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Staffordshire Care Farming CIC directors Julie White and Nick Platt praised the volunteers for their achievements

Dozens of volunteer-led groups in the West Midlands have been recognised with a King's Award for Voluntary Service.

The 38 groups were among 281 organisations in the UK who were honoured on Thursday with the accolade, which recognises outstanding community service.

Sir Martyn Lewis, awards chairman, said it was the top award for volunteers who "beaver away at grassroots level" to improve their communities.

"Whether driven by a neighbourly passion to help others or to achieve that well-recognised high of personal satisfaction, volunteering taps into a rich spirit of generosity and kindness," he said.

Sharron Wise, left, and Helen Steatham volunteer at The Royal Wolverhampton NHS Trust

Among the West Midlands recipients was the Royal Wolverhampton NHS Trust Charity and Volunteering Service, which works with staff to improve patient experiences.

Ashleigh Key, volunteer services co-ordinator, said the team was "absolutely thrilled" with the award recognition.

"Past and present, our volunteers are heroes and continue to make such a significant impact to our local communities in Wolverhampton," she said.

Staffordshire Care Farming CIC was also honoured for its Wellies Project and the difference it has made to people who suffer with mental health issues.

It offers people in Leek and Uttoxeter the chance to do therapeutic activities with plants, animals, creativity and the countryside.

Co-director Julie White said she was "absolutely delighted", adding that most of the volunteers started off as participants.

"I'm so proud that all of their work, and bravery, has been recognised," she said.

West Midlands King's Award recipients
Birmingham and Black Country

Access in Dudley

Agrani Arts and Cultural Society

Black Country Mental Health

Friends of Di's Kitchen (FODK)

Friends of Saltwells Nature Reserve

Give Us A Break

Grosvenor Road Studios

Halesowen in Bloom

Nechells POD

Switch Radio

The Black Country Blokes CIC

Wallace Youth Project

Warley Amateur Boxing Club

Warley Woods Community Trust

WeLoveCarers Charity

Coventry

Mercia MS Therapy Centre

Moat House Community Trust

Warwick Volunteers

Herefordshire Shropshire

Cruckton & District Ploughing & Hedging Society

Oswestry Borderland Tourism Ltd (Visit Oswestry)

Shrewsbury & Oswestry Crucial Crew

Shrewsbury Up & Comers FC

Shropshire Beekeepers Association

Sustainable Newport

Telford & Wrekin Interfaith Council

The Albrighton Trust

Staffordshire

Chase Arts for Public Spaces

Heart of Tamworth

Rugeley Rifle Club

Signposts Services

Stafford Street Pastors

Staffordshire Care Farming Development CIC - The WELLIES Project

Tamworth Street Angels

Warwickshire
Hope 4 Rugby Kineton Sports and Social Club
Worcestershire

Signpost Broadway

The Wheely Different Theatre Company

Wolverhampton
The Royal Wolverhampton NHS Trust Charity and Volunteer Service

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West Midlands volunteer groups honoured with King's Awards

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A total of 38 groups are recognised for working to improve lives in their communities.

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Volunteer groups in the West Midlands have been honored with the King’s Awards, celebrating their incredible contributions to the community. These awards shine a light on the power of volunteering and inspire others to get involved and make a difference.

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Volunteer groups in the West Midlands have been honored with the King’s Awards, celebrating their incredible contributions to the community. These awards shine a light on the power of volunteering and inspire others to get involved and make a difference.

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Generousity, respect, kindness, empathy... Look at these lovely concepts associated with "Volunteering" I literally think these are few concepts that still make us humans.

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https://www.scopeaust.org.au/news/the-importance-of-social-and-community-participation

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https://coloradoparent.com/health-benefits-of-volunteering/

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hen Daisy Davis imagined her gap year, she pictured global adventure. Building schools as a volunteer in Tanzania or Ghana, perhaps, Interrailing through Europe, or travelling in Thailand. Finally 18 and with a year of blissful freedom before university, Daisy presumed that the world was there to be explored.

At school near her home in East Sussex, where she lives with her teacher parents and 11-year-old brother, there was a lot of talk about gap years. "People would come back and describe the fun things they'd been doing. And you'd see it on social media. All these different cities. Elephants and white sand. Travelling to Asia." The hope that she could do the same got her through her exams.

She narrowed down her plans: leave school; work until Christmas; travel to Australia or New Zealand; apply to university once she figured out what she wanted to study. But in the course of just a few weeks in March last year, the first lockdown began, exams were cancelled, her school closed. All certainty had suddenly disappeared.

She got a job in the kitchen at Nutley Hall, a local residential care community for people with learning disabilities. Then a friend who had worked as a chalet girl in Austria said, "Look! They're hiring! We can do this!" The ski resort was advertising for childminders. It looked like restrictions were easing.

"I'd never been skiing before and was excited about learning," says Daisy. Her friend flew to Austria at the beginning of December. But Daisy wanted to apply to university before she went - she'd settled on graphic design - and spend Christmas with her family, so she booked flights for 30 December. "Then we went into lockdown. And Brexit happened."

Dramatic social and economic shifts have happened just as generation Z are on the cusp of adult life

Suddenly, Daisy needed a visa to work in Austria, which cost £150 and took three weeks to be approved. She wasn't even sure there would be a job when she got there, because Austria was in lockdown. (When I spoke to her friend in March, the ski resort was still closed; she was snowboarding.)

Daisy tried to book flights, and get a visa. "At the end of January, I stopped trying," she says. She was jobless - "I'd stopped working in the kitchen because I thought I was going away" - and had lost £70 on flights. Now she is working in a local cafe, making piles of bacon baps. "It's very different from how my gap year was meant to be."

he school leavers of 2020 had no way of knowing, when they were writing essays and sitting tests at the beginning of the year, that their futures were about to be knocked sideways. For the young people hoping for an adventure, and those expecting to plunge straight into university life, the traditional trajectory was so familiar as to seem inevitable. Instead, they have found themselves in limbo.

Schools closed, A-level exams were cancelled, and then grades were calculated by a government algorithm which downgraded almost 40% of students, with poorer students disproportionately hit. After a national outcry, grades were given according to teacher predictions, but for many it was too late; university places had been given away. Those who did become students last year found that university life barely resembled the experience they'd been promised at open days.

If the changes wreaked by the pandemic have been universal, few have had to face up to them at a more critical time in their lives. "Dramatic social and economic shifts have happened just as that age group - generation Z - are on the cusp of adult life," says Louise Tyler, a counsellor and psychotherapist. "This is the time when people are working out who they are and where they fit in the world."

Covid disrupted that natural development of independence and freedom. There was a loss of proper endings - exams, end-of-school celebrations - and of proper beginnings. "Not knowing about the future and what it will look like, and whether there is any point to it, has just added to the anxiety and low mood," says Dr Rachel Andrew, a clinical psychologist who specialises in working with children and young adults. "Referrals have certainly increased in that age group. There is a sense of frustration and anger that they haven't been listened to and that their feelings haven't been validated."

Even when the threat of Covid is lifted, the impact may endure. "They could always feel regretful that they missed out on this big chunk of something very important in their life," says Tyler. "Maybe their midlife crisis will be about chasing the loss of that something they can never get back."

ast February, Lara Baden, 21, was in the first year of her law degree at Kingston University, when, suddenly, the institution switched to virtual learning, libraries closed, her halls emptied, and about 90% of students disappeared home. "I am a care leaver and didn't really have anywhere to go back to," says Lara, who asked to use a pseudonym. "I was still going to my online lectures, still doing assignments, still studying for exams - all from my room, which I don't really like doing. Maybe that's because I grew up in the system and all I could smell at home was cannabis. It wasn't really a learning environment."

Nonetheless, she was still expected to pay nearly £10,000 for an experience that was far below what she expected. "University is meant to be a way of having a community, a stepping stone before you get to the world of careers. My entire university experience was going to be a Zoom call of people saying, 'I can't hear you.'" She deferred her place, and is now living in supported accommodation while she works for Camden council.

Calum Leitch had a place to read medicine, but after volunteering with the Red Cross has decided to become a paramedic. Photograph: Murdo MacLeod/The Guardian

Universities hoped they would be functioning again with a mix of online and face-to-face learning in time for the new academic year. In fact, all but a very limited number of practical courses have been entirely online, and it was only recently announced that in-person lectures could resume on 17 May at the earliest - just before the end of term.

By late last summer, the argument for taking a gap year, either through choice or necessity, was compelling. The number of applicants accepted for deferred places increased by 5,400 from 2019 to reach its highest ever level in 2020, at 35,725,according to data from Ucas.But what have these unexpected gap years been like when it's almost impossible to achieve any of the things they are supposed to be about: travel, freedom, exploration, adventure?

or Calum Leitch, the past year has given him a taste of working life that has changed his plans altogether. "It sounds really bad, but I'm almost glad Covid happened in that it's given me experiences I would have never had." The 19-year-old from Inverurie, near Aberdeen, had a place to read medicine at the University of Nottingham in September 2019. But his life was thrown off course a few months earlier when he witnessed a terrible car crash.

He was on his way to a 50-mile cycle race as a first-aid volunteer for the Red Cross. He didn't actually see the crash, but arrived seconds afterwards. Two people were trapped in the car: one person was dead; the other was unconscious and bleeding heavily. "There were five of us, but I was the most experienced at the time and had to take charge of that scene. We had no first-aid equipment whatsoever, because it was all at the event. I felt completely helpless. It was always at the back of my mind that I could have done more."

He decided to defer his university place. "I just needed a year or two to get myself into the right frame of mind." In May 2020, he became an ambulance volunteer for the Red Cross, working 12-hour shifts transporting patients to and from hospital. Covid emergencies escalated, and he had an epiphany: he wanted to be a paramedic.

"When you're in the back of the ambulance, it's just you and the patient. You're seeing them at this raw moment of crisis," Calum says. "By the time a doctor sees them, they've already had several people interacting with them. There is something about being in the community that I really like." He's applied to five universities to study paramedicine. So far he's received unconditional offers from Glasgow Caledonian, Queen Margaret, Edinburgh and Stirling. "This time last year, I was so unsure about what I wanted to do, but now I've made up my mind: being a paramedic is right for me." He says his parents were "deep down probably a bit disappointed" he isn't going to medical school, "but they know I wouldn't have been happy as a doctor".

Matthew Doyle, 19, never intended to take a year off. "I might have been able to afford to go with my mates for a week in Spain or something, but I was never going to be able to afford one of those big trips," he says.

Last February, Matthew, who lives in Manchester, was offered a place at Cambridge to read human, social and political sciences. No one in his family had been to university. His dad works in IT and, having had a series of strokes, needs care, which Matthew and his mum provide.

I'm glad I had a different gap year from the one I'd planned. There are more opportunities closer to home than you think

"It was a great feeling," says Matthew. "I thought, now all I have to do is meet the grades." He needed two A*s and an A (in addition to the A he'd already got in his maths A-level). But on results day he discovered he'd got one A* and two As.Having joined his grammar school for sixth form, he wondered whether he was given his grade by a teacher who had never taught him and didn't know his background.

He appealed, and won. With the government and higher education sector agreeing that all students who achieved the required grades would be offered their first-choice university, Cambridge offered Matthew a place - deferred to next year, "due to accommodation being filled up".

"I was ecstatic to get the confirmation, to actually know I'd got the place," says Matthew. "But then you think, I've got a whole year I hadn't planned to take out. I'm going to have to try to do something."

His enforced gap year would have been "a lot worse if I wasn't into reading as much as I am", he says. He's stockpiled "fancy books" from Oxfam by writers like Gabriel García Márquez and Ernest Hemingway in preparation for Cambridge. "When I went for my interview I met someone whose dad, grandad and uncle had all gone to Cambridge, so I need to feel worthy. Yes, I can talk about politics, but I also want to know about other areas, like music, literature and film."

n a year of lockdowns, options were limited; traditional gap year companies were hit by travel restrictions. Last March, Raleigh International, for example, had to bring home 500 volunteers from Tanzania, Costa Rica and Nepal. But online tutoring is booming. Yipiyap, a company that employs a network of high-achieving gap year students across the UK to support school and college pupils, says it hired 105 school leavers this year, an increase of 110% on 2019-20 . They support 30,000 learners a week.

Despite experiencing her own anxieties about her disrupted education, Maya Williams-Hamm, 18, who lives in Sheffield, has enjoyed working as an online maths tutor for both Yipiyap and Tutorfair Foundation, a volunteer tutoring service for schools and charities. "It's sad to see the impact of the pandemic," she says. "I've got a year 12 student who moved to a new sixth form just before the pandemic hit, who had only had a couple of in-person maths classes and doesn't know anybody from their school. But it's really good when you actually help someone to make a breakthrough."

Maya lives at home with her dad, who works for children's services, and her mum, a youth worker. She had expected to go straight to university, but even before she got her results realised she was going to have to take a gap year because she and her mother are clinically extremely vulnerable. "Covid was a risk to me, but it was more of a risk to my mum. If I'd gone to university, I wouldn't have wanted to come back for holidays and put my mum at extra risk. So I would have had to stay the whole year, which didn't seem like a good idea."

Maya Williams-Ham took a year off because both she and her mother are clinically extremely vulnerable, and has been tutoring online. Photograph: Fabio De Paola/The Guardian

Maya got into her first-choice university, St Andrews, to study physics and maths. But the stress of getting to this point has, at times, felt overwhelming. "I had such an abrupt end to year 13, I didn't feel I was done with school or education." She was downgraded by the algorithm in three out of four of her subjects, and then upgraded again.

"It was a horrible moment realising that however much work you do, due to circumstances out of your control other things can decide what happens to you," she says. Seeking something more solid, she decided to focus on work experience. "Once you've had a job, you actually have experience of doing things, which is more useful than all the information you've learned from school subjects."

When we spoke, Maya hadn't met up with anyone for three months. "Obviously I would have preferred to travel," she says. "But it's OK, I have a great group of friends I speak to on Skype or Zoom." Some are on gap years, some at university. Few are where they expected to be.

"A lot of them ended up at places they hadn't wanted to study at, because they lost their offers and didn't manage to get them back," says Maya. "Some people have enjoyed it." But others, she says, feel very "isolated" in their halls or student flats, unable to join societies or clubs, or see their coursemates. "I have quite a few friends who haven't made a single friend so far."

Many people assumed student numbers would fall in response to the pandemic, but 534,750 applicants were accepted at universities for 2020-21; 20,000 more than in 2019, according to Ucas. However, more than half of students said their mental health and wellbeing had deteriorated since the start of the autumn term in 2020, according to an Office for National Statistics survey.

"In addition to the obvious disruption to education and career plans, they've had their social and sexual development really interfered with," says Sue, who works for a suicide prevention charity, and often hears from 18 and 19 year olds. "There's been no outlet for sexual desire, very little opportunity to create friendships and relationships - and you often form lifelong friendships when you're at university. And then, for those on gap years, having to stay at home with your parents, at the very point in your life when you are really seeking to establish your independence, is a huge setback."

They've been forced to put others before themselves. They've had to develop resilience - they've sacrificed a lot

This strange gap year has also been a time of unexpected opportunities and revelations. Olivia Clarke, 18, lives in Fallowfield, south Manchester, with her dad, a freelance photographer, her mum, a driving instructor, and three younger brothers.

The day Olivia learned that her A-level results would be worked out by a computer program, she felt relieved. "I had faith in the process because I thought it was going to focus on homework and class assessments. I perform well in class, so I thought, 'I've got this in the bag.'" She was predicted to get CCC; the algorithm gave her CCD, which meant she didn't have enough Ucas points to get into Liverpool Hope University to read theology.

But that wasn't the only reason for her anger. "To see the algorithm working against people in working-class communities; I was fuming." Her school, Loreto college, a sixth form in Hulme, is, says Olivia, "based in a very working-class community. I have peers who live in better off parts of Manchester who got their predicted grades."

By the time her grades were upgraded to BCC after teacher assessment, Olivia was clear-eyed and resolute. "I want to learn about every little thing behind the education system we have today. I want to change it, and in order to do that I need to know who made it and what their thought processes were." She has a place at Manchester Metropolitan University, to read education. "We should never have had our lives predicted by an algorithm," she says.

She had planned to work in a pub and travel around Greece, but the pub closed and she got a job as a "youth change leader" with Ashoka, a charity that supports young entrepreneurs. "I should be lying on a beach now. Instead, I've been put in a position where I get to recruit two other young people to join the team, which is really exciting."

Will she travel at all? "Me and my friends had been thinking about going away this summer, but it's not looking very hopeful. I'll probably be staying at home again this year."

The pandemic has given others time to learn about what matters and what doesn't. Eleanor Bartram, 19, lives near Ashburton, in Devon. Her father owns a holiday rental business; her mother is a town clerk, she has three younger brothers, and went to Torquay grammar school for girls.

Eleanor planned to "really throw myself out there" on her gap year. "I was hoping to visit every continent, somehow." But then local cafes closed, shutting off her means of earning money. Tourists stayed home. And so did she.

Life changed when her exams were cancelled last March. "I was planning to get a job anyway, so I thought, let's just start a little bit earlier." She saw an ad on Facebook for a care worker in a nearby residential home.

Eleanor Bartram hoped to see every continent during her gap year, but has been working in a care home. Photograph: Harry Borden/The Guardian

The idea of working in healthcare had first occurred to Eleanor the previous year. "I had an eating disorder and spent a couple of months in hospital. It was a key experience in that it made me realise I was quite good at supporting people, even as a patient. I was interested in what was going on professionally; and it made me consider working in the healthcare industry.

"I definitely came out better than I went in, but I did struggle with lockdown. Quite a big source of support for me was my friends, and not being able to see them or go to school or have face-to-face professional support was challenging. So that was part of the reason behind me wanting to get a job, because I knew I needed to keep myself busy. I'm not a person who likes to spend a lot of time sitting around with my thoughts. I applied for the job, and it has kept me very busy."

She is now a senior care worker at the home, is "passionate" about dementia care, and has a place at the University of Cambridge to read psychological and behavioural sciences - the same course as before, but with a different end result in mind. "I used to see my trajectory as finishing A-levels, going to uni and then into the world of work. When I was in hospital, I had time to think about what I wanted out of life, and I decided I wanted a year out to learn more about myself and the world, just to get a bigger perspective on life," she says.

"I didn't get to every continent, but in a strange way I'm glad that I've had a different gap year from the one I'd planned. I've realised there are many more opportunities closer to home than you think."

How can this generation, who have been stymied just as they transition into adulthood, recover? "It's important that universities and society as a whole don't expect them just to move on as if nothing has happened," says Tyler. On the other hand, there may be some silver linings, she says. They may be a kinder generation. "They've been forced to put others before themselves. They've had to develop resilience - they've sacrificed a hell of a lot." And for a generation who've never had to wait for anything - if you want food, Deliveroo; if you want a song, Spotify; if you want clothes, go online, even at midnight - "they've had to develop patience, which is no bad thing".

Even the turmoil of last year can provide a kind of perspective. While working in Cafe Coco isn't quite the gap year Daisy imagined, she says she feels lucky to have a job. "I've made sure to apply for courses that have a study-abroad year. And hopefully before university, even if it's in England, I'll do something small; have my own little adventure."

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'This isn't how my gap year was meant to be': how Covid turned young people's lives upside down

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Some have missed out on adventure, others on university places - but as well as turmoil, the pandemic has thrown up some surprising consolations

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Which do you find easier to describe: the colour of grass, or its smell? The answer may depend on where you are from - and, more specifically, which language you grew up speaking.

Humans are often characterised as visual beings. If you are a native English speaker, you may intuitively agree. After all, English has a rich vocabulary for colours and geometric shapes, but few words for smells. However, a recent global study suggests that whether we mainly experience the world by seeing, hearing, smelling, tasting or feeling varies hugely across cultures. And this preference is reflected in our language.

The study was based on tests conducted by 26 researchers across 20 languages in Europe, North and South America, Asia, Africa and Australia, with locations ranging from big modern cities to remote indigenous villages. Participants were asked to describe so-called sensory stimulants, such as coloured paper, a sip of sugar water, or a sniff of a scented card.

The results suggest that our lifestyle, our environment and even the shape of our houses all can influence how we perceive things - and how easy (or not) we find it to put this perception into words.

You might also like:
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"I think we often think about language as giving us direct information about the world," says Asifa Majid, a professor of language, communication, and cultural cognition at the University of York, who led the research. "You can see that in how we think about the senses and how that's reflected in modern-day science."

Majid says that many textbooks for example refer to humans as visual creatures.

"Part of the rationale for that has been the amount of brain that's devoted to vision versus smell, for example. But another piece of crucial evidence has been language. So often people say, well, look, there are just many more words to talk about things that we see, and we struggle to talk about things that we smell," she says.

However, Majid says some societies are much more oriented towards smell or sound. Her own research on the Jahai, a community of hunter-gatherers in the Malay Peninsula, has recorded a vocabulary for smells as varied and precise as the English vocabulary for colours.

The study brought together specialists in languages as diverse as Umpila, spoken by only about 100 people in Australia, to English, spoken by about a billion people around the world. In total, 313 people were tested. The researchers gave them the different stimulants, and then measured each group's level of "codability" - that is, the level of agreement among the responses in each group. A high level of codability means that a group has an agreed-upon way of talking about, say, certain colours. A low level of codability can indicate that the group does not have a shared, commonly accepted vocabulary for those colours, or that it is unable to identify them.

English speakers were best at talking about shapes and colours. They all agreed, for example, that something was a triangle, or green.

Speakers of Lao and Farsi, on the other hand, excelled at naming tastes. When offered bitter-flavoured water, all Farsi speakers in the study described it as "talkh", the Farsi word for bitter.

This was not the case with English speakers. When offered the same bitter-flavoured water, "English speakers said everything from bitter, to salty, sour, not bad, plain, mint, like ear wax, medicinal and so forth", says Majid.

She says this kind of taste confusion consistently happens to English speakers in lab tests: "They describe bitter as being salty and sour, they describe sour as being bitter, they describe salt as being sour. So even though we've got the vocabulary, there seems to be some confusion in people's minds over how to map their taste experience onto language."

Interestingly, the language communities that had very high scores for the tasting task - Farsi, Lao and Cantonese - all have famously sophisticated cuisines that cultivate a range of different flavours, including bitterness.

Other participants struggled with certain tasks because their language simply lacked words for what they were shown. Umpila, a language spoken by a hunter-gatherer community in Australia, only has words for black, white and red. However, Umpila speakers found it easiest to describe smells. This tendency towards smell rather than vision is found among hunter gatherers around the world, including the aforementioned Jahai. The reason may have to do with living and hunting in forests that are rich in smells.

The sensory diversity even held true across sign languages. Speakers of Kata Kolok, a village sign language spoken by about 1,200 people in Bali, struggled almost as much as the Umpila with describing colours. Speakers of American Sign Language and British Sign Language, on the other hand, found this task relatively easy, and scored about the same as English speakers.

Cultural factors from art to architecture appeared to play a role in how well participants performed across the different tests. People from communities that produced patterned pottery did better at talking about shapes. Those living in angular rather than round houses tended to be better at describing angular shapes. And participants from communities with specialist musicians were better at describing sounds - even though they were not musicians themselves.

"Just having specialist musicians means that that community develops a certain way of talking about sounds, and that everybody seems to have a better handle on how to talk about sounds," Majid says.

For those of us who spend more time in front of silent, odourless screens than among fragrant plants and jamming musicians, the study could be an encouragement to seek out new sensory experiences. But it is also a reminder of the value of linguistic diversity.

Umpila, for example, is threatened by extinction. The number of native Umpila speakers is dwindling. And yet, when it comes to describing smells, this rare, endangered language apparently has the edge over booming, billion-strong English.
Join 900,000+ Future fans by liking us on Facebook, or follow us on Twitter or Instagram. If you liked this story, sign up for the weekly bbc.com features newsletter, called "If You Only Read 6 Things This Week". A handpicked selection of stories from BBC Future, Culture, Capital, and Travel, delivered to your inbox every Friday.

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How your language reflects the senses you use

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Which do you find easier to describe: the colour of grass, or its smell? The answer may depend on where you are from - and, more specifically, which language you grew up speaking. Humans are often characterised as visual beings. If you are a native English speaker, you may intuitively agree.

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Volunteering: Why working for free is ‘so rewarding’

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Two women explain why they give up their time for free to help those in need.

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Köpeklerin hastalar üzerinde 'olağanüstü' bir etkisi var

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Köpeklerin hastalar üzerinde 'olağanüstü' bir etkisi var

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https://www.bbc.com/news/articles/cz7w4lzyg2lo

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‘I got major doubt from the movie guys’: Julie Taymor on turning The Lion King into the most successful musical ever

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Disney’s stage version of their hit film is an unmatched global phenomenon. Twenty-seven years on from its premiere, its director discusses why it was a big risk that paid off.

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https://www.ted.com/talks/ted_ed_is_it_normal_to_talk_to_yourself

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Forces Shaping All Your Decisions Without You Knowing...

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https://www.unesco.org/en/articles/unesco-workshop-helps-asia-pacific-schools-integrate-global-citizenship-education

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Dr Katherine Meacham-Hensold led the study in the US state of Illinois

Scientists are developing potatoes that could withstand heatwaves to help crops grow in a future affected by climate change.

A team of researchers from the University of Essex carried out field trials in the US state of Illinois and found an adapted plant grew up to 30% more potatoes under heat stress.

This was done by adding two genes which modified the plant's photorespiration process, leaving more energy for greater growth.

Authors of the paper, published in the journal Global Change Biology, described the step as "a promising avenue for yield increases in the face of a warming planet".

Multi-location field trials are needed to confirm the team's findings in varying environments.

A team led by Dr Katherine Meacham-Hensold and made up of people from the University of Illinois and the University of Essex worked on the RIPE project.

There was no detrimental impact on the quality of the potatoes, despite the genetic engineering, according to the RIPE project study

Dr Meacham-Hensold said the work aimed to meet needs for food in the regions most at risk from global warming.

"The 30% increase in tuber mass observed in our field trials shows the promise of improving photosynthesis to enable climate-ready crops," she said.

The study also found there was no impact on the nutritional quality of the potato as a result of the genetic engineering.

Dr Amanda Cavanagh, of the University of Essex, said: "Our major food crops are under threat from climate change and our work has now confirmed that strategies to increase thermotolerance will translate from model to food crops.

"This work could have a huge impact in the developing world and help safeguard crops for the people on the frontline of climate change."

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Heat-resisting potatoes grown in Illinois in climate change study

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University of Essex team works on a method to help crops grow in a future affected by global warming.

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The blog about being motivate for working

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The blog about being motivate for working

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Actually you like it that, it's like a blog

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How to Get Things Done When You Don’t Want to Do Anything (Published 2021)

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The drive to be your best can be hard to muster right about now. Here are some ways to get your mojo back.