• Capturing user sentiments for online Indian movie reviews.

      Trivedi, Shrawan Kumar; Dey, Shubhamoy; Kumar, Anil; Indian Institute of Management Sirmaur, Sirmaur, India; Indian Institute of Management Indore, Indore, India; University of Derby; Department of IT and Systems, Indian Institute of Management Sirmaur, Sirmaur, India; Department of Information Systems, Indian Institute of Management Indore, Indore, India; Department of Decision Science, BML Munjal University, Gurgaon, India (Emerald Insight, 2018-08-06)
      Sentiment analysis and opinion mining are emerging areas of research for analysing Web data and capturing users’ sentiments. This research aims to present sentiment analysis of an Indian movie review corpus using natural language processing and various machine learning classifiers. In this paper, a comparative study between three machine learning classifiers (Bayesian, naïve Bayesian and support vector machine [SVM]) was performed. All the classifiers were trained on the words/features of the corpus extracted, using five different feature selection algorithms (Chi-square, info-gain, gain ratio, one-R and relief-F [RF] attributes), and a comparative study was performed between them. The classifiers and feature selection approaches were evaluated using different metrics (F-value, false-positive [FP] rate and training time).The results of this study show that, for the maximum number of features, the RF feature selection approach was found to be the best, with better F-values, a low FP rate and less time needed to train the classifiers, whereas for the least number of features, one-R was better than RF. When the evaluation was performed for machine learning classifiers, SVM was found to be superior, although the Bayesian classifier was comparable with SVM. This is a novel research where Indian review data were collected and then a classification model for sentiment polarity (positive/negative) was constructed.
    • Carbon dioxide emissions intensity convergence: Evidence from central American countries

      Apergis, Nicholas; Payne, James; University of Derby; University of Texas, El Paso (Frontiers, 2020-01-08)
      This paper extends the literature on the convergence of carbon dioxide emissions intensity and its determinants (energy intensity and the carbonization index) for six Central American countries over the period 1971 to 2014. Using the Phillips-Sul club convergence approach, the results indicate two distinct convergence clubs with respect to carbon dioxide emissions intensity and energy intensity with the first convergence club consisting of Costa Rica, El Salvador, Guatemala, and Honduras and the second convergence club consisting of Nicaragua and Panama. However, in the case of the carbonization index, only one convergence club emerges that includes Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua with Panama exhibiting non-convergent behavior.
    • Care + attend.

      Watts, Lisa; University of Derby (Society of Artistic Research, 2015-02)
      Care + Attend comprises a constellation of fragments and extracts - of different intensities and durations - where the exposition of research emerges as poetic and performative, generating moments of potential resonance and dialogue. We explore the theme Unconditional Love through the principles (perhaps even methodologies) of care and attention, as applied within specific (artistic) practices of both the everyday and of the self. Beginning with the observation that both curate and curiosity have shared etymology in the term ‘care’, Care + Attend seeks to develop a research vocabulary based on receptivity, openness, fidelity, integrity, intimacy, friendship and commitment (whilst not ignoring the parallel principles of distraction, inattention, the act of closing one’s eyes or of looking away). Cocker and Lee have invited a range of artists & writers to share and reflect on their own processes, philosophies and politics of care and attention, and to present these through live performance, screenings and spoken word. Contributors include Kate Briggs, Daniela Cascella, Belén Cerezo, Emma Cocker, Steve Dutton + Neil Webb, Victoria Gray, Rob Flint, Mark Leahy, Joanne Lee, Martin Lewis, Sarat Maharaj, Brigid McLeer, Hester Reeve, and Lisa Watts [Society for Artistic Research website].
    • Care of the person with dementia : interprofessional practice and education

      Forman, Dawn; Pond, Dimity; University of Derby; Newcastle University Australia (Cambridge University Press, 2015-11)
      Care of the Person with Dementia responds to the urgent need for health practitioners to take an innovative approach to the challenge of dementia. The first Australian text of its kind, it combines evidence-based resources with interprofessional education and practice, exploring the ethical, social and environmental repercussions of dementia to provide a comprehensive overview of dementia care in an Australian context. The text is structured around a model of interprofessional education and practice (IPE) tailored to dementia care. This model incorporates the context of care, an important element missing from other recognised models of IPE. Throughout the book, principles of IPE are explained within the context of dementia, drawing on exemplars from a body of current, well-researched and evaluated dementia practice. Written by experienced academics, and providing national and international perspectives, this is a unique and crucial resource to develop collaborative skills and professional knowledge in the management of dementia.
    • Career capital: Building our mobility within an evolving world of work.

      Brown, Cathy; Wond, Tracey; University of Derby (The Career Development Institute, 2018-04)
    • Career development and human capital theory: Preaching the “education gospel”

      Hooley, Tristram; University of Derby (Oxford University Press, 2020-09-02)
      This chapter analyses the relationship between career development, education, and human capital theory. It argues that education lies at the heart of our understanding of how individuals develop their careers and how purposeful career development interventions can support them in this endeavour. Career development services are most evident and accessible in the education system. This relationship is not accidental but is rooted in both the historical development of the field and in the importance of human capital theory to the ideology of both education and career development. The chapter finishes by critiquing the dependence of policymakers and advocates for the field on human capital theory and by considering alternative relationships that could be built between education and career development.
    • Career Development Framework

      Hooley, Tristram; Career Development Institute (Career Development Institute, 2021)
      This document introduces the CDI’s Career Development Framework to careers professionals, educators and other professionals who work supporting people to develop their careers. Its main purpose is to clarify the skills, knowledge and attitudes that individuals need to have a positive career and to provide a framework for planning support for career development.
    • Career Development Framework: Using the Framework to support career education and guidance in secondary schools (Key stage 3 - post-16)

      Hooley, Tristram; Career Development Institute (Career Development Institute, 2021)
      This document introduces the CDI’s Career Development Framework for secondary schools. It clarifies the skills, knowledge and attitudes that individuals need to have a positive career and explores how secondary schools can support pupils to build their career development skills. A ‘positive career’ will mean something different to different people, but it will typically include being happy with the way you spend your time, being able to make a contribution to your community and being able to have a decent standard of living.
    • Career development in Canada

      Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2013-11-19)
      This report sets out the findings from a research study visit that I (Tristram Hooley) undertook in Canada during the summer of 2011. The study visit was made possible by the generous funding of the Winston Churchill Memorial Trust. During the visit I was able to explore the career development systems in five Canadian provinces (New Brunswick, Nova Scotia, Ontario, Alberta and British Columbia). I was also able to briefly visit another two provinces (Prince Edward Island and Quebec) and to talk to a number of organisations with national remits.
    • Career development policy and practice: the Tony Watts reader

      Hooley, Tristram; Barham, Lyn; University of Derby (Highflyers, 2015)
    • The career development profession: Professionalisation, professionalism, and professional identity

      Gough, John; Neary, Siobhan; University of Warwick; University of Derby (Oxford University Press, 2020-09)
      This chapter examines the professionalisation of career development provision in countries across the world. ‘Professionalisation’ and ‘professionalism’ are explored through several concepts, including social closure, the professional project, and the regulatory bargain. The chapter argues that professionalism is a useful and important concept for the career development field but recognises the challenges that the field has had in achieving professional status. It recognises some of the critiques that exist of professionalism and explores how these relate to careers professionals. It then argues that increasing professionalism within the field needs to be understood as an ongoing process that has to be conducted on the personal, organizational, and professional level. The chapter concludes by outlining some key strategies that the field can use to advance the cause of professionalism in the future.
    • Career education in primary school

      Hooley, Tristram; University of Derby (Education Service Australia, 2021-07)
      This paper sets out key principles and research for career education in primary schools
    • Career education: every teacher has a role

      Hooley, Tristram; University of Derby (Education Services Australia, 2021)
      This paper provides an overview of the role that teachers can play in career education.
    • Career guidance

      Moore, Nicki; University of Derby (National Governors Association, 2017-03-10)
      The article explains the vital role that career-related learning and guidance plays in schools. The article covers the statutory duties and strategic responsibilities of governors in both primary and secondary schools
    • Career guidance and inspiration in schools

      Hooley, Tristram; University of Derby (Careers England, 2015-04-07)
      This is the thirtieth in an occasional series of briefing notes on key policy documents related to the future of career guidance services in England. The note has been prepared for Careers England by Professor Tristram Hooley.
    • Career guidance and the changing world of work: Contesting responsibilising notions of the future.

      Hooley, Tristram John; University of Derby (Springer, 2019-04-29)
      Career guidance is an educational activity which helps individuals to manage their participation in learning and work and plan for their futures. Unsurprisingly career guidance practitioners are interested in how the world of work is changing and concerned about threats of technological unemployment. This chapter argues that the career guidance field is strongly influenced by a “changing world of work” narrative which is drawn from a wide body of grey literature produced by think tanks, supra-national bodies and other policy influencers. This body of literature is political in nature and describes the future of work narrowly and within the frame of neoliberalism. The ‘changing world of work’ narrative is explored through a thematic analysis of grey literature and promotional materials for career guidance conferences. The chapter concludes by arguing that career guidance needs to adopt a more critical stance on the ‘changing world of work’ and to offer more emancipatory alternatives.
    • Career guidance for social justice: contesting neoliberalism

      Staunton, Tom; University of Derby (Routledge, 2019-05-22)
    • Career guidance for social justice: Contesting neoliberalism.

      Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; University of Derby; University of Malta; Aarhus University (Routledge, 2017-11-30)
      This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of an alternative future for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance’s involvement in social justice as well as the methodological consequences in relation to career guidance research.
    • Career guidance in communities: A model for reflexive practice

      Thomsen, Rie; Aarhus University (University of Derby, 2017-05-01)
      The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change in career guidance practices as well as in the lives of the people in the communities. This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities from a critical psychological standpoint the paper introduces a social practice theory of career guidance. The social practice theory of career guidance argues that career guidance can be seen as a collective practice in which people can join forces with career guidance practitioners to analyse their situation and based on these insights create new opportunities in relation to their future educational or vocational participation in society (Thomsen 2012). From this idea, the second part of the paper the paper moves on to consider the practical implications of taking the collective as the starting point for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements. 1. Creating opportunity, structure and access 2. Entering a community and increasing visibility 3. Providing guidance in communities 4. Exploring potentials in guidance situations 5. Deciding on guidance activities 6. Developing, planning and implementing 7. Documenting and evaluating. These elements are joined together and presented as a model for reflexive practice. Each element is introduced, illustrated and examined noting important areas for reflection and action.  
    • A career in career - understanding what career looks like in the career development sector

      Neary, Siobhan; Hanson, Jill; Cotterill, Vicky; University of Derby (The Career Development Institute, 2017-01)
      There is little known about the careers workforce in the UK. This research focuses on developing a better understanding of who chooses to become a career development practitioner, their motivation, the transferable skills they bring with them and how they see their career developing. Although respondents represent a snapshot of practitioners it identified that the workforce is female, ageing and lacks diversity. Respondents felt their was a lack of career development within the sector with mainly management available for progression.