There is no hiding from the impact agenda. The impact weighting of the Research Excellence Framework has been increased for 2021, and more recently the UK Government announced a new funding stream for knowledge exchange. But achieving impact isn't easy, especially for researchers early in their careers. If you ever have a spare week, or ten, it's worth reading through some of the 6,637 REF impact case studies on the HEFCE website. There are some brilliant and fascinating examples of how researchers have achieved impact, but what strikes me most is how different impact looks across different subjects. At the risk of being flippant, among many of the medical or technological examples there is a familiar pattern and a clear route to impact: make breakthrough; license drug/technology; save lives/millions. For social and political science (not to mention economics, languages, education, philosophy, etc.) the route to impact is much more fragmented. Among the 97 sociology case studies, for example, impact comes from numerous briefings of government officials and parliamentarians, before the academics join "networks" and "committees" discussing their research and wider issues. Their research is covered by national media, they meet even more people practitioners or third sector campaigning organisations to pass on their knowledge. And, after all that, and often a good deal more, sometimes there is a policy or practice change that can be pointed to as a direct impact, sometimes not. Central to much of the impact is "access". Prominent and experienced academics are more likely to get on the committees, know the right journalists and government officials, and have links into third sector organisations, etc. I worked with Professor Sir John Curtice, of election night fame, for a number of years. He didn't need much support. I advised and facilitated, but after 30 years in the game he knew Whitehall (and Holyrood) inside and out and they knew him. But many researchers, especially at the start of their careers, don't... After the end of the story what does the author probably think he can best use to achieve impact? - media - friendships - parents - not enough information
media

Creating a self portrait is not your typical selfie! When I taught in the traditional classroom, creating self portraits was something I had students do whether they were four or nine. In fact, I'd have them draw one on the first day of school and one toward the end of the year and to see the change over time was always so interesting. At least once during the year, likely toward the beginning, I would center a lesson around self portraits. In younger classes, there would be more than one. Creating a self portrait teaches students to be aware of themselves. Where is her head in relation to her body? Where are her feet in relation to her legs? It also teaches children spatial awareness. Where should he beginwith his feet or with his head? Where on the paper should his head be placed? How far down should his arms go? How can his whole body fit on a single piece of paper? A Lesson on Creating Self Portraits Whether you are in a classroom, or teaching a child at home, here is a simple lesson on creating self portraits geared toward young children, anywhere from age 2 through age 6. Keep in mind that their final product will show various levels of writing development, depending on what stage of writing they are in. (Basically, a two-year-old's drawing should look very different than that of a five-year-old.) The teacher will need to model how to draw a self portrait. Gather the children around an easel or board and clip a paper to it. Narrate the process as you walk through the steps. "I am going to draw a picture of myself. I am going to start with my head." Use your hands to show your actual head on yourself so students are aware of what you talking about. The visuals also help English Language Learners (if you're teaching in an English speaking classroom.) and build vocabulary for all students. What will likely happen when the teacher finishes her instructions? - the children will go outside to play - the children will draw their self portrait - not enough information - the children will trace their hands
the children will draw their self portrait

Q: I have been the brunt of cruelty from a doctor a number of times but I will relate one that has always stayed with me since I was a child. I was approximately 8 years and it happened to be summer. Baseball was a true love and my brothers and friends played daily. In the summer, all we wore were cut off jeans and nothing else. I had stepped on a rusty nail and it became infected. Time for a Tetanus shot! This was a typical occurrence for us during the summer. There was only one doctor within a one hundred square mile area and his name was Doctor Brandenbury. He was a very unpleasant, elderly man that my brothers and I did not care for since he was just a mean, old bastard. So I am shuffled off to his office and of course after hearing what had a occurred and examining my foot agreed I needed the Tetanus shot. I make a very innocent request as he is about to give me the shot. Since I knew the shot would stiffen my arm and essentially cause pain I would take it in my left arm so my throwing arm would not be affected. I tried to request this from the doctor but he did not wish to hear anything from me. He said "I don't give a fuck what arm you get it in." He grabbed me roughly by the right arm and used the needle like a dart and just slammed it into my arm. I had never had a problem with shots before but that REALLY hurt. I started crying. He instructed my mother "To get me the Hell out of his office." Needless to say my mother never took any of us to see this old, miserable bastard again. She found another doctor that actually treated us like we were human. How common was it for the narrator and their brothers to play baseball without shoes? - never - it was very commonplace - not enough information - very rare
A: it was very commonplace

*Question*
I'm know 21 so I'm going to count that still as a kid because the world is still new to me. I work know security and one night at around 2am I walked in the bathroom because a customer complained about a man yelling in the bathroom. I told my partner I would go check it out by myself so he could stay and keep quality control of who comes in the venue. I walk in and in the first cubicle I could see lots and lots of blood on the floor and a pair of feet placed as if he was sitting down. I quickly go to the next cubicle asking at the same time if the person was OK obviously with no response. I look over and it was a horrible bloody mess. I quickly get on the radio and tell my partner to call police and ambulance and to put the place on lock down. I walk around to the from of the cubicle and kick open the door. The man had grabbed a straight razor and cut his arms extremely deep from the wrist downwards all the way to his elbow palms up. On both arms mind you. A good example of what it would look like would be the scene from the terminator 2 where Arnold cuts the skin off from his arm. The ambulance came and had to call another team to collect the body. The building was closed for around a day and a half they had to repaint and do all sorts of things because of so much blood. Ill say they do not train you for seeing such horrible things or even mention that it can happen I'm lucky enough to have a strong head and can handle seeing such horror. Of course Im not 100% OK from it and now keep a close eye on the bathrooms. But I'm OK enough to continue working and only saw a psychologist twice about it. So yea that's the worst thing I have seen In my life. The author needed thinks he needed psychological help because - seeing a person cut their arm open was intensely traumatic to him. - not enough information - being a security guard makes was taking a toll on his psyche. - as a young and insecure 21 year old he felt he needed psychological help.
**Answer**
seeing a person cut their arm open was intensely traumatic to him.