DOCSLIB.ORG

Designing Play Equipment to Develop the Social

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Designing Play Equipment to Develop the Social DESIGNING PLAY EQUIPMENT TO DEVELOP THE SOCIAL COMPETENCE OF CHILDREN WITH CEREBRAL PALSY GANNA BORZENKOVA A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy June 2021 This work or any part thereof has not previously been presented in any form to the University or to any other body whether for the purposes of assessment, publication or for any other purpose (unless otherwise indicated). Save for any express acknowledgments, references and/or bibliographies cited in the work, I confirm that the intellectual content of the work is the result of my own efforts and of no other person. The right of Ganna Borzenkova to be identified as author of this work is asserted in accordance with ss.77 and 78 of the Copyright, Designs and Patents Act 1988. At this date copyright is owned by the author. Signature…… ………… Date……30.06.2021 …………………… 2 3 4 ABSTRACT This study investigated the design of play equipment for encouraging peer-to-peer social interactions amongst children with cerebral palsy aged from 4 to 6 years, as a means of developing their social competence. The focus was on developing a new conceptual model and criteria for designing this specialist play equipment and, thus, creating a level playing field for children with different manifestations of cerebral palsy. According to the statistics of the National Health Service, it is estimated that approximately 1 in 400 children is born with cerebral palsy in the UK (NHS, 2017). It is recognised that these children often have reduced social engagement, yet socialisation plays a fundamental role in development. In spite of this, there are few toys specifically developed for children with cerebral palsy and even fewer which support peer socialisation. Therefore, there is a need to develop relational play equipment for them. The research presented here is interdisciplinary and informed by a social perspective on disability. It combined theoretical investigation with design practice within an action- research approach. User-centred design was used for the design development and intervention. Observations of children with cerebral palsy and interviews with their parents and conductors were employed for collecting data about the children’s social interactions before and during the design intervention in order to determine the effectiveness of the proposed concept. Data collection was carried out at the National Institute of Conductive Education in Birmingham, England. A conceptual design model of play equipment for enhancing the social competence in children with cerebral palsy was developed. The model focused on designing semiotic content that could trigger cognitive, emotional, social and physical processes to encourage children to participate in relational play and facilitate peer-to-peer social interactions. Based on this model, design criteria were developed, integrating two interrelated sets of indicators. The first set pertained to the design position and comprised child-friendly design criteria. The second pertained to the social purpose, comprising indicators of social competence, such as social skills and self-confidence. Based on these criteria, a number of design ideas were developed, using ideation, intuitive hand sketching and brainstorming. A final idea of the thematic play environment, “Undersea Friends”, which corresponded best to the conceptual model of play equipment and met most of the design criteria and recommendations from parents and conductors, was chosen for the design intervention. “Undersea Friends” consists of the toys intended for practising particular social skills, where each toy in the play space is a creature-friend and a facilitator of children’s interactions. These toys are Octopush Olly for practising turn taking, Hexapush Hetty for practising cooperation and Larry Long Legs for sharing. Two prototype toys for this environment were developed and evaluated with children with cerebral palsy for the purposes of this study. This completed study highlights the difficulties which children with cerebral palsy may experience with peer interactions while playing. It provides a new understanding of the development of social competence through engaging children in relational play, facilitated by specialist play equipment, as well as the prototype toys of the play environment, “Undersea Friends”. This research contributes to understanding of how designers can approach the creation of such play equipment by providing design criteria, design recommendations and suggestions for further investigation. 5 CONTENTS ABSTRACT ............................................................................................... 4 CONTENTS .............................................................................................. 5 LIST OF FIGURES .................................................................................... 8 LIST OF TABLES .................................................................................... 11 ACKNOWLEDGMENTS ........................................................................... 12 1 INTRODUCTION ................................................................................ 14 1.1 Problem Definition ...................................................................... 15 1.1.1 Play and the development of social competence in children with cerebral palsy .......................................................................................... 17 1.1.2 Play equipment for developing social competence in children with cerebral palsy .......................................................................................... 19 1.2 Research question and methodological approach ..................... 21 1.3 The structure of the thesis ......................................................... 23 2 LITERATURE REVIEW ........................................................................ 27 2.1 Introduction ................................................................................ 27 2.2 Children with cerebral palsy and their social competence ........ 28 2.2.1 A medical view on cerebral palsy ................................................. 29 2.2.2 The social aspect of cerebral palsy .............................................. 32 2.2.3 Social competence in children with cerebral palsy ......................... 35 2.3 Using play to foster the development of social competence ..... 37 2.3.1 Play as a means for social competence development .................... 37 2.3.2 Characteristics of play of children with cerebral palsy .................... 40 2.3.3 Play types and the concept of relational play ................................ 41 2.4 Play equipment for relational play ............................................. 46 2.4.1 Conceptual design model development ........................................ 46 2.4.2 Designing for children with cerebral palsy .................................... 48 2.4.3 Principles of designing for children with cerebral palsy .................. 50 2.4.4 Design criteria of play equipment to aid the development of social competence ............................................................................................. 53 2.4.5 Play equipment as a means of peer-engagement .......................... 54 2.4.5.1 Traditional social toys .................................................................................. 56 2.4.5.2 Social interactive robots ............................................................................... 58 2.4.5.3 Playgrounds ................................................................................................ 63 2.5 Design theories to implement the design criteria ...................... 68 2.5.1 Affordances of play equipment .................................................... 68 2.5.2 Ergonomics of play equipment .................................................... 70 2.5.3 Semantics of play equipment ...................................................... 74 2.5.4 Semiotics in designing play equipment ......................................... 75 2.5.5 Designing emotions .................................................................... 77 2.5.6 Emotions and social competence ................................................. 79 2.5.7 Multi-sensory design ................................................................... 80 2.6 Conclusion .................................................................................. 82 3 DEVELOPING AN INTERDISCIPLINARY CHILD-FRIENDLY METHODOLOGY ....................................................................................... 86 3.1 Introduction ................................................................................ 86 3.2 Research approach ..................................................................... 86 3.2.1 Methodological positionality......................................................... 86 6 3.2.2 The methodological framework ................................................... 87 3.2.3 Research strategy: Action research .............................................. 90 3.2.4 Children as participants in the research ........................................ 91 3.2.5 User-centred design approach ..................................................... 92 3.2.6 Stages of the research ................................................................ 93 3.3 Sampling ..................................................................................... 98 3.4 The role of experts: parents and conductors ............................
Load more

Recommended publications
  • Grade 10 Life Sciences Study Guide
    Grade 10 Grade 10 Via Afrika Teacher’s Guide Teacher’s Life Sciences Some of my greatest rewards are simple ones. For instance, when a learner exits my class and says, “Thank you, Ma’am, for a wonderful lesson.” Grade 10 Study Guide — Suzanne Paulsen, Teacher M. Bowie, A. Johannes, R. Mhlongo, E. Pretorius Via Afrika Life Sciences Life Afrika Via Via Afrika understands, values and supports your role as a teacher. You have the most important job in education, and we realise that your responsibilities involve far more than just teaching. We have done our utmost to save you time and make your life easier, and we are very proud to be able to help you teach this subject successfully. Here are just some of the things we have done to assist you in this brand-new course: 1. The series was written to be aligned with CAPS. See page 4-7 to see how CAPS requirements are met. 2. A possible work schedule has been included. See page 4-5 to see how much time this could save you. 3. Each topic starts with an overview of what is taught, and the resources you need. See page 34 to find out how this will help with your planning. 4. There is advice on pace-setting to assist you in completing all the work for the year on time. Page 38 shows you how this is done. 5. Advice on how to introduce concepts and scaffold learning is given for every topic. See page 39 for an example. 6.
    [Show full text]
  • COMPUTER SCIENCE | PHYSICS | ENGINEERING Issue 1
    Issue 1: Friday 20th December 2019 The first issue of the student STEM magazine Page 1 BIOLOGY | COMPUTER SCIENCE | PHYSICS | ENGINEERING Introduction Science is about much more than we learn in school every day. It’s a universal source of endless knowledge of which we have only scratched the surface. It is a new dawn for scientific journalism at Wilson’s and without further ado, we would like to welcome you to the first issue of Wilson’s Science Magazine officially named ‘The Wilson’s Intrigue’, written by students for the students. Our mission/aims: Expand your knowledge Contribute to the Wilson’s community Make complicated parts of science more accessible Popularise science and make it interesting Inspire creativity through wider research We would definitely like to hear more from you, as the readers, as to what you like about the magazine and what more we can do to make the magazine more interesting, accessible and dynamic. And so please visit https://www.surveymonkey.co.uk/r/MLSL22F where you will be asked to complete a short survey. All references for each article can be found at the end of the magazine (from pages 62 to 67) which includes recommended websites, books and scientific articles for further reading/research, to explore a topic which has piqued your interest, beyond the contents of the article. A small key terms section may also be found at the end of articles which define technical terms found in those articles, without needing to search anything up whilst reading. Thank you to Miss Banner, Mr Lissimore and Dr Whiting whose advice and support was very helpful in setting up and running the Science Magazine.
    [Show full text]
  • Who's Afraid of 3D Printing?
    THIS VERSION MAY CONTAIN INACCURATE OR INCOMPLETE PAGE NUMBERS. PLEASE CONSULT THE PRINT OR ONLINE DATABASE VERSIONS FOR THE PROPER CITATION INFORMATION. ARTICLE WHO'S AFRAID OF 3D PRINTING? BEN DEPOORTER* & BREGT RAUS† ABSTRACT Heralded for ushering in a new era of personalized manufacturing, there is a growing fear that consumer 3D printing is the next frontier of massive intellec- tual property infringements. Described as the Napster of patents, illegal 3D printing is foretold to disrupt manufacturing in the same manner as digital piracy unsettled the music industry. This Article shows that the negative forecast of rampant 3D printing piracy is overstated. We explain how the purported analogies between P2P file sharing and consumer 3D printing overlook essential differences between piracy of me- dia content and physical property. We caution against aggressive enforcement against unauthorized consumer 3D printing that would impede innovation and the development of 3D printing technologies. *Max Radin Distinguished Professor - University of California, Hastings Law School; Visit- ing Professor, U.C. Berkeley Law (PLLM); Affiliate Scholar, Stanford Law School. Center for Internet & Society, and EMLE Coordinator, Ugent. †LL.M. Candidate, University of Chicago Law School (BAEF & Fulbright Fellow), 2019; Master of Laws, Ghent University Belgium, 2015. 60 2. DEPOORTER & RAUS.DOCX (DO NOT DELETE) 4/1/19 10:38 AM 2019] WHO'S AFRAID OF 3D PRINTING? 61 CONTENTS INTRODUCTION ................................................................................................
    [Show full text]
  • Marie Lynn Miranda
    Searching for Understanding and Meaning in Medicine and Life Page 32 The First Latina Senator Champions Women in STEM Page 34 Marie Lynn Miranda, PhD Curiosity-Driven Provost Page 1 JoinJoin the the AWIS AWIS community community Join the AWIS community SmartSmart WomenWomen DoingDoing CoolCool StuffStuff 100,000100,000 members, members, allies allies and and supporters supporters 100,000 members, allies and supporters inspiringinspiring bold bold leadership, leadership, research research and and inspiring bold leadership, research and solutionssolutions that that advance advance women women in in STEM. STEM. solutions that advance women in STEM. AliciaAlicia Pérez-Porro, Pérez-Porro, MSc, MSc, PhD PhD ResearchResearch Associate, Associate,Alicia NMNH-IZ—Smithsonian Pérez-Porro, NMNH-IZ—Smithsonian MSc, PhD Institution Institution ResearchHomeward HomewardAssociate, Bound’18 NMNH-IZ—Smithsonian Bound’18 Team Team member member Institution HomewardAWISAWIS member member Bound’18 since since Team 2015 2015 member AWIS member since 2015 VisitVisit us us at at awis.org awis.org SeeSee how how we we can can make make a adifference difference together together See how we can make a difference together from the cover Rice University’s Curiosity-Driven Provost By Marie Lynn Miranda, PhD Howard R. Hughes Provost, Rice University n my first year as provost, my chief of staff walked Iinto my office one day while I was reviewing faculty files, and the first words out of my mouth as I looked up were, “Holy cow! Particle physics is fascinating!” You would not have heard me utter that phrase a few years ago, but I love being able to say it now.
    [Show full text]
  • The Genesis and Development of Deathscapes in America -- a Story Of
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 12-2019 The genesis and development of deathscapes in America -- a story of how Chicago and Louisville cemeteries demonstrate the shifting rationale of cemetery placement during the 19th and 20th centuries. Thomas D. Cleven University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Anthropology Commons, Landscape Architecture Commons, and the Urban, Community and Regional Planning Commons Recommended Citation Cleven, Thomas D., "The genesis and development of deathscapes in America -- a story of how Chicago and Louisville cemeteries demonstrate the shifting rationale of cemetery placement during the 19th and 20th centuries." (2019). Electronic Theses and Dissertations. Paper 3399. Retrieved from https://ir.library.louisville.edu/etd/3399 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE GENESIS AND DEVELOPMENT OF DEATHSCAPES IN AMERICA -- A STORY OF HOW CHICAGO AND LOUISVILLE CEMETERIES DEMONSTRATE THE SHIFTING RATIONALE OF CEMETERY PLACEMENT DURING THE 19TH
    [Show full text]
  • Magazine Fall 2021
    FALL 2021 Introducing our 13th President Kathleen A. Getz, Ph.D. P. 2 Inside this issue: Re-envisioning the Motherhouse P. 4 Historic graduation season P. 12 Legendary Coach Schaetzle to retire P. 19 The Centennial Countdown P. 23 1 A Message from Chair NeCastro There are some strange things about serving as an interim university president. Take this column, for instance. It’s my frst chance to address the Lastly, the Mercyhurst Mercyhurst community in this forum, and it’s also my last. Although this community always looks is such an unusual role, it’s been one of the most engaging and inspiring to the future with a sense chapters in my professional and personal life. of optimism. This is an infectious quality, one that As I write these words, I’m happily anticipating the arrival of our new makes all of the hard work president, Dr. Kathleen Getz. And by the time you read them, she will have we do feel justifed and assumed the presidency. This period of waiting gives me a chance to refect meaningful. Presiding at on the last six months and all that has transpired. commencement gave me a When I began this brief journey, my goal was simply to keep the trains true sense of this excitement for the future, and for what we do and why we running. I wanted to help us all to move beyond the uncertainty of a change do it. We prepare our students for the future, and there is almost nothing so in leadership and to encourage this team of professionals to get back to important.
    [Show full text]
  • Krista Marie Soderlund the University of Texas at Austin Institute for Geophysics, John A
    Krista Marie Soderlund The University of Texas at Austin Institute for Geophysics, John A. & Katherine G. Jackson School of Geosciences J.J. Pickle Research Campus, Bldg. 196 (ROC), 10100 Burnet Rd. (R2200), Austin, TX 78758-4445 [email protected], Office: 512-471-0449, Cell: 218-349-3006, FAX: 512-471-8844 Research Interests Geophysical Fluid Dynamics, Magnetohydrodynamics, Planetary Science, Cryosphere Education University of California, Los Angeles Ph.D., Geophysics and Space Physics, 2011 M.S., Geophysics and Space Physics, 2009 Florida Institute of Technology B.S., Double major in Physics & Space Science, 2005, Summa Cum Laude Employment University of Texas at Austin, Institute for Geophysics Research Associate, September 2014-Present UTIG Postdoctoral Fellow, October 2011-September 2014 University of California, Los Angeles, Department of Earth and Space Sciences Graduate Student Researcher, Advisor: Dr. Jonathan M. Aurnou, 2006-2011 California Institute of Technology, Division of Geological and Planetary Sciences Summer Undergraduate Research Fellow, Dr. Joann M. Stock, 2005 NASA Jet Propulsion Laboratory, CA Consultant, Dr. Bonnie J. Buratti, 2006 Planetary Geology & Geophysics Undergrad Research Program, Dr. B.J. Buratti, 2004 Florida Institute of Technology, Department of Physics and Space Science Undergraduate Researcher, Dr. Niescja E. Turner, 2004-2005 Naval Oceanographic Office, Hydrology Code, Stennis Space Center, MS Physical science aid, 2003 Mission Experience Saturn Probe Interior and aTmosphere Explorer (SPRITE)
    [Show full text]
  • How to Set up the Echo Spot R S PRODUCT REVIEWS 2018 HOLIDAY GIFT GUIDE DEALS HOW to FORUM
    11/29/2018 How to Set Up the Echo Spot r s PRODUCT REVIEWS 2018 HOLIDAY GIFT GUIDE DEALS HOW TO FORUM Tom's Guide / Tom's Hardware / Laptop Mag / TopTenReviews / AnandTech CYBER MONDAY DEALS Airpods Amazon Deals Apple Deals Xbox External Hard Drives 4K Smart TVs iPads Robot Vacuums All Tech Deals SMART HOME REVIEW How to Set Up the Echo Spot by MONICA CHIN Jun 8, 2018, 8:38 AM Like other Alexa-enabled smart speakers, you can use the Echo Spot to control your smart-home devices, read your texts, organize your shopping list, stream music and audiobooks, and call other Echo devices and phone lines. However, with its screen and built-in camera, the Spot can also be used to watch videos, to video chat with friends, and even to “drop in” on family members. Before you start listening, calling, and connecting your smart home, however, you’ll need to get the device up and running. Here’s our step-by-step guide. × myTo… GE Z-… Jasco… Jasco… Hone… myTo… GE Z-… 1. Turn on your Echo Spot. $14.99 $39.99 $79.99 $109.99 $39.99 $24.99 $44.99 https://www.tomsguide.com/us/hot-to-set-up-echo-spot,review-5478.html 1/6 11/29/2018 How to Set Up the Echo Spot Plug your Echo Spot into a power outlet via the included adapter. Once it’s plugged in, the Spot’s display will light up with the AmazonPRODU logoCT R andEVIE AlexaWS (the20 1artificially8 HOLIDA Yintelligent GIFT GUI DvoiceE assistantDEALS thatHOW TO FORUM powers Amazon’s smart speakers) will greet you.
    [Show full text]
  • Theory of Knowledge Blog
    A Handy Compendium of 2015 Posts from Eileen Dombrowski’s Theory of Knowledge Blog from Activating TOK, her own website: http://activatingtok.net and Oxford University Press Education Blog http://educationblog.oup.com 1 Eileen Dombrowski’s Theory of Knowledge blog: Posts from 2015 ActivAting TOK http://ActivAtingtok.net and Oxford University Press http://educAtionblog.oup.com Note Searching within a blogsite is easy -- using A menu, A tAg cloud, A seArch window. But for browsing a whole group of posts, isn’t it easier to hAve them consolidated into a single document for scrolling? Myself, I think so! And so….today I’ve pulled together everything that Theo and I have written on Theory of Knowledge in 2015 and added A Table of Contents. However you skim whAt we offer, I really hope that you’ll find something thAt will stimulAte your own thinking. I really love the course myself for its explorAtion of ideAs And engAgement with all the ways in which we human beings construct our knowledge of our world, and I’d be reAlly hAppy if I could Add Anything to your own enjoyment of the course. Moreover, As 2015 ends, I feel All the more strongly thAt A course on thinking criticAlly is essentiAl to our students if they Are to nAvigAte A world of conflicting knowledge clAims And perspectives, and to recognize the relevance of their own growing knowledge. May our TOK course help them find the excitement in the AcAdemic sphere, appreciate the diversity of human perspectives, and identify for themselves A purpose And meAns to contribute! How does this blog connect with the Oxford University Press Theory of Knowledge course book? For my thoughts on this, scroll AheAd to….Ah…thAt’ll be pAge 54.
    [Show full text]
  • Future Plc Today Announces the Launch of Fourfourtwo Turkey
    Future Plc today announces the launch of FourFourTwo Turkey FourFourTwo Turkey entered the market in 2006, and will continue its path with a new partner – Lobby Lobos Advertising 17th February 2020​ – ​Future Plc​, ​ ​The world's largest English-speaking football magazine, FourFourTwo, has expanded with the exciting arrival of its new partner in Turkey: Lobby Lobos. After initially entering the Turkish market in 2006, FourFourTwo has been followed with admiration ever since, becoming a leader of the football print media sector in Turkey. Future Plc has a reputation for thinking ahead of its competitors and adapting in the digital world – and as such, they have paved the way for a revamped FourFourTwo Turkey to develop the FourFourTwo brand in a football-obsessed nation of 83 million people. Together, Future and Lobby Lobos Advertising will integrate e-commerce solutions and establish dialogue between teams. Editor-in-chief, Can Elmas said: “FourFourTwo Turkey has always been the magazine everybody considered to be a guiding light. But in the same way that other football titles went through, it faced significant problems during the digitisation process. We have since agreed to a new economic model that will be an example for all in the new era of FourFourTwo Turkey and Future Plc. In a world that is becoming more and more digital, we will lead our competitors again.” FourFourTwo Turkey aims to become the first audio-magazine in Turkey, too, working to establish a new relationship with football fans. The editorial department has created the ‘FourFourTwo Reserve Team’, which aims to bring new sports journalists and writers aged 18-24 into the industry and showcase their work to a wider audience.
    [Show full text]
  • The State of Fact-Checking in Science Journalism
    The State of Fact-Checking in Science Journalism June 2018 Brooke Borel, author and project coordinator; Knvul Sheikh, researcher; Fatima Husain, researcher; Ashley Junger, researcher; Erin Biba, fact-checker; and Deborah Blum and Bettina Urcuioli of the Knight Science Journalism Program at MIT. This report is made possible by a generous grant from the Gordon and Betty Moore Foundation to the Knight Science Journalism Program at MIT. Both the project staff and KSJ would like to thank both the foundation and, in particular, Holly Potter, chief communications officer of the foundation, for her support of this project and of excellency in science journalism. TABLE OF CONTENTS 1. EXECUTIVE SUMMARY ________________________________________________________ 1 2. INTRODUCTION _____________________________________________________________ 3 3. DEFINITIONS _______________________________________________________________ 4 3.1 Science journalism ____________________________________________________ 4 3.2 Fact-checking ________________________________________________________ 4 3.3 THe magazine model __________________________________________________ 5 3.4 THe newspaper model__________________________________________________5 4. METHODS _________________________________________________________________ 5 4.1. Surveys_____________________________________________________________ 6 4.1.a Testing and distributing_________________________________________ 6 4.1.b Compiling the master outlet list__________________________________ 6 4.1.c Compiling the master
    [Show full text]
  • BMJ in the News Is a Weekly Digest of BMJ Stories, Plus Any Other News About the Company That Has Appeared in the ​ National
    BMJ in the News is a weekly digest of BMJ stories, plus any other news about the company that has appeared in the national and a selection of English­speaking international ​ media. ​ This week’s (5­11 Sept) highlights include: BMJ BMJ Uses Datapipe to Build the Foundations for Change ­ Yahoo Finance 08/09/2016 ​ Also covered by Malaysia News, Finanznachrichten.de, PR Newswire The BMJ Statins (response to publication of The Lancet review) Fiona Godlee interviewed on ITV Evening News, BBC Radio 4 Today, BBC Radio Ulster ​ ​ ​ The BMJ’s position on statins was mentioned in broadcasts throughout the day (Fri 9 Sept) on BBC Breakfast News, BBC Victoria Derbyshire, BBC World Business Report, BBC World News, Sky News, Channel 5 News Statins review says benefits 'underestimated' ­ BBC News 08/09/2016 ​ ​ Statins' benefits understated and harms exaggerated, scientists warn ­ Reuters 08/09/2016 ​ BMJ also mentioned by The Times, Daily Mail, Sky News, Guardian, New Scientist, CardioBrief, OnMedica, Pulse, MedPage Today, The Wire, The Straits Times (Malaysia), FOX News Research: Prospective risk of stillbirth and neonatal complications in twin ​ pregnancies Twins Should Be Delivered At 37 Weeks To Minimise Stillbirth And Newborn Deaths, Suggests Study ­ Huffington Post UK 07/09/2016 ​ Twins delivered at 37 weeks most likely to survive – study ­ The Guardian 07/09/2016 ​ Having Twins? 37 Is the Magic Number ­ Forbes 07/09/2016 ​ Also covered by Reuters UK, AOL UK, the Independent, the Daily Telegraph, the Daily ​ Mial, ITV News, Fox News, The Conversation
    [Show full text]