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The world faces many challenges, with some of the most striking relating to microorganisms, such a bacteria and viruses, small enough that you cannot see them, but with the potential to cause disease and death. Recently, it has become apparent that the effectiveness of antibiotics are reducing, meaning they are more likely to cause harm in the future. Additionally, along the recent SARS-CoV-2 viral pandemic demonstrated how quickly and widespread a microorganism can cause significant healthcare implications and harm to society. In both examples, reducing contact or exposure to these harmful microorganisms will inevitably reduce likelihood of infection. Therefore, it is sensible to consider how we can control exposure to these pathogenic microorganisms in the built environment and indoor settings. This poses particular challenges for the UK transport network, as these services are essential, and used by significant numbers of people in the UK every day. Therefore, this sector in particular requires long-term and effective solutions to inhibit pathogen transmission, providing reassurance and confidence to minimise the possible disruption to the sector in the future. Antimicrobial bioeffective surfaces (i.e. surfaces that kill/limit microorganisms) offer a great potential, but for effective use in the transport sector, a holistic approach between the transport industry, academics and other industries involved in the various disciplines regarding antimicrobial materials (e.g. advanced materials, microbiology, engineering, chemistry), as well as policy and decision makers is required. To date, there is no such network with an aim of bringing these group together to tackle the challenge of potentially pathogenic microorganisms with antimicrobial materials in the UK transport sector. It is this knowledge exchange gap that this proposed network would fulfill.

Uncovering the Potential of Aural-Centric Pedagogies in Producing a More Enriching Learning Experience within the Teaching of GCSE-Level History in England.

With rising numbers of cases, dementia is a key health priority. With no cure, there is a need for psychosocial interventions, especially at the early stages, to help people maintain their health, wellbeing and independence as long as possible. The challenge for supporting people at the early stages of dementia is in providing an individualised and tailored offer of activities in their local community that meets their interests and needs, that is not perceived at stigmatising, and that allows them to make a contribution for which they feel valued. The IDoService offers such a novel and innovative programme. It supports people with a recent diagnosis of dementia in identifying, participating and contributing to social activities in their community by connecting them to local volunteer services. The Service is built around a core 3-session plan, delivered by the wellbeing mentor, which allows people to explore their strengths and interests, get to know what is available locally and to decide what they want to do in a safe and convivial way. We have successfully trialled the service with Age UK Salford in 2022. We propose now to develop an interactive digital version to make it more user-friendly and easily scalable.

This proposal is tailored to the requirements set out in the project funding brief and begins with a brief overview of the literature and current debates surrounding the topic, including any potential gaps in the research and how these may be addressed. Literature review Language and accent are both identity markers to age, gender and race which are protected characteristics in the Equality Act 2010. However, language and accent are not protected characteristics, meaning linguistic biases that people hold can cause stigmatism and negatively affect the number of opportunities people have access to. Young people can face these stigmatisms from multiple directions early on, as language policy and policing in schools is based on standard language ideologies, meaning children can be considered as 'deficit' language users if they speak in ways outside of dominant language practices (Cushing, 2021), which includes speaking in regional accents, ESOL speakers, or using 'urban youth language' (Drummond, 2018). Children can face stigmatism in wider aspects of society due to the ways they speak, with discourses in the mainstream media and in British politics criticising their employability prospects or labelling them as 'uneducated' (Dray and Drummond, n.d.). Standardised language ideologies perpetuate potential for linguistic discrimination within the Youth Justice System (YJS) because they create value judgments and biases about the ways people speak, regardless of the content. Cantone et al., (2019) demonstrate that accent bias towards stereotypical ways of speaking can lead to harsher judgements by jurors, especially when racial bias is included. In a recent study conducted in the UK Frumkin & Stone (2020) state that even eyewitness accounts by people who are not on trial are subject to value judgements on their accents, alongside age and race, with 'lower status accents' being rated less favourably than 'higher status accents'. These cases demonstrate the high stakes and implications that the sound of our voice can hold, however research into how young people face this level of discrimination within the multiple different stages of the YJS is scarce. This research proposes to address that gap by using a creative and participatory methodology to explore, unpick and reimagine situations where potential linguistic discrimination may occur. Narrowminded assumptions of what language is can cause impactful moments of communication to be overlooked. This research proposes to adopt a broad definition of language to use the term 'languaging' (Badwan, 2021) which seeks to represent the multitude of communicative and linguistic repertoires, and multimodal practices of all language users, but in this case especially those inherent within children and young people. Language is much more than communication and by using languaging, which views language as an action (Badwan, 2021), it becomes possible to explore silence, body language, gesture, emotion, and facial expressions to form a more holistic understanding of children's experiences with potential linguistic discrimination in the YJS. The research will be informed by the Participatory Youth Framework which recognises the rights of a child to be heard and included in the discussions throughout the various stages of decision making in the YJS (Participatory Youth Practice Engagement Framework, n.d.). Through creative participatory sessions that build upon each other and unfurl as a process, the children and young people are considered as co-researchers who bring their lived experiences of potential linguistic discrimination in the YJS, alongside their personal histories and knowledge bases, to challenge pre-existing hierarchies and dominant language ideologies that place children and young people as deficient language users (Cushing, 2023).