Rufopoly is a participatory learning board game enabling players to undertake a journey through a fictitious rural urban fringe called RUFshire, answering questions and making decisions on development challenges and place-making; those answers then inform each player's vision for RUFshire. The encountered questions are determined by the roll of a die and based on primary data collected for a Relu project (2010-2012) about Managing Environmental Change at the Rural Urban Fringe. Rufopoly has been used extensively in early stages of projects and plans such as the pioneering Greater Birmingham and Solihull Local Enterprise Partnership spatial plan and has been used by government, EU project groups, local authorities, business, community groups, universities and schools. It has exposed audiences to issues associated with the delivery and trade-offs associated with planning and environmental issues at the fringe but crucially without the use of complex jargon. We believe that the full potential and impact of Rufopoly has yet to be fully realised. There are several reasons for this: 1. Rufopoly was developed towards the end of our Relu project as an unplanned output for a conference run by Relu in 2011 on 'Who Should run the Countryside?'. Its success prompted its inclusion as an output. 2. There were insufficient funds for it to be successfully tested and integrated with policy and practice communities to maximise its utility as a learning tool as this was never the original intention of the project. 3. It is currently presented as a one size fits all board game of a hypothetical place. More time is needed to explore the potential of Rufopoly to become a generic platform for stakeholders wishing to develop their own versions of the tool to meet their own needs and to fill a widely recognised gap in the effectiveness of participatory tools for improved decsion making. This knowledge exchange project addresses these deficiencies by drawing together the shared knowledge and previous experiences of designers and users of Rufopoly. This informs a series of interactive workshops in Wales, England and Scotland to identify how this kind of game-format can be enhanced into a more effective and multifunctional tool. This will help extend and embed the impact for a range of policy and practice partners in the form of a Rufopoly Resource Kit. By working collaboratively with end users we can identify how Rufopoly can be reconfigured across different user groups and organisations in tune with their agendas and needs. There are four stages to this project: WP1: Review and learn lessons from previous Rufopoly experiences. This involves (1) an assessment of the actual results and findings from past games that were written up and the results analysed. (2) critical assessments of the strengths and weaknesses of Rufopoly from facilitators and core participants. We will draw priamirly from our UK experiences but are also able to secure insights from the international adaptations of Rufopoly from Nebraska (November 2013) and Sweden (2014). WP2: Conduct a series of interactive workshops with different policy and practice audiences. These workshops will be held in England, Scotland and Wales using members of the research team and other participants. The purpose of these workshops is to (1) share results of WP1; (2) assess how the tool could be reconfigured to address the principla needs and challenges facing participants; and (3) prioritise feasible options for a Rufopoly Resource Kit. WP3: Using WP1 and WP2 outcomes, we will design and trial (across our team) the Rufopoly 'Mk2' resource kit and associated materials/guidance. WP4: Launch the Rufopoly Resource Kit and guidance in a live streamed global workshop event. This would; reveal the basic resource kit as co-designed by the team and enable testers of the resource kit to share their experiences maximising knowledge exchange and its range of potential applications.

Drinking alcohol in pregnancy can cause a baby to be born with 'Fetal Alcohol Spectrum Disorders' (FASD). FASD is common, possibly affecting over 3% of UK children. Children with FASD have difficulties with behaviour, learning and school, and coping with adult life. Unfortunately a lot of people with FASD end up getting into trouble and being put in prison. Although it is common, FASD is difficult to diagnose. Some people with FASD have distinctive facial features as well as difficulties with learning. FASD is especially difficult to diagnose if the person has the learning difficulties but does not have the facial features. Even if a doctor does diagnose FASD there is not very much support available for the carers and children. Children with FASD often have challenging behaviour, but at the moment we do not know the best way for parents and carers to cope with this. This is because children with FASD do not behave like other children with learning difficulties. The parenting programmes that are currently used do not work. We want to develop and test a special training programme for parents and carers of children with FASD. We will first look at all the latest research about how the brain of the child with FASD is different. We will then look for the best features from other parenting programmes. This might include features from programmes developed for children with autism or other learning and behavioural difficulties. We will then design an 8 to 10 week parenting course with the help from experts from the UK and abroad. Our team of experts will also include parents who have had experience of raising a child with FASD. Our team includes psychiatrists, psychologists, FASD researchers, an alcohol misuse expert, a statistician and a therapist. We will test the intervention on two groups of families affected by FASD. One group of parents will be trained by our researcher. The other will be trained by a different professional, like a social worker. This will help us to discover whether it is possible for other different kinds of workers to deliver our programme. At this testing stage we want to find out whether the parents or carers and the children like the programme and whether they think it is helpful. We will use questionnaires to ask how stressed the parents or carers and children are feeling. We will also ask other questions about the child's health and behaviour. We will ask these questions before and after the families have taken part in the programme. We will ask whether completing the questionnaires was straightforward. We will ask the parents and carers their opinions of the course and whether they feel that they understand more about their child's behaviour. Later, we will use this information to design a larger, more reliable test, called a randomised control trial. This later trial will compare whether parents and children who have done the FASD parenting programme are less stressed than parents and children who have done a normal parenting programme. This larger test will be able to tell us whether using the parenting programme especially designed for FASD decreases the child's difficulties in behaviour and increases their success at school. We recently talked to a group of 13 parents and carers of children with FASD. Everyone we spoke to was supportive of this project to develop a parenting intervention. Everyone said they wished their child could take part. We will continue to talk to groups of parents and carers as the research develops. If the parenting programme is successful we hope that children would do better at school, have a better quality of life, and not end up in trouble with the law. We have made plans for how we will tell health services, local authorities and the Government about our research. This is so that if the parenting programme is successful it can be put in place as soon as possible to help all those affected by FASD.

This Photon series of conferences has grown so much in stature that is the largest meeting on this topic in the UK an the fourth largest in the world. The series has been designed to display the UK as highly visible player in the optics and photonics field. The sequence of meetings described below establishes cooperation and increases efficiency by stimulating interactions right across the European sector and beyond. In an exciting way Photon06 will continue to support the exploitation and dissemination of results and strategies developed with the academic sector and industries. It will make a major contribution to the development of a common long-term shared vision, create synergies and strengthen the whole community. Optics and photonics play a decisive role in highly competitive markets. There are many leading players in the UK academic and the industrial/business sectors giving rise to an impressive critical mass to demonstrate that this area is of pivotal importance to the UK and to Europe. By staging Photon08 we will be building not only upon Photon02, 04 and 06 but we will be creating a platform in photonics that will serve all aspects of UK society. The role of photonics in the new drive to address climate change and energy conservation is critical. Carbon footprints can be measured very easily with laser technology and nanostructured solar panels deploying matamaterials will be rapidly developed and the UK position in this area will be considerably enhanced by this meeting.

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.