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Our top tips for getting a good sleep
There’s nothing more tiring than being stuck at home, but that doesn’t always mean that you can get good quality sleep. To help you during this difficult time, we spoke to our resident sleep expert; Dr Caroline Horton, to get some advice on how to maximise your chances of getting some well-earned rest.Sleeping well can impact positively on both our emotional and our physical functioning, so we suggest the following tips to help with getting to sleep and staying asleep. Please also contact Caroline.horton@bishopg.ac.uk if you are interested in taking part in an online project that aims to improve your sleep. Consistency of routine – establishing a regular work, exercise, and eating routine will impact on sleep. Going to sleep and waking up at very similar times each day can really help to train the body and brain to switch off, and switch on again in the morning.Dealing with anxiety – Most of us have periods where we struggle to switch off, because our minds are racing with current concerns. Unfortunately, with the current and unpredictable situation concerning COVID-19, mental health charities are in high demand, dealing with additional cases of anxiety. This can be troubling enough to deal with, but it can also disrupt sleep, which in turn can increase the frequency and scale of negative thoughts the following day. Switching off is therefore crucially important. Take the time to unwind and relax, as best you can, well before your usual bedtime. That way your body and mind should be more prepared for sleep. BGU has support in place to help with this. Staff can access our employee assistance programme through Perkbox and students can access round-the-clock support via Big White Wall.Boundaries – Similarly, our minds can race when we are busy or on overdrive. This can be when we are excited or active. Ideally, we have a consistent routine that separates out working from leisure, and each of those from sleep. Working/learning from home makes the creation of such boundaries even more challenging. Here at DrEAMSLab, we recommend allowing an extra 30-60 minutes to prepare for sleep. Watching Netflix doesn’t count as preparing for sleep, as that can in fact keep the mind active! Take time to settle and relax. If reading is calming for you, engage with that, but from the page rather than from a blue-light emitting device. If possible, don’t work in the room that you sleep in; keep those environments separate. Don’t use your bed for work. Create work/leisure/sleep boundaries in your routine as well as your physical spaces.General sleep hygiene – There are endless tips and tricks that aim to promote sleeping healthily. Consider signing up to the Sleep Well research study to access current information from DrEAMSLab (now online!) by contacting Caroline.horton@bishopg.ac.uk, and/or consult the following helpful sites:NHS choicesThe Sleep Council Resources from the recent World Sleep Day (13th March 2020) -
Top Tips for PGCE Students
With summer fast approaching undergraduate students will be planning out their next steps after finishing their degrees. Given our over 150 year's of experience in training teachers, many of our students will be considering staying on to begin a career in teaching through a PGCE course. With a wide range of age and subject specialism they're a great choice for anyone looking at a future in education. Although a PGCE may seem like a daunting task former student Jessica Barker has been put together her top tips to help new students succeed in their efforts to become teachers.* I started writing this post way back in September and have added to it throughout my time on the PGCE course. These are some basic but helpful tips that I want to offer any upcoming PGCE students, and most of them apply more generally to trainee teachers coming from other routes into the career too. Read on and hopefully you'll take some of this on board and find it relevant! 1. Take out a loan. Yes, you'll end up with a little more to pay back once you're earning, but that was inevitable after your degree anyway! The student loan can work wonders and top up your bursary to a very comfy sum. For those of you not fortunate enough to receive a bursary in the first place because our government don't deem your specialist subject worthy of one (don't even get me started), the loan will really help. 2. Quit your part-time job. It's going to be so hard to balance a part-time job and the training for a full time career, which quite honestly requires all of your time and effort. Long gone are the days when you'd get home from work and could switch off from it all, you'll now be working long into the evenings and at least one day of the weekend. Don't let a part time job hinder your training year, take the loan out and quit your job. 3. Use your age as an advantage. This is for those of us entering into the profession straight from undergraduate, particularly if you have a baby face. You're entering into a school late, the kids don't know you but they're observant and are going to recognise that you look pretty young. The minute that somebody seems to clock on that you're only in your early twenties is when you should start to use your age as an advantage. Kids instantly have a lot of respect for you when they feel like they can relate to you, so don't be afraid to show them that you're interested in some of the same things as them. There's a real temptation to hide your youth but I've found that chatting to the year eight boys about Fortnite and discussing prom with the year eleven girls really has helped me to win them over. Don't give too much away about yourself, do more listening than talking, but admit that because you're only five to ten years older than they are, you share similar interests - they'll start to see you as more human. Also, even though you know that actually the difference between a sixteen and a twenty-two year old isn't that mammoth, they won't. So they'll still see you as a proper fully fledged adult, even though you might not feel like one yet! 4. Take snacks, water and coffee. Teaching is physically (and emotionally) draining, you can never relax because you have to remain constantly alert, so you're using a lot more energy than your body is probably used to! It's a good idea to take something to nibble on at break time, just to give you that boost through until lunch. Water is a good idea too because working in a school makes you prone to headaches - the bright yellow lights and the noisy kids are a winning combination for heavy eyes and a pounding head, and staying hydrated will ensure that this isn't made any worse than it needs to be. Coffee is good at helping you feel a little more alive, particularly on dreary and dull days when you're having to teach some of your most challenging classes! It's also just good for socialising in the staff room, you have a reason to nip there and make yourself a drink, and you can sit and chat to everyone while you do. 5. Be professional. You're a trainee, people are watching your every move, and that isn't just when you're being formally observed in the classroom. You might think the staff room is a safe place to vent about your nightmare year eight's, but what you maybe don't know is that Satanic Sammy's mother is also a science teacher at the school and is sitting directly opposite you as you don him with that nickname! So avoid over-sharing, even when the other member's of staff are chatting away about personal things, don't get involved. You don't want to give people any excuse to judge you. This doesn't just apply to the things you say, but also be careful around what you do. Even if other staff members are okay rocking up to school five minutes before the bell for registration is going to ring, you can't behave like that. It's annoying but you've got to make sure you're doing everything the "right" way, and be assured, somebody will tell you if you're not! 6. Get involved with extra-curricular activities. As a trainee you're not obliged to help out with book club or choir, but staff will really appreciate you offering a helping hand, and it's a fantastic way to get to know the students. It's nice to show that you're taking a wider interest in the school too (and this will help you tick off Standard Eight of the Teachers Standards) so find out what there is to be getting involved with. Extra-curricular activities are fun to be a part of - they're filled with the kids that are passionate about that activity (be it drama, reading, sport, and so on) so you don't have to worry about bad behaviour, instead it's a nice opportunity to see the students at their best. I ran book club at my last school, and most of you know that I'm not an avid reader, but I absolutely loved seeing the students take an interest and develop a passion for literature. 7. Have one day off a week. You've overloaded with work, but it's important to have some time to yourself too. I honestly can't remember what I did before my PGCE because while on it, 90% of my time was filled with marking, planning and teaching. I tried to have one day a week where I did something completely unrelated to teaching, and it was usually Saturday. I'd go out for a meal or to the shops, I might go for a walk if the weather was nice (sometimes ending up at the pub), I watched some TV or I wrote my blog, just anything that I fancied really. It's so important to switch from your professional self to your personal self, and it makes you feel a lot better about life. 8. Buy personalised stamps. As a PGCE student, you'll be sharing your classes with host teachers - this can be tough, especially on second placement. The kids are usually able to adjust to having two teachers in the classroom, often it's the other teacher who can't. I found on my second placement that some teachers were very reluctant to let go of their classes and still wanted to have a presence within the classroom while I was teaching, which could make it very difficult to establish myself. I bought a personalised stamp that read 'Miss Barker says fantastic work', and i used it whenever a student's classwork or homework was especially impressive. This is first and foremost to give the students some recognition, but it was also for my own sake too! When they got the stamp they knew that it was me who had marked this work, which helped me to build a rapport with them. It sounds really trivial but this has helped so much, because students then reached out and thanked me for marking their book, and wanted to discuss my comments. They appreciated it and recognised that it was me who was putting in that effort. 9. Live at home if you can. This comes down to personal preference because everybody's living situations are different, but for me, I don't think I'd have managed this year if I didn't live at home. Shared accommodation is something I never want to go back to and definitely couldn't have put up with while doing my PGCE. I think I could have managed living alone this year, not in a group, but life is so much easier at home. I'm really lucky to have super supportive parents who I'm very close to, which definitely helped because I always had someone to talk to if I'd had a bit of a rubbish day. I also got all of my meals cooked for me, my pack-up was always ready for me on a morning, my bed was made if I didn't have time to do it, and my clothes were all washed and neatly ironed! You don't realise how much you value these things until you don't have them, and having lived away for three years, I can see just how lucky I am. If you know you'll get looked after at home, move back there. I get that it feels a little strange, to hundreds of children you are a teacher, and yet back home you feel like a teenager - but that's okay! You can be responsible and professional at work, and still have your mum take care of you at home, for this year at least. Also, life is much more affordable when you live at home, and your money will stretch so much further. It's worth considering. 10. Ask for help. So many people from my cohort quit during first placement, about a third of us just dropped out, and I was shocked. As stressful as it was and as hard as it seemed, I couldn't believe people could just give up... then I moved to my second placement and I finally understood. Sometimes you feel under-valued, unappreciated, demoralised and even bullied... and you need to speak out. Expectations vary from school to school and while one placement might be easygoing and quite casual, another might be very strict and on top of things - if you're struggling with the pace of it all, or if you think you aren't good enough, you need to talk to one of your university mentors/tutors. I was having real problems at my placement school so reached out to my school based mentor and made them aware. I then received lots of additional support from the people at university and knew that as hard as the course had become, I could get through it. I ended up being removed from my second placement school and moved back to my first one, this was exactly what I needed and had wanted for a very long time. Things just didn't work out at the second placement and it was affecting my self esteem and happiness outside of work, and because I reached out to the uni and continued to report to them whenever there was an issue, they were able to get me out of a bad situation and into a better one. Don't be afraid to tell people that you're not doing great, it's better to mention it early on than wait until you feel the only option is to quit. The people at university will want to help you, it's their job, and they will act on your behalf and make things easier if you'll only ask. It's a long year full of ups and downs - sometimes with more downs than ups - but it's worth sticking out and completing. Enter into your PGCE year with a positive mindset and face the challenges as they come to the very best of your ability. Enjoy the experience and remember it won't last forever, the end is in sight right from the very beginning and you can do it. I really hope you found this post useful and will take some of these recommendations on board. I recently graduated from my PGCE, qualifying as an Outstanding teacher and having received two merits in both of my assignments, and will be beginning my NQT year this September, and I can't wait. Thank you for reading. Jessica successfully graduated last summer before beginning her NQT year, you can keep up to date with her progress on her blog "Life as a University Graduate". You can find more information on the wide range of innovative PGCE courses offered by BGU on our website. Alternatively you can contact our Enquiries Team or join us on one our Open Days to find out how to begin your journey into teaching. -
LORIC Legacy Project celebrates its first anniversary
July 1st marks one year since the end of the initial ERDF funded Lincolnshire Open Research and Innovation project, which saw the renovation of a Grade II listed building on Newport in Lincoln into a multipurpose hub for researchers and Greater Lincolnshire SMEs. The project also involved supporting small and medium sized enterprises to implement data driven innovation in their businesses, and helped them to bring new products and services to market. Since the ERDF funding ended, the LORIC project has been developed by Bishop Grosseteste University into a commercial enterprise, with data consultancy available for all organisations in Greater Lincolnshire and beyond. Contracts Over the last year, LORIC has worked with a number of locally based organisations, including the Greater Lincolnshire LEP, Lincolnshire County Council and the NHS Neighbourhood Teams in order to work on varied research projects and to provide expertise on the use of Open Data. The team has also been successful securing a bid to lead on a project as part of Defra’s Future Farming Resilience Fund, which is researching the impact of Farmer Support Networks on the mental and physical well being of farmers and land managers. This project is due to continue until October 2020. A successful bid to Research England’s Strategic Priorities fund allowed the team to provide support to enable collaboration between researchers and policy makers and to host workshops on subjects such as GDPR and bid writing. LORIC are also delighted to announce the renewal of their ongoing relationship with the The National Centre for Rural Health and Care for 2020/2021, with LORIC staff supporting the Centre with its research and membership co-ordination, and the building itself playing host to the registered office of the Centre. LORIC Retainer Scheme As well as larger contracts, LORIC also launched its “retainer” scheme, whereby organisations can sign up to receive 2 days of data support, and then enjoy reduced rates on further days’ support, and on our other services, such as digitisation. In line with the ethos of the LORIC project to make services as affordable as possible, a staged scheme of membership is in place, with rates varying depending on the size of organisation supported. Staffing Over the last year we have said goodbye to our initial LORIC project co-ordinator, Laura Spencer, who has moved on to work on a project with the University of Lincoln. We have also supported a Lincoln College student to complete her extended work placement with us as part of the Extended Industry Placement Programme. We have welcomed to the team Carole Tondeur, our new project administrator and receptionist, and Eleanor Mould, a part-time data analyst. The last year has also seen Katya Bozukova, the LORIC Open Research Fellow awarded her PhD for her work on the role of trust and risk in social media, and data analyst, Kay Purle, embark on an MSc in Mental Health, Resilience and Wellbeing here at Bishop Grosseteste University. If you would like to discuss how we may be able to support the data needs of your business, we’d love to hear from you loric@bishopg.ac.uk -
How collaboration across Bishop Grosseteste University is supporting students to adapt in uncertain times
By Cassie Rainey - BG Futures Administrator Covid-19 has transformed the world we live in, pushing us to adapt to a ‘new normal’. One aspect of this ‘new normal’ is the way in which graduates will have to navigate their transitions into the labour market. At Bishop Grosseteste University, the support of academic and professional support teams is more vital than ever to students and graduates. Last month, the Primary and Early Years ITE team and the BG Futures: Careers, Employability and Enterprise team collaborated to deliver a virtual session for students across programmes on the format and logistics of online interviews. The sessions incorporated information on best practice, tips for different video calling platforms and guidance on possible interview questions. The sessions included a Q&A from a recruitment industry expert and BG Futures tenant with questions put forward by students. Sarah Howe, Senior Lecturer on the PGCE Primary programme said: “The Covid – 19 pandemic has had a significant impact on the job application process for some of our students and trainees. Lecturers in the Primary and Early Years ITE Programmes turned to the Careers, Employability & Enterprise team at BG Futures to ensure that support offered at our institution, met the needs of our students and trainees. Several on-line workshops and personal tutorials have taken place with encouraging feedback.” Emma McCarthy, Co-Director of McCarthy Adams Recruitment Specialists, a tenant within the Business & Enterprise Centre in BG Futures, was on hand to provide expert tips to succeeding in online interviews and assisted with a video Q&A for the session. Andy Wright, Careers, Employability & Enterprise Coordinator at BG Futures commented: “This has been a great partnership between teaching staff, BG Futures, students and one of our own tenant businesses. We’ve been very excited to extend our reach to those students who are not able to access face-to-face support at this time, and we have been delighted with the results.” George Rhodes, BA (Hons) Primary Education student, who used this session to help prepare for an upcoming online job interview commented: “After being recommended by a fellow student, I joined an online interview support session which not only provided invaluable advice but also built up my self-confidence. I was successful in my interview, running against 90 other candidates, and I believe without attending the session with Andrew this may not have been the case.” Sarah Moseley, Enterprise Development Manager, said: “The BG Futures Business and Enterprise Centre offers 14 leasable office spaces for start-ups and is home to our Student Enterprise Club. With an emphasis on making a positive impact, we strive to attract tenants who will work collaboratively, to improve the lives of our students, bridging theory and practice. We are extremely thankful for Emma McCarthy’s time and input with this session” You can find out more about BG Futures here. You can explore our Primary and Early Years programmes here. -
Student Podcast Explores the Narratives and Cultural Impact of Video Games
Second year student Josh Sykes has launched a new podcast exploring the narratives of video games. Created as part of his work studying English Literature at Bishop Grosseteste University (BGU), the podcast offers listeners the chance to join Josh as he, and guests, discuss how settings and stories are shaped along with how games can offer explorations of topics such as war and mental health. Despite having no previous experience creating podcasts Josh explains what drew him to the project: “The English@Work module presented a unique opportunity to explore my own interests and hobbies whilst at the same time allowing me to discover how these interests can be applied to workplace scenarios. For me, I have a deep interest in the world of videogames including the way settings and stories are shaped to the way in which games can engage with the player through explorations of topics such as war and mental health. Thus, through the English@Work module, I could explore these topics in a greater detail whilst also illustrating how I can take the topic of videogames and apply it to any workplace situation. At the start of this project I was new to the world of podcast and audio production but through the progression of it I was able to develop a good level of knowledge in editing and recording of audio files whilst also developing a critical eye for what was best placed in the podcast. The experience of creating the podcast has been enjoyable and I am pleased with the final outcome and the feedback received has been positive, but I am also pleased that I chose to do the podcast project as it allowed me to meet a variety of people from experts on videogames to audio professionals as well as develop a variety of skills that I did not possess at the start of the project.” You can listen to the first episode of the podcast, where Josh is joined Esther MacCallum-Stewart, an Associate Professor at Staffordshire University and an expert in narratives in games, by clicking here. English@Work is a second-year module that focuses specifically on employability and opportunities to apply subject-specific skills and knowledge and develop an enhanced awareness of the transferability of those skills through project-based learning. In partnership with BG Futures team, and this module embeds students’ understanding of their transferable communication skills and information literacies in specific, employability contexts. Dr Claudia Capancioni, Programme Leader for English at BGU, praised both Josh and his peers for how they have embraced their projects despite wider international complications: “The sudden and unprecedented circumstances caused by Covid-19 had an immediate impact on the projects our students worked on this academic year but our students' reaction and resilience have given us fantastic stories of achievement. Colleagues from across BGU who have worked with the students, including our BG Futures team and Nikki Smith, Lecturer in Business, have been incredibly impressed with their efforts and particularly how successfully they have adapted and transformed their projects demonstrating incredible resourcefulness, and creativity.” For more information on how you can become apart of BGU’s learning community, visit our website, or speak to a member of our Enquiries Team. -
BGU graduates amongst the most employable in the UK
Graduates leave Bishop Grosseteste University (BGU) happy, successful and very employable according to the latest national surveys. -
Lecturer Helps Develop New Risk Assessment Tool for Animal-Assisted Interventions
Dr Mirena Dimolareva, Lecturer in Psychology at Bishop Grosseteste University (BGU), together with colleagues and the University of Lincoln and Virginia Commonwealth University, USA has published a risk assessment tool for animal-assisted interventions in any settings. The tool is free to use for staff and practitioners nationally and internationally, in any setting (including education, nursing homes, hospitals) and aims to provide unified, standardised guidelines for animal-assisted therapy as well as animal-assisted interventions and activities. It is a comprehensive tool which takes into consideration the animal and human care and welfare. Speaking following the publication, Dr Dimolareva discussed what drove the research and what users could expect from the new tool: “Animal-Assisted Interventions in various settings have become extremely popular in recent years. Most often, therapy dog visits are organised for hospitals, nursing homes, schools and other educational settings with some scientific research showing beneficial effects. Other animals such as cats and reptiles also provide visits, but the beneficial effects are less known. As a new area of work and research there is lack of clarity around these visits and interventions. Furthermore, thorough risk assessments which consider all involved- the service users, staff, therapy animals and handlers are often overlooked. This free-to-use detailed Risk Assessment Tool was created to provide information on the risk related to Animal-Assisted Interventions as well as a Risk Assessment Template for any setting. The aim is to unify the field and thoroughly consider the safety and well-being of all involved. It is flexible and easy to use, providing the opportunity to incorporate procedures and protocols relevant to the different institutions hosting the animals and handlers.” The publication and attached tool is available for free by clicking here.. If you have a subject you’re passionate about exploring then BGU is perfect place for you to start. Find out about our supportive and collaborative learning environment, by visiting our website, booking onto one of our Open Events or by speaking to our Enquiries Team. -
BGU Master's Students Plan Expansion for Social Care Business
As the world continues to grapple with the ongoing Coronavirus (COVID-19) pandemic, it is reassuring to note that despite so much uncertainty and bad news some businesses are not only surviving, but thriving.EarlyBird Lifestyle Support (EBLS), an award winning, friendly well-being service, has found the pandemic presented the opportunity to expand their workforce and move into a larger office space within BG Futures Business and Enterprise Centre at Bishop Grosseteste University (BGU). Originally based in a smaller unit within the Centre, EBLS, created and run by BGU students Damian Taylor (MA Health and Social Care Leadership) and Neil Martin (MA Education with TESOL) prides itself on striving to empower the most vulnerable in society to lead the life of their choosing.Damian expands:“We support people throughout the city of Lincoln and surrounding areas with tasks such as cooking, cleaning, collecting prescriptions and medication, food shopping, trips out, escorting individuals to appointments and more.We work with many groups left most vulnerable due to COVID-19, primarily our older clients but also younger individuals suffering from mental health or other disability related problems.Ultimately our team works to promote independence for vulnerable people, allowing them to lead their choice of lifestyle. That choice can be so easily lost at times like this and I’m proud to think we’re helping them to keep some level of freedom.”Damian explains that the success of EBLS is owed to his dedicated team of support professionals:“I’d like to thank all our staff for their hard work during this time. Their enthusiasm and professionalism haven’t dropped once. They’re truly the backbone to the business, and we wouldn’t be where we are today without them.We are also delighted to announce the appointment of Alex Aslan, who has also completed the MA Health and Social Care Leadership, as our new Care and Services Manager who has a wealth of knowledge in this field. This means our service can grow even bigger and reach a larger demographic of people within Lincolnshire and also supports us to now enter the world of running regulated services.”On moving into a bigger office space, Damian hints at EBLS’s next venture: “A larger office will allow us to expand our workforce, provide more support in the community and presents the opportunity to increase revenue and to create stronger connections in the network. The larger space provides practical solutions to social distancing guidance, so we are able to hold inductions and training sessions in a safe environment to ensure our service runs safely.We are almost at the end of the registration period for the Care Quality Commission which means we will be able to include other vital services to our remit. We are currently recruiting for a new apprentice administrator and applications are still open for support worker roles.”Support from EarlyBird is available to anyone in Lincolnshire and the surrounding area, to find out how they can help you can visit their website, or get in contact via email or phone on 01522 424161.Damian added:“The team at the BG Futures Business & Enterprise Centre have been such a vital service & support network for us. They really did go above and beyond to help us in our start-up journey and the most exciting thing is that we have been able to support the centres vision by incorporating our business to widen the support to students. We have supported the BA Health and Social Care with work experience placements and offer voluntary opportunities to all students who would like to get involved, we are also happy to offer mentoring to students seeking an insight into business and would strongly welcome any students of the University to come and get involved in what we do. For example: be it students from drama who would like to put on a show for our vulnerable service users or those in the field of social sciences wanting to further understand mental health, disability or aged care, we really do welcome and encourage collaborative working”Damian and Neil are the one of the many success stories to emerge from the BG Futures Business and Enterprise Centre at Bishop Grosseteste University. If joining our community of start-up businesses appeals to you find out more on our website or contact the BG Futures team. -
History of German PoWs in Britain explored in new book by BGU Historian
Alan Malpass, recently appointed Lecturer in Military History at Bishop Grosseteste University (BGU), has had his book 'British Character and the Treatment of German Prisoners of War, 1939-48' published by Palgrave Macmillan. The book examines attitudes towards German prisoners of war held captive in Britain, drawing on original archival material including newspaper and newsreel content, diaries, sociological surveys and opinion polls, as well as official documentation and the archives of pressure groups and protest movements. Moving beyond conventional assessments of POW treatment which have focused on the development of policy, diplomatic relations, and the experience of the POWs themselves, this study refocuses the debate onto the attitude of the British public towards the standard of treatment of German POWs. In so doing, it reveals that the issue of POW treatment intersected with discussions of state power, human rights, gender relations, civility, and national character. Speaking following publication, Alan discussed what drew him to the study and how it feeds back into the Military History course at BGU: “Having been brought up watching films of British POWs in Germany and the Far East, the captivity of hundreds of thousands of German POWs in Britain instantly interested me when I was told of them having worked on the land collecting in the harvest. If asked about the fate of POWs during WWII, I think most people would immediately think of Steve McQueen attempting to jump the barbed-wire fence on his Triumph motorcycle in The Great Escape and Alex Guinness collapsing on the plunger at the end of The Bridge on the River Kwai. Certainly, I was very surprised when I first learned of the German military cemetery in Cannock Chase and that German POWs were held at a camp just down the road from my parents’ house in Staffordshire during the war. Hopefully the book will help shed further light on this marginalised episode in British memory of the conflict. Given the prominence of Colditz Castle and the Great Escapers in our popular understanding of the Second World War, I wanted to investigate the debates, concerns, and memories the British had concerning the enemy prisoners who were held across the UK in wartime and post-war Britain”. “Prisoners of war might be ‘out of the fight’ when captured, nevertheless their experiences and roles, especially as workers for their captors, are important to consider when studying war and warfare. The history of POWs is as long as that of warfare itself and the codification of international laws to help protect them from abuse is intricately bound up with the development of ethical thought towards conflict. While combat and the ‘face of battle’ are central elements in the study of warfare, our BA (Hons) Military History Course also emphasises the wider social, ethical, and cultural impacts of war and its aftermath”. The BA (Hons) Military History degree course at BGU explores the county’s rich aviation and military heritage, from the medieval period through to the present day, alongside a global coverage of the history of war and its broader impact. If you are interested in joining these discussions, visit our website or contact our Enquiries Team for more information. You can also connect directly with our Military History team on Twitter -
Applications open for BGU & Lincoln Civic Trust Scholarship Award
Applications are invited for the Lincoln Civic Trust scholarship award 2020-21, which is funded by the Lincoln Civic Trust and Bishop Grosseteste University (BGU). The award honours the work of Richard Lucas, the Trust’s founding president and noted local historian. Applications are open to students who are enrolled on the MA in Social & Cultural History who are either studying full-time 2020-2021 or who are undertaking their second year of part-time study. The scholarship is competitive. Applicants must submit a 1000 word research proposal on their choice of dissertation subject which MUST address an aspect of the history of the City of Lincoln, and/or Lincolnshire. The outline should include: name and contact detailsindication of stage of study(full-time or part-time)clearly state the intended area of researchthe significance of the research and archives to be consulted.The award will be administered as a discount of £2,000 against the tuition fee payable by the selected student for the MA in Social & Cultural History during the academic year 2020-21.The recipient of the award will be invited to attend the Lincoln Civic Trust’s Annual General Meeting and present their dissertation research outline. They will be expected to return after the completion and submission of their dissertation and give an illustrated presentation on their findings. They will also be invited to publish a short written summary of their dissertation research in a newsletter, magazine, and/or report. The closing date for this scholarship is Monday 28th September 2020, no later than 4pm. Any applications received after this time will not be accepted. The selection of the recipient will be based on expert review undertaken by academic staff within the History subject area. Their decision in the matter is final.Applicants are to submit their applications via email to the Programme Leader,Dr Claire Hubbard-Hall: claire.hubbard-hall@bishopg.ac.uk
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