3 10 851 https://urss.warwick.ac.uk/files/original/30396bd7df8950db20014fa871df45f1.pdf a1634490f6c580de190109fdf9574c51 Academic Poster An academic poster Abstract The abstract of the paper The aim of this article is to prove the analytic continuation and functional equation of the Dedekind zeta function associated with abelian Galois number fields. The method used intertwines Fourier analysis, Artin decomposition, and Mellin transforms of Dirichlet L-functions. We first establish the functional equation for a general Dirichlet L-function, using theta functions and Poisson summation. Moreover, applying Artin decomposition to cyclotomic fields gives the analytic continuation of the Dedekind zeta function for prime cyclotomic extensions. We then use the Kronecker-Weber theorem about abelian field extensions to extend this method to work for abelian number fields. Meta Tags Meta tags Algebraic Number Theory, Representation Theory, Galois Theory Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource On the Analytic Continuation of the Dedekind Zeta Function of Abelian Galois Number Fields Creator An entity primarily responsible for making the resource Samay Varjangbhay Contributor An entity responsible for making contributions to the resource Dr Alvaro Gonzalez Hernandez Subject The topic of the resource Pure Mathematics https://urss.warwick.ac.uk/files/original/220024768dc61d2d95dabf6912d8a839.png 3e30c1721e1a331906184a556647cefd Academic Poster An academic poster Abstract The abstract of the paper This exploratory project examined how UK universities currently understand and support student belonging, and where gaps remain. Drawing on 26 publications, sector reports and institutional projects alongside seven anonymised expert interviews, it brings the evidence together across three lenses (the student, the student journey and the institution) to suggest practical, evidence-informed recommendations. Meta Tags Meta tags Belonging, Education Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Beyond the 'Typical Student": Rethinking Belonging in Higher Education Creator An entity primarily responsible for making the resource Joe Clements, Kabirah Koroma Contributor An entity responsible for making contributions to the resource Tom Ritchie, Amanda Lang Subject The topic of the resource Belonging in Higher Education https://urss.warwick.ac.uk/files/original/604fc1e7729d1022046b488c7888eb04.pdf abb86cd67a7505c5c1cccef9bb6a90b8 Academic Poster An academic poster Abstract The abstract of the paper Positive reframing is a method used to cope with adversity by viewing a difficult situation in a positive way and is shown to improve task performance and resilience. However, there is limited research on the comparison between positive reframing techniques themselves, and whether their individual effectiveness may depend on personality factors. This study measured how reframing a task as either a challenge or as an opportunity may influence persistence, or engagement, on the task. Moreover, the study applied two personality measures to determine participants’ level of openness to challenges and openness to opportunities in general. It was hypothesised that an individual with high openness to challenges will persist more upon a challenge reframing message, rather than an opportunity reframing message. Similarly, it was hypothesised that an individual with high openness to opportunities will persist more upon an opportunity reframing message, rather than a challenge reframing message. A multiple regression analysis showed that there was no interaction found between the reframing condition and the participant’s level of openness to opportunities. However, an interaction was found between the reframing condition and level of openness to challenges. A higher challenge orientation predicted higher task persistence in the opportunity reframing condition but lower persistence in the challenge reframing condition. The findings indicate the potential of tailoring positive reframing to the individual but highlight the possible need for a ‘fit’ between positive reframing messages, personality, and even the type of task presented to derive maximum benefit. Meta Tags Meta tags psychology, positive reframing, personality, individual differences, cognitive appraisal, persistence Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The effect of positive reframing on task persistence and the moderating role of personality Creator An entity primarily responsible for making the resource Ritu Halbhavi Subject The topic of the resource Research Poster https://urss.warwick.ac.uk/files/original/5fb5354b83399b4959a2ed0eba4db34b.pdf 24ae52d58103742b6be3f7e935c870b0 Academic Paper An academic paper Abstract The abstract of the paper Financial socialisation within families contributes to the development of financial values, attitudes and behaviours. While existing research has established the importance of parental influence, less attention has been given to how parents’ own financial experiences shape the values they subsequently seek to communicate to their children. This study explores how parents interpret their financial experiences, negotiate financial values inherited from their families, and draw on these values in purposive financial socialisation. A qualitative research design was adopted, using semi-structured interviews with three parents from relatively economically advantaged households in the UK. Thematic analysis examined participants’ accounts of financial experiences, value formation and parental financial socialisation. Findings suggest that financial experiences influenced parental values through participants’ interpretations of the consequences associated with financial decisions and circumstances. Both direct experiences and observations of others contributed to the development and refinement of financial values. Financial socialisation was also adaptive and bidirectional, with children’s behaviours and responses influencing parental approaches. The findings suggest that financial values are not simply transmitted across generations but continually reconstructed through experience, interpretation and family interaction. These findings have implications for understanding variation in parental financial socialisation and suggest that financial education should consider the diverse experiences and contexts through which financial values develop. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Qualitative Study Of The Nuances Of Financial Socialisation Within High-Income Families. Subject The topic of the resource Familial financial socialisation Date A point or period of time associated with an event in the lifecycle of the resource 12 October Contributor An entity responsible for making contributions to the resource Wen Chi Low https://urss.warwick.ac.uk/files/original/a6536e9e7952e0d08d395931304f2a6c.pdf 101e9f405e1fcbd2a074e7d3c02a1cfd Academic Paper An academic paper Abstract The abstract of the paper This paper examines whether labour market conditions are associated with university degree outcomes in UK higher education. Using Higher Education Statistics Agency (HESA) data on undergraduate, first degree classifications from 2006/07 to 2024/25, we analyse the relationship between graduating cohorts’ unemployment conditions during penultimate and final years of study, and the percentage of first degree qualifications awarded first class honours. We find a consistently negative relationship between unemployment and first-class attainment, with limited statistical significance nationally. The resulting association we estimate is stronger and statistically significant in subject-level analysis. Meta Tags Meta tags Economics, Higher Education, Unemployment, UK Labour Market, Academic Outcomes Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Labour Market Uncertainty and University Student Outcomes: Evidence from HESA Graduating Cohorts Subject The topic of the resource Economics Date A point or period of time associated with an event in the lifecycle of the resource October 2026 Contributor An entity responsible for making contributions to the resource Marta Radian https://urss.warwick.ac.uk/files/original/d8ddda5dbc5f5684f7d5df7305ee54ae.docx 516fb283d648c2e577dad36e7f2714f8 Academic Paper An academic paper Abstract The abstract of the paper Histories of the British Army in Northern Ireland have tended to focus on officers, strategy and tactics, leaving the experience of the enlisted men who made up most of the force largely unheard. This project begins with one of those men, my grandfather, a Royal Green Jackets warrant officer whose 1972 MBE for operational service in Northern Ireland has never been explained, and asks what oral history can recover where the institutional record is silent. Drawing on five oral history interviews with veterans of the Royal Green Jackets and the Royal Regiment of Fusiliers, whose service ranged from 1969 to the mid-2000s, the project takes a social history approach to their lives before deployment, their conditions of service, their relationships with the communities they policed, and their reflections decades later. It argues that many enlisted men shared more materially with those communities than with the officers who commanded them; that Irish heritage pulled soldiers in very different directions; that community attitudes towards the Army shifted sharply across the conflict; and that much of the practical knowledge shaping soldiers’ conduct was passed on informally and never recorded. The project complicates the image of the Army as a single institution, and shows how oral history can recover what the archive leaves out. Keywords: oral history; British Army; Northern Ireland; Operation Banner; the Troubles; social history Meta Tags Meta tags oral history, British Army, Northern Ireland, the Troubles, Operation Banner, social history, enlisted soldiers, Royal Green Jackets, veterans, class, Irish identity, memory, counter-insurgency, military history, URSS 2026 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Between Community and Command: British Enlisted Soldiers in Northern Ireland during the Troubles Subject The topic of the resource The lived experience of British Army enlisted soldiers, especially the Royal Green Jackets, during Operation Banner in Northern Ireland (1969-2007), recovered through oral history interviews with veterans. Date A point or period of time associated with an event in the lifecycle of the resource 2026-10-08 Contributor An entity responsible for making contributions to the resource Dr Elizabeth Egan (project supervisor), Department of History, University of Warwick https://urss.warwick.ac.uk/files/original/b651fa6ec6403e40dcad79fdda3c0ed5.pdf e555842bb8743ca4a132e5f938b70ed6 Academic Paper An academic paper Abstract The abstract of the paper Between 2020 and 2025, Peru’s government and Congress enacted eight measures that let people withdraw money from their compulsory private pension accounts. In 2024, Congress passed a reform banning further withdrawals. The ban began to apply on 6 September 2025. Fourteen days later, Congress published a law that allowed another withdrawal and removed the restrictions the reform had introduced. This paper asks why Congress reversed a restriction it had itself approved. It proposes a working hypothesis: once withdrawals became politically normal, voting against was costlier than voting for. A legislator’s earlier stance should then predict little about their later vote. The paper tests this on a panel of 130 legislators over five plenary votes cast by the Congress elected in 2021. It uses four votes from an earlier, separate Congress only for context. The evidence is descriptive, not causal. Support never fell below 90 per cent of votes cast in the Congress elected in 2021 and reached 95.7 per cent in September 2025. Twenty-three legislators voted for a withdrawal in April 2024, for the reform in June 2024 and for the reversal in September 2025. Of the legislators who backed the reform, 33 of 38 voted for the reversal. Of those who opposed it, 9 of 10 did. Emergency relief alone is hard to reconcile with the later withdrawals. Party coordination is consistent with part of the record, not all of it. Public demand cannot be ruled out. Electoral incentives and ideology are not tested. Meta Tags Meta tags Peru, pension withdrawals, private pension system, political economy, congressional voting, pension reform, public policy, legislative behaviour, Peru Congress, social security Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Withdrawal Ratchet: Why Did Peru’s Congress Reverse Its Own Pension Restrictions? Subject The topic of the resource Economics Date A point or period of time associated with an event in the lifecycle of the resource 4th October 2026 Contributor An entity responsible for making contributions to the resource Salvador Quesada Boza https://urss.warwick.ac.uk/files/original/3bd6b93edb128159483865b5fa4029b3.png 89fc72530d12e0fae7bdf282338dbc5d Academic Poster An academic poster Meta Tags Meta tags Mathematics, Physics, Fluid dynamics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Modelling the wetting and drying cycles in porous materials Creator An entity primarily responsible for making the resource Caelan Rayen Contributor An entity responsible for making contributions to the resource Ellen Luckins Subject The topic of the resource Mathematics https://urss.warwick.ac.uk/files/original/1869715fe9263f22c6dcdc30f90cc866.pdf f306a4e58fabd21cbc07ff4829d7853f Academic Paper An academic paper Abstract The abstract of the paper In an age of mass political apathy and democratic backsliding, we need a better understanding of what Democracy should be doing for the citizen. This understanding can be used as an ideal which citizens, representatives, and policy makers can use when reconstructing our democracies. This paper works to develop that understanding of what good democracy realises for its citizens. It argues that democracy facilitates authentic authorship, a concept which can assimilate the other major understandings within democratic theory. Meta Tags Meta tags Democracy, Democratic Theory, Existentialism, Sartre, Authorship, Authentic Authorship, Freedom, Politics, Political Theory, Individual, First-Personal. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource But What Does Democracy Do for Me? Subject The topic of the resource Democratic Theory Date A point or period of time associated with an event in the lifecycle of the resource 09/10/2026 Contributor An entity responsible for making contributions to the resource Lorenzo Serini, Fabienne Peter https://urss.warwick.ac.uk/files/original/4fbf17141b7d69f738e808fd228ef686.pdf 1335429794a2b97013586f4731e16284 Academic Paper An academic paper Abstract The abstract of the paper Artificial intelligence has achieved impressive results in traditional board games such as Chess and Go, but modern board games have received less attention. These games can introduce additional challenges, such as random events and a wider range of possible moves, making them useful environments for studying AI behaviour in recreational game-playing contexts. This project examines how different AI approaches perform as they move from a small traditional game to the modern board game Azul, aiming to better understand their behaviours, strengths and limitations. This project combines background research with practical experimentation. Existing literature on game-playing AI informed the development of three Python agents: a search-based approach using Minimax, a simulation-based approach using Monte Carlo Tree Search (MCTS), and a learning-based approach using Tabular Q-Learning (TabQL). Each approach was first implemented for tic-tac-toe and then adapted to the complete two-player game of Azul. The agents were compared through head-to-head simulated matches. In tic-tac-toe matches, every game ended in a draw. In Azul, MCTS won more games than Minimax, while both won every reported match against TabQL. These results suggest that the approaches performed differently under the configurations tested, but the limited number of matches prevents broader conclusions about playing strength. TabQL’s weaker Azul results may reflect the difficulty of learning in a game with many possible states and moves. This research provides a foundation for applying AI techniques to a wider range of modern board games. Future work could investigate other reinforcement-learning methods, explore hybrid approaches, human-interaction studies, and applications in game design and decision-making contexts. Meta Tags Meta tags AI, Artificial Intelligence, Games, Game-Playing, Python, RL Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Comparative Study Of Game-Playing AI From Traditional Games To Modern Games Subject The topic of the resource Artificial Intelligence Contributor An entity responsible for making contributions to the resource Mridul Dhall