Child protection systems across the English-speaking world have been subject to damning critique in recent decades, to the extent that some commentators conclude that they may be doing more harm than good. A recent UK government-sponsored review conducted by Professor Eileen Munro argues for fundamental change in child protection practice and culture. Specifically, Munro argues that 'Local authorities and their partners should start an ongoing process to review and redesign the ways in which child and family social work is delivered, drawing on evidence of effectiveness of helping methods where appropriate and supporting practice that can implement evidence based ways of working with children and families' (2011, p.13)' Munro identifies the need to 'help professionals move from a compliance culture to a learning culture' (2011, p.6). Munro's recommendation forms the central objective in this proposal: to help children and families social workers in two local authorities review and redesign their services in line with evidence of what is known to be effective and to do so in the context of a learning culture. The project partners include social work and knowledge exchange (KE) academics at the University of Edinburgh and key managers and practitioners in two neighbouring local authorities, The City of Edinburgh and East Lothian. The proposal builds upon a previous successful project, which involved academics and social work practitioners from six local authorities working together on small pieces of practitioner research around effective practice in working with involuntary social work service users, involuntary being understood as those whose contact with social work was mandated. The focus of three of these projects was on children and families social work. This new proposal takes the findings of this project forward, casting the spotlight across a wide spectrum of social work practice with children and families. Historically, social work agencies have invested in training events and initiatives in the hope that learning on these might be cascaded from participants into wider organisational structures. The evidence for this sort of transfer of learning is not strong. On the contrary, it is known that very little training activity results in positive changes to practice. One of the reasons for this is that training often occurs as a free-standing activity that is not clearly linked to organisational or practice objectives. Models of knowledge exchange, through recognising the prior knowledge, skills and values that practitioners bring to a subject, are considered to be more effective than traditional training initiatives in getting knowledge into practice. In this project we will utilise specific knowledge exchange activities, derived from the literature and shown to be effective in our previous project, to help bring about cultural change in the partner local authorities. Our proposal consists of three strands, a horizontal one that will operate across organisations to discuss key themes relating to the current discourse on child protection; a vertical strand, which will aim to support practitioners develop examples of what is known to be effective practice and a third strand, which will work with managers around effective learning transfer. Together, the various strands are in line with Nutley et al's (2007) organizational excellence model of knowledge exchange whereby organisations, working in partnership with universities, become the locus for local experimentation, evaluation and practice development. Our project will offer pointers and models about how cultural change in child protection might be brought about more widely. As such, it will be of interest to local authorities and to Government bodies across the UK and thus holds out the potential to evidence demonstrable social policy and practice benefits.

The project stems from Transnationalizing Modern Languages (TML), one of three large grants awarded under the AHRC's Translating Cultures scheme. TML's established group of Modern Languages experts has conducted research revealing the centrality of a variety of language practices, ranging from multilingualism to translation, in migration contexts and multicultural societies. An important part of TML has been to develop methodologies aimed at embedding awareness of linguistic and cultural diversity within educational practices, from primary to higher and adult education. TML has cemented links with The Phoenix Project (http://www.cardiff.ac.uk/phoenix-project), led by Prof. Judith Hall, that links Cardiff University and the University of Namibia (UNAM) and which supports the Welsh Government's International Development Wales for Africa initiative, promoting mutual capacity building and sustainable collaboration. The aim of the project is to take the expertise and practical knowledge acquired within TML to Namibia by working closely with The Phoenix Project and its educational partnerships. Methodologies developed in TML will be adapted and refined to co-produce with researchers from UNAM and local practitioners materials tailor-made for the Namibian context. The new research seeks to facilitate educational and professional development through multilingual education in the local environment, identifying the school and health systems as key areas of social wellbeing and economic development. The promotion of multilingual education has been identified as a key target with social and economic benefits for Namibia with clear connections to a number of UN sustainable development goals. Issues relating to languages and communication affect the country's ability to grow economically; they are central to successful healthcare provision; they have a clear impact on poverty, income disparity and gender and generational inequality; they impact upon capacity building and access to job markets; they are relevant to conflict resolution as well as to the promotion of human rights; and they are clearly related to issues of cultural heritage and memory. The project concentrates on two specific areas: supporting multilingualism and translingual practices and their embedding in school education; and sensitizing health specialists to the role played by multilingual communication, including translation and self-translation, in their professional practice. In both cases, the focus is on co-research practices, mutual learning and capacity building. The aim is to achieve enduring impact through curriculum development, the production of teaching resources, and the creation of a transnational mentoring network that will amplify the effects of the project throughout the country and beyond. By promoting awareness of the impact of language capabilities and translation practices in Namibia's multilingual environment, the project aims to support sustainable action regarding cultural heritage and cultural memory (in education and the media), produce new research insights on the impact and sustainability of language and translation practices in a variety of locales and landscapes, and promote more efficient communication within health and medical practices (working with multilingual teams in multiple local contexts), all of which involve complex interactions among indigenous, colonial and post-colonial linguistic and cultural heritages. By engaging with creative practices of translation and language learning in Namibian schools and by building on an on-going project between Cardiff University's Phoenix Project and UNAM in health education, the project will make an enduring contribution to educational provision and access to healthcare for excluded sectors of the population as well as to the conservation of cultural memory and intangible heritage in Namibia through the validation of indigenous tongues as languages of education and information.

Focus of the project Eastern Europeans who have arrived in the UK in the last decade are the fastest growing ethnic groups in the UK. This study will be the first to focus specifically on Eastern European migrant children who have lived in the UK for at least three years, and to compare their everyday lives and sense of cultural and national identity and belonging in Scotland and England. The primary aim of the research is to inform public debate, policy makers and service providers on the issue of children of Eastern European migrants settled in Britain. The study will promote social inclusion, by exploring the experiences of settled migrant children in relation to the distinct discourses around migration, identity and citizenship in the UK and by ensuring that voices of children from the 'new' minority groups are taken into account in current debates on national identity. Settled migrant children's perspectives help us understand whether or not they are being socialised into their local communities' culture and can highlight the spatial and temporal dimensions of their social lives and opportunities for future. Concepts of ethnic and diasporic identity, belonging, transnationalism, culture and nation are taking new meanings across Europe and need reassessment and questioning when discussing national identity and social inclusion. Evidence to be produced By bringing together discourses on migration and integration of migrant groups with knowledge on how children experience these discourses in their everyday interactions, the study will generate new knowledge on the UK's new ethnic minority children and their long-term experiences of integration. Focussing on children aged 12-18 of Eastern European migrants living in the UK for 3+ years, the study will provide a unique understanding on migrant children's long term experiences of settlement, exploring family, peer and community social networks. Another key area of investigation will be children's expressed needs in terms of the array of services they use, issues in access and the extent to which services are meeting their needs. Third, we will explore the factors that enable children of Eastern European migrants to adapt to the new social, economic and political context of the regions in which they live, as they negotiate national, social, cultural and political identities in the context of a changing Europe. Data will be generated through a review of existing evidence, a survey of between 500-600 children across six urban, semi-urban/rural areas in the UK and focus groups with between 70-100 children. In depth case studies 16-20 families will also be conducted. A young people's advisory group will have a central role in the project development and dissemination. Originality, contribution to knowledge and anticipated impact The originality of the project stems from the consideration given to the ways in which Eastern European children living in diverse geographical spaces are engaged in on-going, dynamic processes of making sense of the world, and their place within it, at local, national and global levels. The study will fill a gap in information on newly settled migrant communities, with a view of informing policy and practice. Information on settled migrant children's social practices, educational achievement and aspirations, sense of cultural and national identity and belonging will provide insights into the extent of European migrant communities' integration in the UK, in the context of various representations of 'nation' that circulate in policy, political and public discourses. The study will address the relative absence of migrant children's voices in public debates and provide policy makers and the public with an improved understanding of the lives of children who were originally migrants, but have settled long-term in the UK. This information will be disseminated widely, to benefit children, service providers, policy makers and the general public.

The MESH project will provide, and facilitate, new visions of historical space. Based on outstanding documentary and cartographic resources in Edinburgh, the project team will deploy digital technologies to develop new types of historical maps based on social, cultural, political, religious, military, environmental, architectural and economic information. The project will be structured around the emergent themes of the city's spatial evolution, and guided by the operating principles of cartographic projects eg administrative areas, cadastral plans, and jurisdictions. The Edinburgh Atlas (E-ATLAS) will provide a new digital atlas of Edinburgh structured around six temporal periods: the early city; medieval city c.1300-1550; the early modern city 1550-1680; Enlightenment Edinburgh, 1680-1820; the 'modern' city, c.1820-1914; the capital city, 1914-2000. The changing nature and structure of the city will form the basis to 30 interpretive essays organised around key themes with analytical emphasis on the processes of change in a spatial context. The E-ATLAS will provide a world-leading innovative intellectual product. The web-based e-atlas provides an internationally innovative research facility. The emphasis will be on customisable maps based on the NLS' 500 digitised Edinburgh maps. As demonstrated by the highly successful and publicly acclaimed open-source tools piloted by the AHRC-funded Visualising Urban Geographies Knolwedge Transfer Project (PI Rodger) (see Attachments for Impact of VUG) users' historical data will be plotted on historical maps appropriate to the period, and saved in personal accounts accessible either by individuals or groups. This customisable web-based delivery will be suitable for researchers at all levels; it will be available to the general public, and by extending the historical frame will have far reaching consequences for scholars and the public. This provision of an e-atlas facility is a central objective based on a key principle of the project: public accessibility and scholarly additionality (and is consistent with the AHRC 2011-15 strategic emphasis on the Digital Economy and Creative Hubs). By facilitating the publication of newly-created maps of Edinburgh on a variety of topics, the project will demonstrate the utility of spatial analysis for different disciplines. It will assist the development of linkages between acadenic and non-academic users. The MESH project connects with two other AHRC objectives. First, MESH provides a stimulus to public history by facilitating spatial analysis in a historical setting through the use of user-friendly mapping tools. The project will bring spatial analysis firmly within the grasp of local history societies and voluntary organisations by means of Knowledge Transfer both in a technical environment of web-based mapping, and by providing examples of best practice from experienced historians. Second, the project provides civic authorities, museum curators, and planners with mapping tools (e-atlas) designed which will assist their professional work as they seek to understand the way Scotland's capital evolved. Public interest in the MESH project is significant and widespread. Representatives of Edinburgh's World Heritage Trust, City Council, RCAHMS, Edinburgh Central Library, and local historical societies have expressed strong support. Graduate and undergraduate students have much to gain from the spatial approach to historical analysis.' In addition to history and geosciences, scholars in several humanities and social sciences disciplines - divinity, literature, archaeology, architecture, criminology - and in biological sciences have expressed considerable interest in the project. In sum, MESH will stimulate and provide a new research resource (E-ATLAS); advance research capacity (e-atlas); develop an online research facility; and enhance user engagement and inter-institutional collaboration within and beyond Scotland's capital.

The Place-Based Climate Action Network (P-CAN) seeks to strengthen the links between national and international climate policy and local delivery through place-based climate action. The Network is innovative in its focus on local decision making. Clear policy signals by the government are essential, but the key to continued climate action increasingly lies at the local level, with the participation of local actors, businesses and citizens. Important decisions about low-carbon business opportunities, renewable energy investment, urban transport, energy management, buildings efficiency and the management of climate risks are decentralised and taken across the UK. P-CAN is about engagement, impact, and the co-creation and sharing of knowledge. The Network has the following components: 1. Place-based climate change commissions: We will develop three city-level climate commissions, in Belfast, Edinburgh and Leeds. The concept is currently being piloted in Leeds as an innovative structure for sustained two-way, multi-level engagement between national and local policy and practice. We will work on the replication of these commissions in other local context to further broaden our reach. 2. Thematic platforms: There will be two theme-based platforms, on business engagement and green finance. These virtual networks will focus on two stakeholder groups that are particularly important for place-based climate action. They will be co-created with representatives from the business and sustainable finance community. 3. The P-CAN Flexible Fund: We will open the Network to the wider community of climate change researchers and research users by commissioning 20-30 small grants. The grants will be awarded competitively, with a focus on engagement activities, user-oriented analysis, innovative approaches and support for early-career researchers. 4. Communication and user-oriented research synthesis: An active outreach strategy will connect the place-based activities and inform wider climate action by co-producing, synthesising and communicating decision-relevant analysis. This programme of user-oriented outreach will leverage the work of P-CAN's host institutions and other ESRC investments. P-CAN is led by an experienced team of senior academics from a diversity of backgrounds. They all have strong track records of engaging with decision processes at the local, national and/or international level. Most of them have combined academic achievements with careers in business, finance, or international development. The Network PI is a former member of the Committee on Climate Change. The core team is supported by a full-time Network Manager, a Communications Officer and a group of Network Analysts who will provide analytical, administrative and logistics support for the five platforms (three local commissions and two thematic platforms). P-CAN will, to the maximum extent possible, leverage the existing administrative, research and engagement capabilities of its host institutions, including the ESRC Centre for Climate Change Economics and Policy, the Edinburgh Centre for Carbon Innovation, and the Centre for Sustainability and Environmental Governance in Belfast. P-CAN will be successful if it can inform the climate change decisions of stakeholders across the five platforms. We will focus on activities that support key UK policy objectives and their local implementation, such as the city strategies of Belfast, Edinburgh and Leeds, the UK Industrial Strategy, the Clean Growth Strategy, the statutory carbon budgets, the 25-year Environment Plan, the next Climate Change Risk Assessment, the recommendations of the UK Green Finance Task Force and the Task Force for Climate-related Financial Disclosure (TCFD) as well as the climate strategies of Scotland and Northern Ireland. P-CAN will respond flexibly to evolving demands. This will ensure that the platforms we create become self-sustaining and can be replicated elsewhere.