• I am great, but only when I also want to dominate: Maladaptive narcissism moderates the relationship between adaptive narcissism and performance under pressure

      Zhang, Shuge; Roberts, Ross; Woodman, Tim; Cooke, Andrew; Bangor University; University of Derby (Human Kinetics, 2020-08)
      Narcissism-performance research has focused on grandiose narcissism but has not examined the interaction between its so-called adaptive (reflecting over-confidence) and maladaptive (reflecting a domineering orientation) components. In this research, we tested interactions between adaptive and maladaptive narcissism using two motor tasks (basketball and golf in Experiments 1-2, respectively) and a cognitive task (letter transformation; Experiment 3). Across all experiments, adaptive narcissism predicted performance under pressure only when maladaptive narcissism was high. In the presence of maladaptive narcissism, adaptive narcissism also predicted decreased pre-putt time in Experiment 2 and an adaptive psychophysiological response in Experiment 3, reflecting better processing efficiency. Findings suggest that individuals high in both aspects of narcissism perform better under pressure thanks to superior task processing. In performance contexts, the terms “adaptive” and “maladaptive” – adopted from social psychology – are over-simplistic and inaccurate. We believe that self-inflated narcissism and dominant narcissism are better monikers for these constructs.
    • I am here to learn biology, not 'personal development': testing the blueprint for Careers

      Neary, Siobhan; Beizsley, Celia; University of Derby, iCeGS; University of Derby, Career Development Centre (2012-10-09)
      University careers services in the UK are increasingly challenged to contribute to ensuring graduates find, obtain and engage with graduate level opportunities. Parallel to this the range of graduate opportunities has become increasingly competitive. All universities strive to identify and promote their added value to the academic experience. The Blueprint for Careers (LSIS, 2011a) builds on international practice in developing career management competencies. It offers a useful framework, which can be used by careers professionals to work with students and academics to review and assess the attainment of career competencies. This multi-layered research project utilised an on-line questionnaire, student peer researcher training and focus groups to engage a sample of students across all faculties of the university. The indicative findings present a mixed picture, with students generally feeling most confident about their attitudes to lifelong learning, and how changes in society impact on life, learning and work. Areas of least confidence focused on the ability to make effective career and life decisions and planning and managing life, learning and work. In relation to programme provision students welcomed opportunities to engage in extra curricular activities but demanded more focused and relevant work experience opportunities.
    • I am really ever so not good at graph drawing: the Charlie and Lola approach to lineweaver-burk plots

      Beaumont, Ellen S.; Wilkinson, Alan-Shaun; Derby University (The Chemical Educator, 2015-09)
      Marking exam scripts can be eye-opening to instructors in terms of identifying errors in their preconceptions of students’ data handling and graph drawing skills. This short communication reports a novel approach to reducing the errors of undergraduate Biological and Forensic Science students in graphical representation of enzyme kinetic data. The approach involves using fictional units, the names of which are drawn from a popular children’s animated television series. Increases of 30.8% and 25.9% were recorded in the marks awarded for correct axis labelling in an end of module exam when compared to the two previous cohorts, suggesting the approach may be worthy of further exploration.
    • ‘I didn’t know you could read': questioning the legitimacy of Kim Kardashian-West’s status as a cultural and literary intermediary

      Marsden, Stevie; University of Leicester (Brill, 2018-11-17)
      This paper considers the reactions to the announcement of the Kim Kardashian-West Book Klub and explores how this episode illustrated the perceived illegitimacy of celebrities like Kardashian-West, who are commonly associated with ‘lowbrow culture’, engaging with and discussing literature, an activity that has traditionally been seen as a middlebrow endeavour. The reactions to the Kardashian-West Book Klub not only reflect issues around the status of celebrities as cultural intermediaries but also bring to the fore historical principles that have questioned the intelligence and capabilities of women readers. This paper positions the Kim Kardashian-West Book Klub within the wider historical context of women readers and book clubs and considers the prestige, or lack thereof, of celebrities who try to be cultural and literary intermediaries. The paper also considers the Kardashian-West Book Klub in relation to other major celebrity book clubs and argues that such forays into literary culture are used by some celebrities to bolster their social and cultural capital, acting first and foremost as a branch of their personal brand identity, rather than as altruistic enterprises.
    • ‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college.

      Esmond, Bill; Chesterfield College (Taylor & Francis, 2012-07-04)
      Policymakers in England have recently, in common with other Anglophone countries, encouraged the provision of higher education within vocational Further Education Colleges. Policy documents have emphasised the potential contribution of college-based students to widening participation: yet the same students contribute in turn to the difficulties of this provision. This article draws on a study of part-time higher education students in a college, a group whose perspectives, identities and voices have been particularly neglected by educational research. Respondents’ narratives of non-participation at 18 indicated the range of social and geographical constraints shaping their decisions and their aspirations beyond higher education; whilst they drew on vocational and adult traditions to legitimate college participation, their construction of identity was also shaped by the boundaries between further education and the university. These distinctive processes illustrate both possibilities and constraints for future higher education provision within colleges
    • I don’t think anyone here has thought about career really: What the concept of ‘career’ means to Norwegian teenagers and school counsellors

      Bakke, Ingrid Bårdsdatter; Hooley, Tristram; Inland Norway University of Applied Sciences; University of Derby (Taylor and Francis, 2020-10-22)
      Norway is reforming its career guidance system. This article explores how these reforms are experienced in schools around Norway, and attends to the way in which the concept of ‘career’ is understood. There is a difference between an ‘everyday’ and a scholarly understanding of the concept, between seeing it as hierarchical, or viewing career more democratically. This study explores how these tensions are worked through by Norwegian young people and guidance counsellors. The article argues that this tension is pronounced because the concept of ‘career’ has entered Norway as part of a top down policy discourse. Consequently, there is a need to re-contextualise the ideas of career and career guidance to connect them with Norwegian culture.
    • "I don’t want to hold your hand": Can Covid-19 public health messages delivered through songs?

      Sheffield, David; Irons, J Yoon; University of Derby (The British Psychological Society, 2020-10-28)
      In response to the outbreak of Covid-19, governments around the world have published their guidelines including rigorous hand washing, respiratory etiquette, social distancing and restrictions in movements and gatherings (European Centre for Disease Prevention and Control, 2020). Songs have been used to share key advice since the start of the outbreak in many countries (Hui, 2020). In the UK, the first advice proffered concerned rigorous hand washing.
    • 'I felt like I was doing something wrong': A qualitative exploration of mothers' experiences of breastfeeding

      Jackson, Jessica; Hallam, Jenny; University of Derby (MAG, 2019-04-18)
      Despite its multiple health benefits, rates of breastfeeding to 2 years and beyond remain low in the UK. This qualitative study explored the experiences of support provided by health professionals to mothers breastfeeding beyond infancy. A key finding of the study was that health services are effective at supporting breastfeeding in the postnatal period, but that beyond the 1-year review the focus shifts to rapid weaning. A new approach to support breastfeeding continuation alongside the introduction of complementary foods is needed in line with professional guidance and recommendations. As critical reflective practitioners, health visitors are ideally placed to support and educate women about the wider social complexities of breastfeeding. However, health service commissioners need to recognise the importance of investment in the profession to enable health visitors to use their skills fully.
    • “I smoked them out”: Perspectives on the emergence of folk opera or ‘musical plays’ in Uganda.

      Kasule, Sam; University of Derby (Boydell and Brewer, 2020-11-20)
      Music is often cited as a central artistic mode in African theatre and performance practices. However, little attention has been paid to music theatre on the continent in general, and to opera in particular, with the exceptions of a few noted genres, such as Concert Party or the Yoruba "folk opera" of the 1960s, and the emerging research on opera culture in South Africa. This volume of African Theatre highlights the diversity across the continent from a variety of perspectives - including those of genre, media, and historiography. Above all, it raises questions and encourages debate: What does "opera" mean in African and African diasporic contexts? What are its practices and legacies - colonial, postcolonial and decolonial; what is its relation to the intersectionalities of race and class? How do opera and music theatre reflect, change or obscure social, political and economic realities? How are they connected to educational and cultural institutions, and non-profit organisations? And why is opera contradictorily, at various times, perceived as both "grand" and "elitist, "folk" and "quotidian", "Eurocentric" and "indigenous"? Contributors also address aesthetic transformation processes, the porousness of genre boundaries and the role of space and place, with examples ranging from Egypt to South Africa, from Uganda to West Africa and the USA. The playscript in this volume is We Take Care of Our Own by Zainabu Jallo GUEST EDITORS: Christine Matzke, Lena van der Hoven, Christopher Odhiambo & Hilde Roos Series Editors: Yvette Hutchison, Reader, Department of Theatre & Performance Studies, University of Warwick; Chukwuma Okoye, Reader in African Theatre & Performance University of Ibadan; Jane Plastow, Professor of African Theatre, University of Leeds.
    • 'I Speak about Myself to You' – Renegotiating the Voice of Documentary through Animation Aesthetics

      Bosward, Marc; Bevan, Greg; University of Derby; University of Salford (The Higher Education Academy, 23/06/2011)
      Documentary practice has long been encumbered with journalistic and pseudo-scientific expectations; the gathering of evidence, the balancing of material and the objective presentation of accurate and informative data. Overwhelmingly, documentary audiences are encouraged to believe in an objective reality and, by extension, to anticipate fidelity to it. Filmmakers' aesthetic choices are selected and organised to persuade the viewer that the resulting voice of the documentary is an honest, rational and sensible point of view. This paper will explore the documentary filmmaker's detachment from an obligation to deliver objective truth by applying the visual, aural and temporal distortions of animation to interrogate conventional notions of knowledge, reliability and authority. By taking a collaborative approach to the research project, the paper will explore the inherent transformative, non-representational and illusory nature of animation in relation to the construction of authorial voice for documentary. Drawing on the theory and practice of filmmakers Aleksandr Sokurov and Alexander Kluge, the paper will assess to what extent truth can be derived from expressionistic aesthetic components as readily as they can from the narration of factual information and photographic reality; can animation in documentary assimilate fiction into fact and synthesise truth and fantasy? Further, the paper will argue that the didactic voice of traditional, expository documentary encourages passive observation while animation can provoke a more poetic interpretation of the films' diegesis; how can the authenticity of documentary material be legitimised by foregrounding authorial mediation rather than attempting to camouflage subjectivity? The introduction of animation aesthetics into documentary realism offers the filmmaker a wider choice of expressive tools to define, extend and affirm their own personal voice. This paper will offer a practical assessment of these issues, offering new approaches for filmmakers to explore the epistemological resonance of their craft, and to extend the formal and thematic parameters that determine documentary's status as nonfiction testimony.
    • “I think I’ll just go and eat worms”: the effect of bullying on self-esteem,. Body image, and eating disordered behaviour

      Blake, C. E.; Haynes, Caroline Anne; University of Derby (British Psychological Society, 1999)
      The link between low self-esteem and eating disorders; and body image and eating disorders, has been well established. In addition, Button, Sonuga-Barke, Davies and Thompson, (1996) suggested that problems at school may also contribute to the development of eating disorders. In the present study the effects of bully on self-esteem , body image and eating disordered behaviour were investigate in a cohort of fifty eight college students aged between sixteen and twenty. Participants completed questionnaire measures of social and global self-esteem, body image distortion, bullying and prevalence of anorexia nervosa and bulimia nervosa. Analysis revealed a significant effect for bullying on self-esteem and body image when controlling for gender, and on eating disordered behaviour in females but not in males (P<.01). Individuals who were bulletined had significantly lower self-esteem and significantly higher body image distortion and eating disordered scores than individual who were not bullied. The study highlights the importance of bullying as a possible aetiological factor in the developing of eating disordered behaviour.
    • I want you to participate: Pause for thought

      Penna, Xristina; University of Leeds (University of Leeds, 31/05/2017)
      This colloquium took place at Stage@leeds, School of Performance and Cultural Industries, University of Leeds on May 31st 2017. It aimed to contribute to Harpin and Nicholson’s ‘reflective response to why the contemporary moment appears somehow to need participation’ (2017: 15). It focused on questions regarding the resistances, crises, or ethical dilemmas encountered by the invited artists, and creative researchers when using participatory formats. Aim was to collect direct insights from an eclectic group of artists, and creative researchers who work across installation, intermedia, immersive, applied art, and performance, and who utilise these formats.
    • I wouldn't start from here: The second-generation Irish in Britain

      French, Ray; McCrory, Moy; Mckay, Kath; University of Derby (The Wild Geese Press, 2019-04-08)
      The Wild Geese Press launches with a collection to showcase second-generation Irish writers in Britain. Not quite British, not quite Irish, through their essays, fiction and poetry about music, family, and history these distinguished writers explore questions of identity and belonging and ask the perennial question: where is home – here or Ireland? The writers gathered here hold up a mirror to the diverse and complicated experience of the Irish in Britain. The collection features essays, fiction and poetry from Elizabeth Baines, Maude Casey, Ray French, Maria C. McCarthy, Moy McCrory, Kath Mckay and John O’Donoghue and many more.
    • I'd love to but...

      Smith, Sue; University of Derby (First Press Publishing, 2015-12-28)
      This book is a brief account of how the power of coaching can empower ordinary people to achieve extraordinary goals. It outlines a number of characteristics, such as belief, focus, commitment, motivation and self-reliance; characteristics that during challenging times help to develop the strength required to be successful.
    • "I'm 100% for it! I'm a convert!" Women's experiences of a yoga programme during treatment for gynaecological cancer; an interpretative phenomenological analysis

      Archer, Stephanie; Phillips, Elly; Montague, Jane; Bali, Anish; Sowter, Heidi M.; University of Derby (Elsevier, 2014)
      Objectives To explore patients’ experiences of taking part in a yoga intervention while undergoing treatment for gynaecological cancer. Design Sixteen women (age range 31–79 years; mean age 60) participated in focus groups based on a semi-structured question schedule. Resulting discussions were audio-recorded, transcribed verbatim and analysed using interpretative phenomenological analysis (IPA). Setting Royal Derby Hospital, UK. Interventions Patients took part in a 10-week course of Hatha yoga, where they participated in a one hour long class per week. Results Three themes emerged from the data: applying breathing techniques, engaging in the physicality of yoga and finding a community. The first theme was particularly important to the patients as they noted the breadth and applicability of the techniques in their day-to-day lives. The latter two themes reflect physical and social perspectives, which are established topics in the cancer and yoga literature and are contextualised here within the women's experiences of cancer treatment. Conclusions The women's perceptions of the programme were generally positive, providing a previously unseen view of the patient experience of participating in a yoga intervention. The difference between the women's prior expectations and lived experiences is discussed.
    • "I'm 100% for it! I'm a convert!": Women's experiences of a yoga programme during treatment for gynaecological cancer; an interpretative phenomenological analysis.

      Archer, Stephanie; Phillips, Elly; Montague, Jane; Bali, Anish; Sowter, Heidi M.; University of Derby; Royal Derby Hospital, Derby (Elsevier, 2015-02)
      To explore patients' experiences of taking part in a yoga intervention while undergoing treatment for gynaecological cancer.
    • I'm lucky. I love my job

      Moore, Nicki; University of Derby (Evropská Kontakní Skupina (EKS), 2017-06)
      This chapter argues for the need for Careers Advisers to focus on clients happiness as an outcome of their practice.
    • 'I'm not X, I just want Y': formulating 'wants' in interaction

      Childs, Carrie; Loughborough University (2012-04-30)
      This article provides a conversation analytic description of a two-part structure, ‘I don’t want X, I want/just want Y’. Drawing on a corpus of recordings of family mealtimes and television documentary data, I show how speakers use the structure in two recurrent environments. First, speakers may use the structure to reject a proposal regarding their actions made by an interlocutor. Second, speakers may deliver the structure following a co-interactant’s formulation of their actions or motivations. Both uses decrease the likelihood of challenge in third-turn position. When responding to multi-unit turns speakers routinely deal with the last item first. The value of ‘I want Y’ is to formulate an alternative sense of agency which undermines the preceding turn and shifts the trajectory of the ongoing sequence. The article contributes to work in discursive psychology as I show how speakers may formulate their ‘wants’ in the service of sequentially unfolding social interaction.
    • IBSA's trilateral constellation and its development fund: Valuable pioneers in development cooperation?

      Masters, Lesley; Landsberg, Chris; University of Johannesburg, South Africa (Taylor and Francis, 2015-10-16)
      With a changing geopolitical landscape following the Northern-induced global financial meltdown, stagnation on global governance reform and failure to reach agreement on issues ranging from trade (Doha Development Round) to climate change (United Nations Convention on Climate Change), the India–Brazil–South Africa (IBSA) Dialogue Forum finds itself at the proverbial crossroads. At this point, with no summit having taken place since 2011, the future of IBSA is uncertain in part because the three IBSA partners have allowed ambivalence and lack of leadership to hold sway. Yet the current fluidity in the international environment has ironically meant that IBSA is more relevant and needed than ever before. IBSA is well placed to play a vital role in arresting the current trajectory of the global governance architecture, particularly when it comes to concerns of development. As this article argues, it is in the area of development cooperation that IBSA has found its niche in demonstrating the possibilities that development diplomacy and South–South cooperation avail, while challenging traditional norm conceptions when it comes to the future of international development financial institutions. Yet the question remains as to how this will be used going forward, as there is little strategic discussion between the trilateral partners on the future of development diplomacy and the IBSA Fund.