poems themselves, but the team started simply by establishing “what was out there”. Astonishingly, they uncovered evidence of about a thousand texts. Some remain only as names, others exist in fragments; yet more are vast epics that survive intact. Together, they show how the Greeks were rethinking their identity, both in the context of the time, and that of their own past and its cultural legacy.

A case in point is Quintus of Smyrna, author of the Posthomerica – a deceptive title since chronologically it fills the gap between Homer’s Iliad and Odyssey, even though it was written later. Quintus’ style was almost uber-Homeric, elaborately crafted to create an almost seamless connection with the past. Yet there is evidence that, having done so, he also deliberately disrupted it. “His use of similes is quite outrageous by Homer’s standards, for example,” Whitmarsh says. ̽��ֱ��reason could be Quintus’ painful awareness of a tension between the Homeric past and his own present. Conflicted identity is a theme that connects many poems of the period. ̽��ֱ��poet Oppian, for instance, who wrote an epic on fish and fishing, provides us with an excellent example of how his generation was seeking to reconceive Greek selfhood in the shadow of Rome.

̽��ֱ��work ostensibly praises the Emperor as master over land and sea – a very Roman formula. Oppian then sabotages his own proclamation by questioning whether anyone truly can command the sea’s depths, a feat that must surely be a journey of the intellect and imagination. Having acknowledged the Emperor’s political power, he was, in effect, implying that the Greeks were perhaps greater masters of knowledge.

̽��ֱ��researchers expected to find that this tension gave way to a clearer, moralistic tone, with the rise of Christianity. Instead, they found it persisted. Nonnus of Panopolis, for example, wrote 21 books paraphrasing the Gospel of St John, but not, it would seem, from pure devotion, since he also wrote 48 freewheeling stories about the Greek god Dionysus. Collectively, this vast assemblage evokes parallels between the two, not least because resurrection themes emerge from both. Nonnus also made much of the son of God’s knack for turning water into wine – a subject that similarly links him to Dionysus, god of winemaking.

Beyond Greek identity itself, the poetry hints at shifting ideas about knowledge and human nature. Oppian’s poetic guide to fishing, for instance, is in fact much more. “I suspect most fishermen and fisherwomen know how to catch fish without reading a Greek epic poem,” Whitmarsh observes. In fact, the poem was as much about deliberately stretching the language conventionally used to describe aquaculture, and through it blurring the boundaries between the human and non-human worlds.

Far from just telling stories, then, these epic poems show how, in an era of deeply conflicted identities, Greek communities tried to reorganise their sense of themselves and their place in the world, and give this sense a basis for future generations. Thanks to Whitmarsh and his team, they can now be read, as they were meant to be, on such terms.

“ ̽��ֱ��poetry represents a cultural statement from the time, but it is also trying to be timeless,” he adds. “Each poem was trying to say something about its topic for eternity. ̽��ֱ��fact that we are still reading them today, and finding new things to say about them, is a token of their success.”

Inset image: Wine jar made in Athens around 535 BC. © ̽��ֱ��Trustees of the British Museum.

Epic poems telling of cultures colliding, deeply conflicted identities and a fast-changing world were written by the Greeks under Roman rule in the first to the sixth centuries CE. Now, the first comprehensive study of these vast, complex texts is casting new light on the era that saw the dawn of Western modernity.

Each poem was trying to say something about its topic for eternity. ̽��ֱ��fact that we are still reading them today, and finding new things to say about them, is a token of their success

Tim Whitmarsh

Achilles killing Penthesilea, as described in the epic poem Posthomerica written by Quintus of Smyrna in the 3rd century CE; detail from a wine jar made in Athens around 535 BC

Yes

Time travelling to the mother tongue

lw355 — Tue, 19 Jul 2016 08:00:51 +0000

No matter whether you speak English or Urdu, Waloon or Waziri, Portuguese or Persian, the roots of your language are the same. Proto-Indo-European (PIE) is the mother tongue – shared by several hundred contemporary languages, as well as many now extinct, and spoken by people who lived from about 6,000 to 3,500 BC on the steppes to the north of the Caspian Sea.

They left no written texts and although historical linguists have, since the 19th century, painstakingly reconstructed the language from daughter languages, the question of how it actually sounded was assumed to be permanently out of reach.

Now, researchers at the Universities of Cambridge and Oxford have developed a sound-based method to move back through the family tree of languages that stem from PIE. They can simulate how certain words would have sounded when they were spoken 8,000 years ago.

Remarkably, at the heart of the technology is the statistics of shape.

“Sounds have shape,” explains Professor John Aston, from Cambridge’s Statistical Laboratory. “As a word is uttered it vibrates air, and the shape of this soundwave can be measured and turned into a series of numbers. Once we have these stats, and the stats of another spoken word, we can start asking how similar they are and what it would take to shift from one to another.”

A word said in a certain language will have a different shape to the same word in another language, or an earlier language. ̽��ֱ��researchers can shift from one shape to another through a series of small changes in the statistics. “It’s more than an averaging process, it’s a continuum from one sound to the other,” adds Aston, who is funded by the Engineering and Physical Sciences Research Council (EPSRC). “At each stage, we can turn the shape back into sound to hear how the word has changed.”

Rather than reconstructing written forms of ancient words, the researchers triangulate backwards from contemporary and archival audio recordings to regenerate audible spoken forms from earlier points in the evolutionary tree. Using a relatively new field of shape-based mathematics, the researchers take the soundwave and visualise it as a spectrogram – basically an undulating three-dimensional surface that represents the shape of that sound – and then reshape the spectrogram along a trajectory ‘signposted’ by known sounds.

While Aston leads the team of statistician ‘shape-shifters’ in Cambridge, the acoustic-phonetic and linguistic expertise is provided by Professor John Coleman’s group in Oxford.

̽��ֱ��researchers are working on the words for numbers as these have the same meaning in any language. ̽��ֱ��longest path of development simulated so far goes backwards 8,000 years from English one to its PIE ancestor oinos, and likewise for other numerals. They have also ‘gone forwards’ from the PIE penkwe to the modern Greek pente, modern Welsh pimp and modern Englishfive, as well as simulating change from Modern English to Anglo-Saxon (or vice versa), and from Modern Romance languages back to Latin.

(Other audio demonstrations are available here)

“We’ve explicitly focused on reproducing sound changes and etymologies that the established analyses already suggest, rather than seeking to overturn them,” says Coleman, whose research was funded by the Arts and Humanities Research Council.

They have discovered words that appear to correctly ‘fall out’ of the continuum. “It’s pleasing, not because it overturns the received wisdom, but because it encourages us that we are getting something right, some of the time at least. And along the way there have also been a few surprises!” ̽��ֱ��method sometimes follows paths that do not seem to be etymologically correct, demonstrating that the method is scientifically testable and pointing to areas in which refinements are needed.

Remarkably, because the statistics describe the sound of an individual saying the word, the researchers are able to keep the characteristics of pitch and delivery the same. They can effectively turn the word spoken by someone in one language into what it would sound like if they were speaking fluently in another.

They can also extrapolate into the future, although with caveats, as Coleman describes: “If you just extrapolate linearly, you’ll reach a point at which the sound change hits the limit of what is a humanly reasonable sound. This has happened in some languages in the past with certain vowel sounds. But if you asked me what English will sound like in 300 years, my educated guess is that it will be hardly any different from today!”

For the team, the excitement of the research includes unearthing some gems of archival recordings of various languages that had been given up for dead, including an Old Prussian word last spoken by people in the early 1700s but ‘borrowed’ into Low Prussian and discovered in a German audio archive.

Their work has applications in automatic translation and film dubbing, as well as medical imaging (see panel), but the principal aim is for the technology to be used alongside traditional methods used by historical linguists to understand the process of language change over thousands of years.

“From my point of view, it’s amazing that we can turn exciting yet highly abstract statistical theory into something that really helps explain the roots of modern language,” says Aston.

“Now that we’ve developed many of the necessary technical methods for realising the extraordinary ambition of hearing ancient sounds once more,” adds Coleman, “these early successes are opening up a wide range of new questions, one of the central being how far back in time can we really go?”

Audio demonstrations are available here: www.phon.ox.ac.uk/jcoleman/ancient-sounds-audio.html

Inset image: Spectrograms showing how the shape of the sound of a word in one language can be morphed into the sound of the same word in another language; credit: John Aston.

̽��ֱ��sounds of languages that died thousands of years ago have been brought to life again through technology that uses statistics in a revolutionary new way.

As a word is uttered it vibrates air, and the shape of this soundwave can be measured and turned into a series of numbers

John Aston

Spectrogram showing the shape of the sound of a word

Medical imaging reshaped

̽��ֱ��statistics of shape are not just being used to show how different languages relate to each – they are also being used to improve the analysis of medical images.

Just as soundwaves have a shape that can be analysed using statistics, so do the patterns of neurons interacting with each other or the dimensions of the surface of a tumour. Now a new research Centre will develop tools that use the mathematics of the shapes found in medical images to improve diagnosis, prognosis and treatment planning for patients.

̽��ֱ��EPSRC Centre for Mathematical and Statistical Analysis of Multimodal Clinical Imaging, one of five ‘maths’ centres recently funded by £10 million from EPSRC, is co-led by Aston and Dr Carola-Bibiane Schönlieb from the Department of Applied Mathematics and Theoretical Physics in Cambridge.

“ ̽��ֱ��new methodologies will allow clinical medicine to move beyond one person reading single scans, to automated systems capable of analysing populations of images,” explains Schönlieb. “As a result, clinicians will have far greater scope to ask complex questions of the medical image.”

It’s already possible to extract statistical information from an image of a patient’s thigh bone, turn the data into a template for comparison with those from other people in the population, and then ask whether a particular shape of bone is more prone to being broken than others in the elderly.

Most organ scans split the image into many elements, which are then analysed voxel by voxel. “But complex structures like the heart and the brain should be analysed holistically,” explains Dr James Rudd, from the Department of Medicine, who leads the clinical interaction with the Centre. “ ̽��ֱ��tools we are developing will enable the analysis of organs like the brain as single objects with millions of connections.”

̽��ֱ��Centre brings together researchers and clinicians from applied and pure maths, engineering, physics, biology, oncology, clinical neuroscience and cardiology, and involves industrial partners Siemens, AstraZeneca, Microsoft, GSK and Cambridge Computed Imaging.

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. For image use please see separate credits above.

Yes

Cambridge to explore benefits of multilingualism with new AHRC research project

Anonymous — Tue, 22 Mar 2016 11:46:06 +0000

At a time when more than half the world’s population speaks more than one language in their daily lives, and almost one in five UK primary school pupils have a first language other than English, what does it really mean to be multilingual, and what are the opportunities and challenges of multilingualism for individuals and society?

These questions are amongst those to be answered by a new research project at the ̽��ֱ�� of Cambridge, thanks to an unprecedented £4million grant from the Arts and Humanities Research Council (AHRC). ̽��ֱ��project, called Multilingualism: Empowering Individuals, Transforming Society, aims to not only understand people’s experiences of speaking more than one language, but also to change attitudes towards multilingualism and multiculturalism throughout society and amongst key policy-makers.

̽��ֱ��project is led by Professor Wendy Ayres-Bennett of the ̽��ֱ�� of Cambridge’s Department of Theoretical and Applied Linguistics, who will work alongside co-researchers in Belfast, Edinburgh and Nottingham as well as international partners in the Universities of Bergen, Girona, Peking and Hong Kong.

Professor Ayres-Bennett said: “Our aim for this project is to create a cultural shift in the conception and practice of language learning. To achieve this, we will consider the value of multilingualism and multiculturalism to the individual, to society and to international relations. We want to have a transformative effect on language learning, as well as influencing the structures of education, society, culture, public services and policy.”

From increased job prospects and economic growth to international relations and diplomacy, there are many clear benefits to multilingualism, yet the strong presence of diverse languages within the UK is often overlooked. ̽��ֱ��multilingualism project at Cambridge will investigate the relationship between language, culture and identity and the opportunities and challenges multilingualism presents to individuals, communities and society in order to change people’s attitudes towards multilingualism, and to stimulate interest in language learning at all levels.

Multilingualism: Empowering Individuals, Transforming Society is one of four projects being funded by the AHRC as part of the Open World Research Initiative, which aims to explore the central role languages play in relation to contemporary issues such as social cohesion, migration, security, business and diplomacy, and to have a substantial impact on the study of modern languages in the UK. ̽��ֱ��Cambridge project, together with other AHRC programmes at the ̽��ֱ�� of Oxford, Manchester ̽��ֱ�� and King’s College London, will work with over 100 partners ranging from schools and sixth form colleges to the BBC and government departments in the UK and abroad. ̽��ֱ��combined research will span 22 languages and 18 academic disciplines.

Professor Ayres-Bennett said: “One of the strengths and distinguishing features of this project is that it will bring together researchers from a range of different subjects, from education, linguistics and literary studies to cognitive psychology and neuroscience.”

̽��ֱ��AHRC’s Chief Executive, Professor Andrew Thompson, stated: “ ̽��ֱ��Open World Research Initiative has an ambitious set of aims. As a major, multi-million pound investment, it seeks to raise the profile and visibility of modern languages and the crucial role they play – within their universities, within the arts and humanities, and within society more widely. ̽��ֱ��AHRC’s flagship Open World Research Initiative will make a vital contribution to our understanding of how modern languages in the UK can best develop to meet the needs of global society over the coming years.”

̽��ֱ��Cambridge project will also examine the relationship between multilingualism at home and language learning in school and university, moving beyond the “traditional” divisions between European and non-European languages to reinvigorate interest in language education. Professor Ayres-Bennett commented “the decline in pupils taking language GCSE and A-levels is a matter of concern, whilst the number of children with English as an additional language is often portrayed negatively. Conversely, the value of community and minority languages is underestimated. We can learn much from looking at these issues together.”

Summing up the aims of the project, Professor Ayres-Bennett said: “In short, we wish multilingualism to come to be considered the norm in the UK, as it already is for speakers of community languages. We will learn much from researching multilingualism within and outside of the UK, and so our findings will have international impact and demonstrate how languages can help us respond to the key issues of our time”.

̽��ֱ�� ̽��ֱ�� of Cambridge is to launch a major new research project to study the benefits of multilingualism to individuals and society, and transform attitudes to languages in the UK, as part of the AHRC’s Open World Research Initiative.

We want to have a transformative effect on language learning, as well as influencing the structures of education, society, culture, public services and policy

Wendy Ayres-Bennett

Quinn Dombrowski

Atypical welcome

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. For image use please see separate credits above.

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A conflict of Biblical proportions: How the Bible was used to turn the First World War into a Holy War

tdk25 — Sun, 08 Nov 2015 06:00:44 +0000

Amid the mud and mechanised slaughter, it is difficult to see how the teachings of the Good Book could have been much more than an afterthought for those who lived and fought through the horrors of the First World War.

Yet as a new research project aims to reveal, the Bible may have done far more to shape popular perception of the war than has previously been appreciated. Starting this week, researchers at the ̽��ֱ�� of Cambridge will embark on a centenary study examining how the Bible played an influential role in the deadliest armed struggle that the world had, at that stage, ever seen.

Over the next two years, an international network of academics in various disciplines including history, literature and theology will attempt to piece together an aspect of the conflict that remains broadly overlooked, showing how the supposed word of God was widely employed both to support and oppose war efforts on both sides.

Among other themes, the research will explore the Bible’s role as inspiration for soldiers, a device for swaying public opinion, a foundation for conscientious objection, and as a text so important that German theologians debated whether the Bible was sufficiently bloodthirsty to be given out to the troops.

Entitled “ ̽��ֱ��Book And ̽��ֱ��Sword: ̽��ֱ��Bible in the Experience and Legacy of the Great War”, the project will consist of three workshops being held in Cambridge and Ludwig Maximilian ̽��ֱ�� of Munich as well as events engaging the public and church leaders with various partner organizations including St Paul’s Cathedral and Westcott House, an Anglican Theological College affiliated to the ̽��ֱ�� of Cambridge. ̽��ֱ��project is being carried out in the ̽��ֱ��’s Faculty of Divinity by Andrew Mein, a senior researcher at Westcott House and Nathan MacDonald, an Old Testament lecturer at the ̽��ֱ�� and a Fellow of St John's College.

Researchers argue that the Bible represents something of a “blind spot” in academic and popular understanding of the Great War, its legacy, and in particular of the terms in which the war would have been seen at the time. Religious instruction was still a core part of the education of many of those who fought, and soldiers and civilians alike were still widely familiar with scripture. In Britain, Bible Society printing presses went into overdrive in 1914 as efforts were made to satisfy the demand for personal copies among troops departing for the front.

Dr Nathan MacDonald, the project’s co-lead, said: “It is difficult to remember just how suffused the culture of the Edwardian Era was in the language of the Bible. ̽��ֱ��Bible was hidden in plain sight. If you left school at 12 or 14 you probably knew the Bible better than many theology students now. Many people could quote it with ease.

“Politicians and church leaders could appeal to that cultural world and use it to influence popular sentiment. It led to a sense on both sides that the conflict was in some sense a Holy War.”

̽��ֱ��religious resonance with which aspects of the war were fought is perhaps most obvious in the Sinai and Palestine campaign, in which the British ultimately defeated a German-supported Ottoman army. ̽��ֱ��researchers argue that for the Christian nations involved, this was seen as a battle for their own people’s hearts and minds, with both sides keen to present success in the Holy Land as symbolic of a righteous cause.

Germany, for example, sent a battalion to the Middle East charged with protecting monuments and claiming inheritance to the world described in the Bible, including in its number the theologian Albrecht Alt. When, in December 1917 General Edmund Allenby became the first Christian to capture Jerusalem for centuries, he deliberately entered the Old City on foot, taking his cue from the description of Jesus’ humility in the Bible. ̽��ֱ��Prime Minister, David Lloyd George described the victory as “a Christmas present for the British people”.

More broadly, the Bible was an essential tool of the propaganda war. British publications depicted the Germans as “Philistines” and as a modern-day Assyria sweeping down on Israel. ̽��ֱ��Bishop of London, Arthur Winnington-Ingram, whose jingoism periodically offended leaders on even his own side, proclaimed a “great crusade to defend the weak against the strong”. Motivational sermons by the Archbishop of Canterbury, Dean of Westminster, and other religious leaders, were printed in national newspapers.

̽��ֱ��use of the Bible is particularly evident in the German context, however, where a debate erupted over whether soldiers should be allowed access to it at all. Some academics feared that, with its peace-loving message, the text would weaken soldiers’ will, but their opinions were successfully countered by a school of thought which argued that the Bible persuasively encouraged violence for a cause.

As this implies, one of the project’s main contentions is that the Bible was used on both sides as a “mirror” in which any claim (or counter-claim) could be seen reflected. Many conscientious objectors, for example, refused to fight on religious grounds, and often found themselves before tribunals at which they were grilled on their Biblical knowledge by Church officials.

̽��ֱ��project will also examine how the First World War changed the way in which people treated the Bible. For some, the conflict destroyed any belief in God; but for others it represented the apocalypse as foretold. During the war interest in the Book of Revelation and its apocalyptic prophecies soared.

Opinion also evolved within the Church. ̽��ֱ��German-based scholar, Alfred Bertholet, argued that war had enabled Biblical concepts such as divine vengeance to be appreciated with deeper resonance by those who had survived. Meanwhile, Karl Barth, deploring the way his teachers in Berlin had used the Bible to support the war effort released a revised commentary on the Book of Romans, which laid the foundations for what became known as “neo-orthodoxy”, and for much 20th Century Christian thought.

“ ̽��ֱ��Bible is an inescapable part of the cultural and religious landscape of World War I,” Dr Andrew Mein, the project’s leader, said. “It was perhaps the single most widely-read book during the war, offering inspiration, challenge and consolation to soldiers and civilians alike.”

MacDonald added: “In some ways we treat the idea that scripture can be used as the basis of a holy war as primitive and medieval. We like to think that it applies more to fanatical organisations in the Middle East than our own modern history. Actually, it is part of our recent history. ̽��ֱ��Bible was being used for self-justification by opposing sides in Europe just a century ago.”

“ ̽��ֱ��Book And ̽��ֱ��Sword” is funded by the Arts and Humanities Research Council.

Additional image: Army Chaplain tending British graves, from a Daily Mail Official War Photograph, reproduced via Wikimedia Commons.

̽��ֱ��significance of the Bible in the war, and anti-war efforts, of both Allied and Central powers in the First World War are to be examined in a new research project, which will document ways in which scripture was used to create notions of a Holy War, and how views of the Bible changed as a result of the conflict.

In some ways we treat the idea that scripture can be used as the basis of a holy war as primitive and medieval. Actually, the Bible was being used for self-justification by opposing sides in Europe just a century ago

Nathan MacDonald

A Photographic History of the World War, via Wikimedia Commons

General Sir Edmund Allenby enters Jerusalem in December 1917. ̽��ֱ��widely-circulated image of him entering the Old City on foot conjured up images of Christ-like humility in the Bible in a calculated attempt to win over hearts and minds.

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. For image use please see separate credits above.

Yes