4101 research outputs found
Sort by
Remarkable lives: Suzanne Rogerson in conversation with Jerome Carson
No full textPurpose -The purpose of this paper is to provide a profile of Suzanne Rogerson. Design/methodology/approach - Suzanne provides a short summary of her life and is then interviewed by Jerome. Findings - Suzanne tells us about the suicide of her father and how for years she was unable to discuss this, before discovering she was probably suffering from complicated grief. Research limitations/implications - Single case studies are just that. One person's story. However they offer us insights into suffering that cannot be glimpsed from large research studies. Practical implications -The stigma attached to suicide means that people often avoid talking about it. The surviving relative is thus left to carry this enormous burden on their own. Social implications - Suzanne draws attention to the documentary made by Professor Green, about his attempts to understand what made his own father take his life. Programmes like this can help demystify the issues surrounding suicide. Originality/value - People sometimes dismissively talk about psychology students choosing the subject as they want to understand themselves and their own pathology. For Suzanne this was a liberating process
Black markets, grey markets and online marketplaces: attempting to prevent the sale of trade mark infringing goods online post Cartier v B Sky B
No full textCartier v B Sky B was the first case where a trade mark proprietor was successful in seeking an injunction against ISPs to block websites selling counterfeit goods. Now that the Court of Appeal have upheld this decision it is necessary to re-evaluate the law, place this development in context and assess its full impact
The "Water Cooler" game
No full textMuch has been written about the theoretical potential of digital games to transform teaching and learning and to offer new forms of digital assessment; yet the education system in the United Kingdom (UK) is arguably still focused exclusively on the assessment and reward of individual effort and achievement. This can be at odds with the requirements of twenty-first century working environments and in the requirements for developing the personal employability characteristics of students. Engaging students in authentic collaborative project work that requires sophisticated and coordinated communication can present real challenges. Employers are demanding, as prerequisite, that graduates have highly developed communication and collaborative team working skills for opportunities in the digital industries such as Games Design, however Games Design students are often quite isolated in their personal industry related practice, working methods and their online lifestyles and lack the “soft skills” which would enable them to work successfully within a team. In this paper, the authors elaborate on how Hull School of Art and Design has attempted to address this problem through the implementation of an Applied Game, the “Watercooler Game”, for their Games Industry undergraduates. They present their reflections on the rationale behind the pedagogic approach, the decision to develop an applied game to address their pedagogic challenges and their experience of working with a commercial Games Developer in producing the game. The authors present the initial findings of their evaluation of game from a multidimensional perspective. The pedagogic approach (using applied games with a selected small cohort of students), the technical approach adopted by the developers of the game (an open source asset based approach) and the pedagogic efficacy of the game through evaluation of the learning objectives achieved by a cohort of seventy learners situated in the College’s School of Art and Design
The role of sustainable new product development in demand driven chains
No full textIn current global and competitive environments, innovation is considered as a key success factor towards growth and meeting customer demands and expectations within the product development processes. The research paper aims to explore the concept of sustainable new product development practices within demand-driven supply chain environments. It will investigate the early stages of the research study within this domain through the findings from literature focusing on demand chain and new product development and the use of sustainable practices within manufacturing. The researcher's focus is to further develop the understanding to propose a novel framework of NPD (New Product Development) to DCM (Demand Chain Management) to utilise the research findings. The study has identified the incorporation of NPD-DCM considering all the business ecosystem entities and the flow of information, finances and materials within the supply chain structure. The results of this study can be utilised by researchers and practitioners researching within similar context and environments
Is Big Data for everyone? The challenges of Big Data adoption in SMEs
No full textThe aim of this paper is to present an investigative study on the concept of Big Data and its challenges towards implementation in manufacturing SMEs. Big Data aims to facilitate the collaborative approach in SMEs through the creation of real time data visualisation to address key challenges to many of the market variations for every sector SMEs. Although, earlier research studies have highlighted the importance of Big Data from technological perspectives, this study focuses towards SMEs due to its feasibility and flexibility within the market space. This research aims to investigate the use of case study approach for the re-use, adoption and understanding of strategic future direction from the findings. The findings and early analysis from this paper could be referred by researchers when addressing the use of big data analytics within manufacturing SMEs. Finally, the paper provides a key strategic point towards the exploration of Big Data within SME
An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within physical education
No full textBackground: Both education policies and curriculum documents identify the personal development of students as a key objective of modern education. Physical education (PE) in particular has been cited as a subject that can promote students’ life skills development and psychological well-being. However, little research has investigated the processes by which PE may be related to students’ development of life skills and their psychological well-being.Purpose: Using Benson and Saito’s (2001. ‘The Scientific Foundations of Youth Development.’ In Trends in Youth Development: Visions, Realities and Challenges, edited by P. L. Benson and K. J. Pittman, 135–154. Norwell, MA: Kluwer Academic) framework for youth development theory and research, this study explored the relationships between the teaching climate, students’ perceived life skills development within PE, and their psychological well-being.Participants and setting: Participants were 294 British PE students (Mage = 13.70, range = 11–18 years) attending 6 secondary schools in Scotland and England. On average, these male (n = 204) and female (n = 90) students took part in PE classes for 2.35 hours per week.Data collection: The data were collected via a survey which assessed perceived teacher autonomy support, participants’ perceived life skills development within PE (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem-solving and decision-making), and their psychological well-being (self-esteem, positive affect, and satisfaction with life).Data analyses: The preliminary analysis used descriptive statistics to assess how participants scored on each of the study variables and correlations to assess the relationships between all variables. The main analysis sought to test Benson and Saito’s (2001) framework using a series of mediation models which were tested via non-parametric bootstrapping analysis.Findings: This study demonstrated that students perceived they were developing the following life skills through PE: teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem-solving and decision-making. Overall, the results supported Benson and Saito’s (2001) framework for youth development theory and research. In all analyses, perceived teacher autonomy support was positively related to participants’ perceived life skills development within PE and their psychological well-being. Participants’ total life skills development was related to all three psychological well-being indicators – providing support for the ‘pile-up’ effect (Benson 2006. All Kids Are Our Kids: What Communities Must do to Raise Caring and Responsible Children and Adolescents. 2nd ed. San Francisco: Jossey-Bass).Total life skills development also mediated the relationships between perceived teacher autonomy support and participants’ psychological well-being.Conclusion: The findings suggest that perceived teacher autonomy support, along with total life skills development, is related to participants’ psychological well-being. Interpretation of the results suggests that PE teachers should integrate autonomy supportive behaviours into their teaching (e.g. provide choice in activities and encourage students to ask questions) as they are associated with young people’s development of multiple life skills and their psychological well-being
LibGuiding the way: new directions at the University of Bolton
No full textIn 2015, the University of Bolton successfully implemented Summon. However, it became clear that a further barrier to access and use of resources was how information about the links to resources was presented. Too many entry points and a lack of clarity relating to accessing material meant that some students were not finding the information needed to complete their assignments. The principle objective was to improve access, but it also led to a deeper understanding of user behaviour surrounding use of academic material at the University of Bolton, whose student body has a diverse demographic.This paper looks at how significant changes to the web presence of subject-specific information has evolved at the University of Bolton, and what analyses of the usage of these pages can tell us about our students’ information retrieval and research behaviour. By appraising the approach to resource access points we can ensure that students’ experiences match expectations: quick, easy access to information that does not depend on significant prior experience or even knowledge: students can put energy into finding and using resources, rather than trying to figure out how to access them at the start of this process. Furthermore, using LibGuides has allowed us to radically change our information for researchers, which in turn is allowing us to underpin Bolton’s mission statement as being a “Teaching Intensive, Research Informed” institution.The results of this research will be used to inform future developments, including improved methods of engagement with academic staff to ensure that this type of learning environment best suits of the needs of students. It will be demonstrated that small institutions can have incredibly complex information needs, which have presented many challenges
