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People in labour have a right in law and policy to say no to vaginal examinations. This should be uncontroversial: in almost no other space is it acceptable to penetrate another’s body without their say-so. Yet reports abound of women in labour having fingers inside their vaginas even after saying ‘no’. Some describe their experiences as being akin to rape.

This article argues that the framing of vaginal examination as routine may be seen as a form of authoritative speech that severely limits the ability of women and birthing people to say no to unwanted examination. Routine vaginal examination creates and determines the routine of labour care, delivers finding of fact in relation to progress of labour and creates normative and practical expectations of birthing people and clinicians. This constrains birthing people’s ability to prohibit vaginal examination on their body. This framing also presents a limited and inadequate conception of what a vaginal examination is, which further limits people’s ability to successfully say ‘no’.

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Through a project undertaken under a programme funded by United Kingdom Research and Innovation (UKRI) called Transforming Education for Sustainable Futures (TESF), alternative learning approaches associated with the introduction of a form of vertical farming called ‘tower gardens’ at primary schools were explored. Methods that were new to the local education context were used to support the learning process, for example role-playing sketches that allowed learners to share their own knowledge about gardening activities with their peers, teachers and staff from the non-governmental organisation that facilitated the process. This collective sharing and recall were key elements of the social learning process, building into individual and group knowledge. Corroborated memory recall contributed to group learning and also built into the collective storage of knowledge. Learning was firmly embedded in social interaction, in collective symbolism and arts – music specifically. These forms of learning and storing of knowledge resonated with the learners as it was a continuation of life as they know it in their community. It became clear from the project that educators saw the value of introducing concepts from classroom subjects when constructing and managing the tower gardens and were pleasantly surprised by the responses of the learners to this new way of learning, suggesting that creating scope within the curriculum and schoolwork plan is necessary in tandem with building the required capacity to replicate this without external support.

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People seeking asylum often have a range of complex social, emotional and economic needs that may be exacerbated by the hostile reception that they often receive. These needs and the stress of navigating asylum systems leave asylum seekers vulnerable to crisis, with refused asylum seekers particularly vulnerable. Even after receiving settled status of some form, barriers to accessing employment or housing and other services remain, as do the impacts of trauma, abuse, and loss sustained in the country of origin, during flight, or during the wait to receive settled status, again leaving refugees vulnerable to crisis. Early action can both have benefits for the individual asylum seeker and reduce the need for costly crisis interventions. This scoping review explores best practice in early action in the voluntary sector, while identifying gaps in the evidence base.

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This paper investigates financial management within Scottish charities, emphasising the challenges faced in external scrutiny, comparative financial information, and accounting practices. It employs a survey and a review by the Office of the Scottish Charity Regulator to assess impacts on smaller charities, highlighting issues with transparency and compliance. The study advocates for policy interventions and capacity building to improve sector resilience and transparency, thus enhancing effectiveness and sustainability in the voluntary sector.

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Education is often posed as the harbinger of progress in discourses related to the development of marginalised Indigenous communities. However, since they entered the mainstream schools in the 1960s, the four Indigenous communities of Gudalur, India have experienced various forms of injustice in seeking formal education. This article draws from the work of the Vishwa Bharati Vidyodaya Trust, a community-driven organisation that has been working on matters related to the education of these four communities since 1996, and two research initiatives that captures the community’s voices on their experiences and aspirations related to education, to put forth recommendations for practice that is geared towards greater equality and justice for the children of Indigenous communities. Rooted in the belief that the active participation of the community is crucial to devising solutions that truly address in a sustainable manner the historical injustices faced by them, the article outlines various interventions at different sites of learning that builds community ownership and nurtures a meaningful continuum between the home and school environment of the children.

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David and Freya Flatman have four daughters – 14, 11 and 2 years old and a 6-month-old baby – and live in the UK. Their older two daughters are from David’s first marriage and the younger two are from his marriage to Freya. For part of the week, the two older girls live with David and Freya and their younger sisters. In the interview, David reflects on how his older daughters use tech, with contributions from Freya and prompted by questions from the interviewer.

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