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On being attractive – and dumbing down the blond(e)

This post was contributed by Professor Penelope Gardner-Chloros, of Birkbeck’s Department of Applied Linguistics and Communication

Briden-Starr Aspinell (8053352575)A congress of blonds/blondes[1] is holding a maths quiz on stage, in order to show the world that blonds/es are not as dumb as they are made out to be. The first contestant has great hair but is really struggling with the question put to her: “What is 3+2?” Eventually she screws up her courage and ventures: “6?”

The audience – made up of blonds/es – starts clapping but the compere interrupts: “I’m sorry, that is not correct”. The crowd roars: “Give her another chance! Give her another chance!” But when asked the sum of 4+1, the contestant stumbles again.

“Give her another chance! Give her another chance!”, the blonds/es chant once again. Finally she cries out “I’ve got it! It’s 5!” As one, the crowd roars out, “Give her another chance! Give her another chance!”

The audience at this contest might not be the ideal candidates for a university degree, but in the struggle to sign up students in difficult economic times, universities need to make themselves as attractive as possible to all potential applicants. Many of them are of course affected by which course has the lowest fees, the best location, the most famous professors. But how can we present the actual courses as attractively as possible?

Is ‘Linguistics’ too difficult?

Free College Pathology Student Sleeping Creative Commons (6961676525)In Linguistics as in other subjects, this means keeping up with current issues and interests; for example, our department would ideally like to introduce an option on CMC[2] – not just out of a desire to be trendy, but because this is a serious issue affecting not only how we communicate but also language itself (see for example the recent Routledge Handbook of Language and Digital Communication, eds. Georgakopoulou and Spilioti).

Another aspect of being attractive is to do with what courses, and even departments, are called. Two of my earlier blogs are relevant here: one about the – almost magical – power of names, and another about how Linguistics is among the least well understood of academic disciplines. In the second one, I was thinking of the public in general rather than potential students. The latter, one would hope, might at least have looked the word up on Wikipedia. However some colleagues seem to be taking the need to be attractive to heart…perhaps too much? It has been suggested that the term ‘Linguistics’ is too difficult, too intellectual, too off-putting. We should call our department and our courses by some other name. We have already become a Department of Applied Linguistics and Communication, but that was not in order to be more attractive; it is because we are now teaching a completely different subject alongside linguistics.

The study of Communication does not require burning the midnight oil over phonetics, phonology, syntax, morphology, language change, sociolinguistics, psycholinguistics, bilingualism, semantics, pragmatics – to mention but a few of the sub-categories within linguistics – and has indeed proved a crowd-puller. But does that mean we should get rid of “Linguistics”??? And that because potential students applying for postgraduate courses can’t understand what it means ?!?? Surely even in these straightened times, there are some students we actually do not want.

‘Stuff about language’

It does make you think though. How much better the History Department’s recruitment would be if it was renamed the Department of Things that Happened in the Past (or, as they define it in the History Boys, One Bloody Thing after the Other). Physics could be renamed How Objects Behave.

Why talk of Geography when you could make millions in fees by calling it Where People and Mountains Are? Economics could be How to Spend It (or Not) – though the Financial Times supplement got there first; Law could be Rules you Had Better Obey; Philosophy could be Thinking it Through, and even Media Studies could surely be made (even) more attractive by being renamed Watching the Box. Exciting possibilities.

But Linguistics? What else could we call it, with all those tiresome sub-disciplines? Stuff about Language? Suggestions from readers would be welcome – and if all else fails, I guess we could always ask a blond(e).

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[1] Linguistic fact of the day: did you know this was the only English adjective to be marked for gender?

[2] Computer-mediated communication

Fear and resilience: Psychologist shares breast cancer experience

This post was contributed by Professor Naz Derakhshan of Birkbeck’s Department of Psychological Sciences. The article first appeared on the Huffington Post UK blog on Wednesday, 23 March 2016.

What a Cognitive Psychologist Learned About Fear and Resilience When She was Diagnosed With Breast Cancer

It was the spring of 2012, and I remember well the exhilarating feeling of being promoted to the title of full professor within only six years of my first appointment as lecturer at Birkbeck University of London. Previously, my research was focussed on understanding what makes us vulnerable to emotional disorders like anxiety and depression and how we can overcome vulnerability and practice resilience. Cancer, however, did not care that I had been awarded a prestigious fellowship to continue my work in the prime of my life, when I was diagnosed with multifocal invasive breast cancer on January 2nd, 2013. I was in my 30s, and my daughter, Ella, was just under three years of age.

Professor Naz Derakshan

Professor Naz Derakshan

To say that my whole world turned around is an understatement because every day since that day my world has been changing in an emotional and physical roller coaster that I continue to challenge. I am a mother and an academic. And I have had to face my mortality so early having a dependent child who means everything to me. While I have so far survived the storm of diagnosis and treatment, the storm, however, never left. The sound of the rain reminds me that lightening can strike again. Will I survive it next time? Or will I be washed away? I am reminded of the anticipation, the expectation: the fear of recurrence. The fear that can distract, interfere and apprehend. “But, you have become an integral part of my life, so I shall take you forward with me”, I say.

Using fear

I feel lucky that I am able to continue my work, but cancer is never far away. I am pleasantly distracted by a paper that is accepted for publication; I marvel that I have been invited to give a distinguished lecture at an International Conference for Stress and Anxiety Research. I start to prepare my talk. I hear the sound of the lightening in the far distance, I stop. I turn to my daughter and start playing hide and seek (her favourite game), and the voice is somehow louder. “I hear you”, I say to my fears. “I feel you. Perhaps you can guide me”. So, I continue, still fearful.

Three years down the line, I still continue to be haunted by my cancer. Like the background music to a movie it’s always there, singing the trauma that I have endured. Approximately, two-thirds of women with a breast cancer diagnosis suffer PTSD (Post-Traumatic Stress Disorder) and this can make them prone to anxiety and depression later. I love exercising, but frequently go through chronic fatigue and am still suffering the well-known ‘cognitive decline’ or ‘chemo-brain’. Yet I am expected to function to my full capacity, what the storm left of me. Of course I will never give up, I am grateful for a second chance. And this goes for all the 57,000 people who are diagnosed with breast cancer in the UK, every year. If they are given a second chance.

Understanding resilience

What is resilience I ask myself? Common perception sees resilience as mental toughness, fighting the fears. It’s about positivity. Yet, this ideology seems far-fetched, the fear is very real. Rather, resilience, I have learned, is about flexibility, adapting and adjusting: accepting our fears, and the strength to embrace and harness them. Yes, we are scarred but the scars do not define us. The scars signal our gratitude and grit, and the fears that mark what matters to us. Resilience helps us listen to our fears. So, how can we learn to be resilient, I ask myself.

Read Professor Derakhshan's original blog on Huffington Post UK

Read Professor Derakhshan’s original blog on Huffington Post UK

I set up the educational Research Centre for Building Psychological Resilience in Breast Cancer on October 2nd, 2015, with this purpose in mind. To improve cognitive function towards resilience using interventions that exercise brain function. Our private group has over 330 members in less than five months.

And our centre’s blog: Panning for Gold, showcases the many fruitful ways our amazing members discuss their growth from the trauma they endure, through works of art, writing, and science. I would not have been able to sustain and promote the aims of the centre without the vital input of Tamsin Sargeant and Vicky Wilkes who run the centre with me. I have learned more from other women than anything in my academic work, we are more vulnerable than we think we are; we are more resilient than we think we are. Because, from vulnerability stems strength.

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Introducing Birkbeck’s digital donor wall

This post was contributed by the Birkbeck Development and Alumni team

“Birkbeck was founded by philanthropists who believed that university should be accessible to all. Thanks to our generous former students and friends, this tradition continues, enabling our uniquely flexible learning opportunities and high-quality research to thrive year after year.”

Professor David Latchman CBE

 

The new digital donor wall in Birkbeck's Malet Street building

The new digital donor wall in Birkbeck’s Malet Street building

The words above, from the Master of Birkbeck, are proudly displayed on Birkbeck’s new digital donor wall. Installed this week in the foyer of the College’s Malet Street building, the wall is the latest platform created by the College’s Development and Alumni team to recognise importance of philanthropy to Birkbeck’s near-200-year educational mission.

In this handy Q&A, the Development and Alumni team explain what the digital donor wall does.

 

What’s the purpose of the digital donor wall?

The wall has been installed to publically thank the College’s donors and volunteers for their generous support. It is also for students and staff to engage with the content to raise their awareness about the importance of philanthropy to the College and also to show current and prospective donors when they come to visit the College.

How is this different from the previous recognition for donors?

It replaces our previous static donor board which was updated annually with donors’ names. Having it digital means the data is live. Therefore, as soon as a donor donates, their name will be listed.

Sounds great. What can we see on the board?

The first screen displays a list of all donors to the University who give over £1,000 by way of publically acknowledging their support. It also shows those alumni who have pledged to remember Birkbeck in their wills. The board also acknowledges the support of volunteers and the importance of this form of support.

The second screen displays eye-catching animations and text, showcasing some of the key projects we’ve fundraised for over the past 12 months. Throughout the year, it will also be used to highlight different events – for example, during our Telephone Campaign in April/May 2016, we will include live totals raised for the four-week period of the campaign on screen two during that time.IMG_1348

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Meet the Santander Scholars

This post was contributed by Andrew Youngson, media and communications officer

“Why are you the ideal candidate to receive the £5,000 Santander scholarship?”

This is the question posed to all Latin American students hoping to be selected for a special scholarship opportunity at Birkbeck. It’s a straightforward question, but one that needs a certain amount of objectivity and a keen insight into your skills and plans for the future to answer effectively.

Each year – providing they have an unconditional offer from the college – applicants are invited to answer the question in an essay of no more than 500 words. If successful, they receive £5000 to be applied towards their course tuition fees at Birkbeck – a significant sum of money that is provided by the college’s longstanding corporate partners, Santander.

Lauren Prone, Head of International Marketing and Recruitment at Birkbeck said: “We are very grateful for Santander’s donation, which has allowed Birkbeck to support the studies of promising scholars from across Latin America.

“This has proved highly attractive opportunity for students to pursue their passions, and in the past two years since launching the scholarship, it has been granted to students pursuing a range of courses, including the Arts, Social Sciences and Business Studies.”

Michael Wilson, University Regional Manager-London and East for Santander Universities UK, said: “We signed our agreement with Birkbeck in 2013 and we are delighted to see how the students have benefitted from this agreement.

“Talented young people have been able to study in the UK thanks to our funding and UK students have been able to have study abroad experiences. We are extremely pleased with the university’s approach to internationalisation and the transfer of knowledge between universities and we are proud to be part of this long-term partnership.”

So, who are the latest lucky recipients of the Santander scholarship? We caught up with the three successful applicants from the 2015-16 intake, to find out how they are getting on in their studies.

Camila_Villegas-0623

 

Camila Villegas

  • MA Arts Policy and Management
  • From Bogota, Colombia

 

 

 

 

How are you finding Birkbeck’s learning environment?

“My teachers here have been really supportive, and have always been available to help me. It has been a major shift for me educationally, because British education is very theoretical and I hadn’t experienced that much before. So it’s been challenging. For example, I didn’t do a dissertation at my last university; it was just projects and portfolios. I had never done research before, and it’s been a while since I have done essays, so it’s been a challenge, but I feel there’s a lot of support here.”

Read Camila’s full interview here and watch her video interview in English here and below, and in Spanish here.

 

Fernanda_Costa-0654

 

Fernanda Costa

  • BA History and Archaeology
  • From Curitiba, Brazil

 

 

How are you finding the Birkbeck experience?

“I’m really enjoying my lectures. At first I wasn’t keen on the seminars because I don’t like speaking up, but now I enjoy the discussions. I’m talking much more in class than I used to. At first I didn’t think I was clever enough but I feel like I understand the readings a lot better now so that has helped my confidence.”

What is the makeup of your classes?

“There’s a real mix. There are people of all sorts of ages – from my age, some are a bit younger, and some who are much older which is really nice because they have so much more life experience. I find that listening to what other people have to say is really mind-opening because hearing different points of view helps you rethink your own.”

Read Fernanda’s full interview here and watch her video interview in English here, and in Portuguese here and below.

 

Diana_Navia-0727

 

Diana Navia

  • MSc International Management
  • From Bogota, Colombia

 

 

 

 

How did it feel to be selected for the Santander scholarship?

“I was very happy, very very happy. I think you feel it’s like you are pursuing your dreams, you’ve found the right path and finally you’re going to achieve your goals. I was so happy to hear I got it, I think I must have called everyone to tell them!”

Read Diana’s full interview here and watch her video interview in Spanish here and below.

Applications for the 2016-17 cohort of Santander scholarships are now open, and must be made before 1 June 2016. Scholarship recipients will be chosen based on academic promise, the essay, the personal statement submitted with the course application, and need. The £5,000 scholarship will be applied towards course tuition fees.

Apply here

scholarship_students-0699

The Santander Scholars (left to right): Camila Villegas, Fernanda Costa and Diana Navia

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The demise of part-time study – who cares?

This post was contributed by Claire Callender, Professor of higher education at Birkbeck, is based on her contribution to the Higher Education Policy Institute’s new report on part-time study, It’s the finance, stupid!, published today.

Part-time-educationSince 2010-11, the number of entrants to part-time undergraduate study in England has fallen by 55 per cent. Last year alone, the numbers dropped by 10 per cent.

This has gone almost unnoticed by most of the higher education sector, the media, politicians and the public. Yet, if there had been a drop of 55 per cent in full-time undergraduate entrants following the 2012/13 student funding reforms, there would have been uproar.

Universities and other higher education stakeholders would have been outraged and demanded action. Ministers’ heads would have rolled. When this occurred among part-time entrants, nothing happened.

Yet part-time education matters because it transforms lives and drives our economy by enabling people to upskill and advance their careers or reskill for a new one. It matters for higher education, too, because part-time study contributes to a more flexible and diverse sector, while helping to widen participation and increase social mobility.

In 2012/13, public teaching funding in England was largely replaced by tuition fees, capped for part-time students at £6,750 a year. Income contingent loans were made available to cover the fees, which students taking a Bachelor’s degree start to repay four years after starting their course, so long as they are earning over £21,000 a year. They then pay 9 per cent of their income above £21,000, with any outstanding debt written-off after 30 years. The Government at the time claimed these reforms would make part-time study more affordable and open up access. They have had the opposite effect – part-time study is less affordable while numbers have plummeted.

As public funding fell away, tuition fees rose – in some cases tripling. But the majority of potential part-time students do not qualify for the new loans to cover these higher fees because of the overly restrictive eligibility criteria. Instead, they are faced with far higher fees that they have to pay upfront and out of their own pocket. And amongst those who qualify for loans, loan take-up is far lower than predicted. The government estimated that a third of part-timers would take out loans. But only 19% have done so since the new loans were introduced. This suggests that these loans are not necessarily perceived as a safeguard against the risks of part-time study.

Part-timers are typically older than full-time students, and have numerous family and financial responsibilities that take priority over discretionary spending such as on study – especially in times of economic uncertainty. Put simply, part-time study is unaffordable for more people than ever before.

The recession may have contributed to the fall in demand for part-time study. However, the recession in England was less severe than in the rest of the UK yet the decline in part-time entrants in England has been far greater. The difference is that the other UK countries did not withdraw teaching funding or increase tuition fees.

As demand for part-time study has dropped, so too has the supply. There are no longer any incentives for higher education institutions to offer more expensive and risky part-time courses, especially where there is an excess of demand for now-uncapped full-time courses. Even if demand recovers, reviving dismantled part-time provision and infrastructure will be challenging.

The student loan rules, which are designed for young, full-time students, need to be rejigged to acknowledge the distinctive characteristics of the part-time population. At a minimum, the government needs to loosen the eligibility criteria. It also needs to consider larger subsidies to part-time study to encourage demand.

If the government is committed to up-skilling the workforce, it must take some radical action to arrest the decline of part-time study before it becomes terminal.

Birkbeck is an advocate for combining work and study. More information can be found here.

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“It’s a story of sex, scandal and divorce”: Bringing ‘The Scandalous Lady W’ to the screen

This post was contributed by Andrew Youngson, media and publicity officer for Birkbeck, University of London

Natalie Dormer stars as Lady Seymour Worsley (C) Wall to Wall Productions Ltd - Photographer: Laurence Cendrovitz

Natalie Dormer stars as Lady Seymour Worsley (C) Wall to Wall Productions Ltd – Photographer: Laurence Cendrovitz

In summer 2011, a book written by author and historian, Hallie Rubenhold, arrived at playwright and Birkbeck lecturer David Eldridge’s door.

‘Lady Worsley’s Whim’ (as Rubenhold’s book was known before being republished as ‘The Scandalous Lady W’), told the nigh-unbelievably-dramatic story of Seymour Worsley, an 18th century British noblewoman who was at the centre of a scandalous court case.

In 1782, when Lady W’s husband, Sir Richard Worsley, brought a ‘criminal conversation’ case against her lover – George M Bisset – it backfired. In retaliation, Lady W disclosed to the court and the media many shocking details of her marriage with Sir Richard – including the 27 lovers she had kept in total, in large part to satiate the voyeuristic desires of her husband.

It was a court case which wouldn’t look out of place in the pages of today’s tabloids, but for the time, it was incendiary stuff.

David received Hallie’s book through a circuitous route, with his old professor from Exeter University recommending him to her as a playwright of real talent, and who, alongside his own original work, was ever on the lookout for works to adapt for the stage and screen.

“The morning after the book arrived, I was meant to be doing something else,” David explained to me as we sat together in his office at Birkbeck’s School of Arts where he lectures in creative writing.

“I began to read and I couldn’t stop. It was brilliant. It was just a fantastic story. One of those stories that felt genuinely extraordinary and unique. I keep thinking my memory plays tricks, but looking back through archived emails, I see I did write to Hallie that evening: ‘I’m enjoying your book hugely. I’ll be in touch’.”

Four years later, Seymour Worsley’s story is set to be told to a fresh audience, this time in the form of a 90 minute BBC drama, ‘The Scandalous Lady W’, starring Game of Thrones and The Tudors actor, Natalie Dormer.

In the run up to the drama’s transmission date of Monday 17 August at 9pm on BBC 2, I spoke to David about the gripping real-life story, the process of bringing it to the screen, and what lies ahead for the prolific playwright and screenwriter.

Hi David. What was your main aim in writing this piece and how does it link to Hallie Rubenhold’s book?

The aim was just to tell the story really well in dramatic form. One of the things that’s very interesting about Hallie’s book is that she’s done something quite unusual in terms of its narrative: she withholds information, which is really a fiction writer’s trick.

For example, in the court trial which is at the centre of the story, there’s a big reveal. Hallie tried to find a way to replicate that in her history book. That’s not the kind of thing a historian would usually do in a nonfiction book. Normally you just set out the facts in chronological order. So I thought that was very interesting, and something I could develop in the script.

What did you want to achieve in writing about the central female character, Seymour Worsley?

One of the things that appealed to me was that Seymour Worsley acted in a very modern way for the time. It took great courage, because she was trying to fight a legal battle, but also overcome the expectations of polite and fashionable society of the time.

I’ve done a lot of research into the work of Henrik Ibsen, and I saw Seymour in this same light. Like Ibsen’s heroines she’s very complex. She was used by her husband in terms of his sexual peccadilloes, but she also revelled in her own sexuality. She wanted to live an unconventional way of life with her husband – although it was hidden from view – and also wanted to break out of that and to have her freedom to live as a ‘Modern’. But on the other hand, she also wanted the conventionality of a marriage with George Bisset.

So she’s a very complex character. She does some things in the course of the story that are hard to admire. You can admire her courage and chutzpah, but then she really did humiliate her husband, and also left her three-month-old daughter at home. And I think that’s where a lot of the tension is in the film: you really do admire her, but equally there are moments when you question her.

(L-r) Aneurin Barnard as Captain George Bisset, Natalie Dormer as Seymour Worsley, and Shaun Evans as Sir Richard Worsley (C) Wall to Wall Productions Ltd

(L-r) Aneurin Barnard as Captain George Bisset, Natalie Dormer as Seymour Worsley, and Shaun Evans as Sir Richard Worsley (C) Wall to Wall Productions Ltd

The press coverage in the run up to the film’s broadcast has focused a lot on the sex and scandal of the story. How does that sit with you?

I think it’s right, because that’s what it’s about. It is about sex, scandal and divorce, though of course it’s about other things as well. But she did after all have – including Captain Bissett who she eloped with – 27 lovers. And her husband did have voyeuristic tendencies. But also, the way that the press has covered it, I don’t think that’s obscured other elements. They have talked about common law and ‘criminal conversation’ at the time. I don’t think those things have been ignored.

What role did you play during the production process itself?

Although I wasn’t executive producer, I was treated a bit like one. I was involved in all of the creative decisions that were particularly relevant. In TV, one of the things that’s very different than writing for theatre is that it’s about working with the practical circumstances of the shoot, both in terms of budget and locations. As writer, I did four set visits during the three weeks of shooting.

But your role is more about being at the end of the phone or email. For example you might need to rewrite something if it’s going to be too expensive to shoot, or if a particular location allows you to do something much more with it. As a writer you are responding to the practical issues of making the film. Screenwriting is always an artistic process, but it’s an incredibly practical and pragmatic craft.

You must have been delighted that Natalie Dormer was cast in the lead role. What has she brought to it?

First and foremost, she’s perfect for the role. She’s really brought the impetuousness, sexiness and naivety, but also a really principled core which is really important to this role. She’s absolutely a team player and she really believes in the character. She’s really passionate about the themes of the film and what they say about the role of women at that time.

Is it strange hearing the words you have written spoken out loud?

Not anymore, no. When I first started, when I had my first plays on back in the ‘90s, it was very strange. But it’s part of the joy of it now. It’s what it’s all about. I write the script, but it’s not a drama until it’s embodied by a performance.

What’s next for you?

There are a couple of things I can talk about. I’m adapting (Birkbeck colleague) Benjamin Wood’s first novel, The Bellweather Revivals, for BBC films. It’s a really great book. And I’m also adapting a contemporary novel for the West End, for a show with the Michael Grandage Company.

David Eldridge (C) Photographer: Keith Pattison

David Eldridge (C) Photographer: Keith Pattison

That sounds exciting. Is the ideal situation for you to be constantly alternating between writing for the stage and screen?

I’d like that, yes. I’m the kind of writer who does maybe one completely original piece every 18 months, but I have a lot more energy for writing than that. So the question is, ‘what do I do in the meantime’? The answer has been in ‘found stories’ – things I read about, true stories, and novels I would like to adapt because they would make good dramas.

Lastly, how does your teaching role at Birkbeck fit into the broader picture of your career?

I’m about to start my fourth year as a part-time lecturer at Birkbeck, but I’ve always done a lot of teaching throughout my career. It’s very important to me in my own practice and craft. The very act of teaching and communicating leads me to reflect on my own practice and to change my own ideas with what works and what doesn’t.

Plus it’s wonderful for the student too.

One of the things that’s really great about the teaching staff on the creating courses here is that we’re all professional writers who are making work now. It’s not a programme taught by washed-up writers who have decided to go into education. I think it’s really important that our students are benefiting from being taught by lecturers who are doing in the real world what we are asking them to do in the seminar room.

The Scandalous Lady W will be aired on BBC 2 at 9pm on Monday 17 August

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