For the most recent Open Access research publications on Covid-19, please follow this link to DOAJ (the Directory of Open Access Journals) where you will be redirected to a number of free to access literature.
Access to Taylor and Francis microsite for free Covid-19 literature is available here.
Welcome to UDORA, the University of Derby Online Research Archive.
UDORA is the institutional repository of research produced by staff at the University of Derby, and an archive of our completed doctoral theses.
If you are a member of staff ready to submit your research, please see our Quick Guide to Getting Started.
We welcome any feedback. Please contact UDORA@derby.ac.uk
Communities in DSpace
Physical activity: understanding and addressing inequalitiesThis guidance can be used by local level practitioners and commissioners to begin tackling inequalities in physical activity across and within protected characteristic groups. It presents the findings of a review, analysis and research aimed at understanding the enablers, barriers and opportunities for increasing physical activity across inequality groups. Three major themes are identified as considerations for action by practitioners and commissioners: enablers, barriers, and identifying opportunity community consultation, engagement, and partnership adopting a holistic approach for protected characteristics and intersectionality The document concludes with a full set of recommendations for commissioners and practitioners to consider when designing services and interventions locally.
An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidanceThis report presents the findings of a four year (2016-2019) formative and summative evaluation of the North East of England pilot of the Gatsby Benchmarks of Good Career Guidance. It uses quantitative and qualitative data collected from school and college staff, learners and stakeholders, as well as Gatsby Benchmark self-audit data, financial data and data pertaining to learner attendance, attainment and destinations. It describes the progress made by the sixteen pilot education providers in achieving the eight Benchmarks of good career guidance, explores the approaches they took to achieving the Benchmarks and considers the barriers and enablers they faced. The impacts of their work in delivering the Gatsby Benchmarks on learners, staff, local stakeholders and national policy and practice are presented. The findings indicate that significant progress in achieving all eight Benchmarks can be made by all kinds of education providers within two years and that this has a significant and observable effect on learners with respect to their career readiness, their interactions with teaching staff and employers, their engagement in the classroom and on attainment.
The online and campus (OaC) model as a sustainable blended approach to teaching and learning in higher education: A response to COVID-19The COVID-19 pandemic represents an unprecedented challenge for wider society and has impacted all facets of life, including Higher Education Institution (HEIs) provision for teaching and learning – demanding an immediate digital response. The core challenge lies with the inherent choice made by students upon embarking on an undergraduate degree; that face-to-face learning was their preference. Now, HEIs must address this by utilising a range of digital solutions – that crucially, must also be embraced by those that no longer have the luxury to be risk averse or believe that digital solutions align with their existing pedagogical approaches. Higher Education Institutions should be – to an extent – well placed to deliver online provision. This paper aims to explore pertinent literature surrounding blended approaches with regards to key pedagogical and learning theories, with an overall aim of suggesting the Online and Campus (OaC) model as a potential ‘blueprint’ that incorporates campus, synchronous and asynchronous learning experiences. We refer to asynchronous as flexible, self-paced learning, and synchronous as an environment in which learners are in the same place at a given time (either online or campus) and accessing the same materials. For the purposes of this paper – and the OaC model – both asynchronous and synchronous learning refers to online provision, and we make the distinction between face-to-face teaching by reference to ‘Campus’.
Weaving together: narratives of home, exile and belongingArt, Borders and Belonging: On Home and Migration investigates how three associated concepts-house, home and homeland-are represented in contemporary global art. The volume brings together essays which explore the conditions of global migration as a process that is always both about departures and homecomings, indeed, home-makings, through which the construction of migratory narratives are made possible. Although centrally concerned with how recent and contemporary works of art can materialize the migratory experience of movement and (re)settlement, the contributions to this book also explore how curating and exhibition practices, at both local and global levels, can extend and challenge conventional narratives of art, borders and belonging. A growing number of artists migrate; some for better job opportunities and for the experience of different cultures, others not by choice but as a consequence of forced displacement caused economic or environmental collapse, or by political, religious or military destabilization. In recent years, the theme of migration has emerged as a dominant subject in art and curatorial practices. Art, Borders and Belonging thus seeks to explore how the migratory experience is generated and displayed through the lens of contemporary art. In considering the extent to which the visual arts are intertwined with real life events, this text acts as a vehicle of knowledge transfer of cultural perspectives and enhances the importance of understanding artistic interventions in relation to home, migration and belonging.
National identity and the politics of belonging in Greek Cypriot visual cultureFor decades the display of blue and white colours in Cyprus have been synonymous with Greek nationalism. During British colonial rule in Cyprus, there was a rise of nationalism. As a result, the Greek population of Cyprus demanded Enosis (union) with Greece. The rise of Greek nationalism during the National Liberation Struggle 1955-59 was, for the most part, denoted through a national ‘spectacle’ that included the national anthem and the flag. According to Rebecca Bryant (2004: 164), ‘anything which bore the blue and white colors of Greece […] could be constructed as symbolic of Greek nationalism’. This chapter investigates the visual representation of Greek flags and the way images convey nationalism in Cyprus. It focuses on the work of Greek Cypriot artists Takis Frangoudes and George Georgiou, who both employed visual strategies to expose historical and socio-political events in Cyprus. It will explore how the usage of ‘national spectacles’ represented the political events during the anti-colonial struggle. It will also examine how the usage of the blue and white colours of the Greek flag constructs a sense of collective and political belonging during the long and violent history of Cyprus.