• The Meiji Legacy: Gardens and Parks of Japan and Britain, 1850-1914

      Elliott, Paul; Neuhaus, Tom; Schoppler, Luke (University of Derby, 2020-07-10)
      Meiji era (1868-1912) politics cast a legacy which extended beyond the Far Eastern nation. This thesis explores the relationship between Japan and Britain during this period, in relation to the cultural exchange of ideas around garden and park design. In contrast to previous studies which have emphasised Japanese style as consumed in Britain, it compares both Japanese and British appropriations of their respective native garden styles underlining the considerable interdependent factors in their developments that have been previously under-emphasised. Furthermore, it includes analysis of public Japanese gardens which have been under-represented in previous work that has tended to focus excessively on aristocratic gardens. The thesis research has utilised published works, archive collections and the large amount of digital material now available in order to systematically identify and examine park and garden sites in both nations which had foreign garden elements infused within them. By analysing such sources, the gardens, people and motivating factors in their creation are revealed. This study argues that there was a significant process of cultural exchange between Japan and Europe during the closed era or sakoku. The Asiatic Society of Japan and Japan Society of London were crucial in the transmission of elements of Japanese-style gardening to Britain as analysis of their members, their activities and publications demonstrates. In addition, the Edo/Meiji era gardening knowledge of self-styled experts in Japan known as niwashi strongly informed influential works on the subject such as Josiah Conder’s Landscape Gardening in Japan (1893), which in turn shaped how these gardens were understood in Britain. Another key finding was that King Edward VII played an important part in encouraging the adoption of Japanese gardening ideas amongst the British aristocracy and forging a strong relationship with Japanese royalty. This was cemented by the Anglo-Japanese Alliance of 1902 with political motivation also crucial in shaping the design of gardens at the Japan-British Exhibition 1910. This thesis argues that in all British-Japanese style gardens, authenticity was ultimately unachievable despite a variety of steps taken by their creators such as employing Japanese gardeners. Furthermore, the study concludes that the extent of European elements in Japanese parks and gardens has been exaggerated in previous analyses. This thesis demonstrates how Meiji politics affected garden styles inside and outside of Japan stemming from sustained interaction with foreign nations, modernisation and a reaction against European imperialism. A rich study of the Meiji legacy to garden design, this thesis suggests that Japanese imperialism was successful in counteracting European advances and changing initial European perceptions of Japan as Oriental. This has significantly added ground-breaking new knowledge to the subject. This interdisciplinary research draws from a range of ideas and methods from fields including history, geography, horticulture, politics, cultural and Japanese studies providing a rich and interwoven examination of the factors involved in the formation of the relationship between Japan and Britain from its beginnings in the sixteenth century.
    • Transnationalism and migration: the concept of home in post-communist Albanian diasporas

      Huw, Davies; Burstow, Robert; Vaqari, Dashamir Dr. (University of Derby, 2020-04-20)
      This practice-based research aims to present the concept of home in post-Communist Albanian diasporas, particularly focussing on linking home to particular places, multiple homes, loss of home, how an old home transfers to a new home and the creation of a new home, as well as how such concepts can be represented in a body of creative practice. The research introduces the historical causes of Albanian migration, especially highlighting migration after the fall of Communism in order to understand in depth the causes of the most dramatic mass migration in modern Albanian history. The context of Albanian art is also considered: first through Socialist Realist art, which was widely practiced during the Communist regime, and played a significant role in transforming the concept of home and Albanian identity. Secondly, through contemporary art after the fall of Communism, where I focus on some artists whose work is relevant to my subject matter. Interviews have been conducted to investigate the ways in which these Albanian contemporary artists have dealt with the concept of home. Transnationalism is discussed and analysed from the perspective of contemporary Albanian migration in terms of the political, economic and socio-cultural aspects. Furthermore, theorising the concept of home has led to a focus in my practical work on the physical space, social relationships and positive emotional attachments. My art practice takes the form of a series of oil paintings which are a reaction to and build upon this theoretical and practical basis. The paintings are described and analysed as research outputs considering how technical aspects such as shape, size, composition, and colour are used and experimented with to investigate transnationalism and the concept of home. Following discussion of exhibitions of the body of work, it is concluded that art practice is a suitable medium to respond to and open debate on such turbulent personal and emotional contemporary issues.
    • Reimagining the blues: A new narrative for 21st century blues music

      Martin, Nigel James (University of Derby, 2019-12-11)
      This project explores the extent to which blues music in the 21st century is linked to its cultural past through identification and examination of the key concepts and relationships that may contribute to a contemporary understanding of the blues and cultural artefacts, as circulated and consumed in popular music practices. Despite the vast amount of scholarship on blues music, including revisionist literature that emerged in the late 20th century and in the first decade of this century, there has been no singular study of popular music or the blues that has specifically addressed the sociocultural and musicological links between the traditions of the past in the context of 21st century popular music in sufficient depth and so research into contemporary interpretations of blues music as it exists in the 21st century remains relatively scarce. This project provides an account of the cultural resonances and development of the blues genre in popular music culture to establish what the blues means, how it means, and to who it is meaningful through the formulation of a conceptual framework offered as a unique methodological tool for identifying and exploring blues music in the 21st century. Within this interdisciplinary framework, concepts including those concerned with technological mediation, intertextuality, cultural identity, memory, and meaning, are mobilised, refined, and combined in order to reveal and explore problematic relationships that exist in and between concepts of race, place, and technology as connected to blues music in the 21st century. Through an ethnomusicological strategy of enquiry and largely inductive approach to the collection of qualitative and quantitative data, the results of analyses conducted using a broad range of methods including music theoretic analysis, semiotics, intertextuality, survey, and interview are presented in order to both address how and why a contemporary blues music revival may be perceived to be taking place and to offer a fresh historical review of the context in which the blues has developed from a 21st century platform. This study finds that popular music performers and consumers are continually reimagining the blues through engagement with the traditions of the past and accordingly argues for an extension to the boundaries of blues music in its stylistic and cultural categorisation in 21st-century discourse. It is also argued that the results of research presented here also go some way in illustrating both how such engagement with the traditions of the past may directly reflect tensions in contemporary society, and how blues-marketed artefacts are demarcated and declassified within the music industry.
    • Celebrity science culture: Young people's inspiration or entertainment?

      Radford, Neil; Forman, Dawn; Dent, Maria Fay (University of Derby, 2019-11-07)
      This thesis explores the influence of celebrity scientists on the uptake of science by young people, post-GCSE; the phenomenon is based upon media assertions that young people were continuing with science as a result of the increased media presence of scientists: the ‘Brian Cox effect’. Research design is set within a constructivist-interpretivist paradigm and case study framework, employing a narrative, story-telling approach to data collection and presentation. Narratives require ‘actors’, and as such the ‘lead actors’ in this research are: the conceptual framework; a narrative approach to data presentation; and the sociological perspectives of science capital and habitus. Together they guide development of the ‘bricolaged’ methodology, underpin the innovative script-writing approach to data presentation, which are used to illuminate the phenomenon of celebrity science culture. Data collection includes two participant groups: eighteen science students (‘A’ Level, undergraduate, and postgraduate), and five celebrity scientists (Sir David Attenborough, Baroness Susan Greenfield, Professor Steve Jones, Professor Mark Miodownik MBE, and Roma Agrawal MBE). Interviews explore science memories and influences, as well as perceptions of the role of celebrity science and scientists. The rationale and significance of this research lies within two strands: knowledge-based and methodological. It offers new knowledge to the field of celebrity science influence, with the potential to inform science education policy makers, and the methodological bricolage of conceptual framework development and creative narrative practices offer new dimensions to narrative research. An intrinsic, long-standing ‘passion’ for science was found to be the most influential factor. Advanced subject knowledge of teachers and lecturers, alongside opportunities to work within authentic and meaningful contexts, were highlighted as important in raising aspirations, and building science capital. Celebrity scientists were perceived as having the potential to influence young people, with authentic, inspiring contexts, presented in an entertaining format potentially optimising this influence. Science per se, rather than the ‘scientist’ him/herself, was more influential, contrasting with the traditional view of celebrity influence. The perceptions of science students are reflected in the findings from celebrity scientists. Engagement with children and young people was considered part of their role, not only to raise aspirations, but also to increasingly embed science culturally; their own passion for science the impetus for involvement. Partnership with other stakeholders was recognised as key, especially teachers and parents. ‘Personification’ was also recognised as important, acknowledging the responsibility that brings for their work to be truthful and credible. The thesis concludes with recommendations for future policy and practice, offering a theoretical framework and bespoke checklist, derived from the data, to support dialogue between stakeholders. This includes exploring use of the narratives as a tool to engage pupils with their own science journeys, with the intention of enhancing their science capital. The concept of “message to a name” is introduced, in contrast to the “name to a message” phenomenon of celebrity influence.
    • Determining the factors which positively affect the intra-family chief executive officer succession of UK small and medium-sized companies

      Jones, Christine; Poultney, Val; Jones, Richard (University of Derby, 2019-10-02)
      A change in Chief Executive Officer (CEO) is a critical event in the life of any business. For family businesses the stakes can be higher, as failure may lead to the dual issues of business collapse and significant family harm. Intra-family business CEO succession is the transfer of leadership to a different member of the family and is a strategic direction family businesses take, even if sacrificing performance across generations to secure long-term control benefits. The research aims to determine the factors which positively affect the intra-family CEO succession of UK Small and Medium companies as gaps were identified in the research of businesses that had been through a succession across a range of areas. This research uses a deductive research design to test the existing theory and combines theoretical conceptualisations developed within the literature review with the aim of providing new theory and insight into the issues. Quantitative data was collected from primary and secondary sources from 230 UK Small and Medium Enterprises (SMEs) which identified as family businesses and had been through a succession. The questionnaires were completed by company directors and the questions consisted of measures relating to the succession event, processes and outcomes. The data collected was tested empirically using process tracing and regression analysis. Findings show that disagreements relating to the initial planning made an intra-family CEO more likely as did a discussion of passing control to a professional manager. It was found that a family business with higher proportions of senior management, higher levels of generational involvement and higher levels of experience led to an increasingly likely succession to an intra-family CEO. This finding took an additional step in the understanding of elements of the Family Influence on Power, Experience and Culture model. The thesis also found, empirically, that satisfaction with the succession process increased with the presence of advisors and that there was a positive relationship between director stability and profit and a negative relationship with management stability and profit. The findings indicated that a degree of externality in the succession contributes to a positive intra-family CEO succession outcome.
    • The economic, social & cultural impact of the social network site Facebook on the Irish radio industry 2011-2016

      Davies, Huw; McMahon, Daithí (University of DerbySchool of Arts: College of Arts, Humanities & Education, 2019-07-04)
      This thesis explores the relationship between radio and Facebook in Ireland during the period 2011-2016 and the ways in which radio production practices, audience participation and radio as a medium has changed over that time. From 2008, the Irish Radio Industry experienced a steep decline in advertising revenue which would continue for the next 8 years. Initially seen as a possible threat to the still largely analogue medium of radio, social media platforms such as Facebook were quickly adopted by radio stations and turned into tactical instruments to attract and engage audiences. Again, radio proved its resilience and adaptability to change. Although producers for the most part used Facebook creatively and skilfully to gather their audience in online communities, Facebook has unfortunately been found to be presenting some significant issues for the Irish Radio Industry. This thesis employed a multimethod approach to explore the research problem from the perspective of the audience, the producer, and the media texts. This triangulation approach allowed for a comprehensive examination and analysis of the research question and an objective set of findings. The research included interviews with Irish Radio Industry professionals (N=11) as well as direct observation of the presenters’/producers’ daily production routines. An extensive audience questionnaire was disseminated via Facebook and yielded a high response (N=416). Textual analysis of radio station Facebook pages offered insight into the bespoke nature of each station’s output including audience tastes and staff production strategies. A longitudinal content analysis allowed the researcher to measure the growth of radio station Facebook and Twitter followers over a two-and-a-half year period. This research highlights the importance of Facebook for radio stations in Ireland as an audio-visual tool to reach new young audiences who have grown up in the digital age, although it does expand the producers’ remit. I argue that radio stations can accumulate social, cultural and symbolic capital through Facebook, and in some instances, economic capital. This thesis highlights the changes that are representative of convergence culture where the audience play a much more active role in media production and dissemination, but their ‘play labour’ is simultaneously being commodified and profited from by Facebook and Google. This research offers case studies which include some best practice in terms of social media management and will therefore inform radio production teaching in higher education. Based on the research I propose that Irish radio needs to act fast while the industry is still afloat and engage in collaboration between commercial and public service radio, regulation of online advertisers and social network sites (SNSs) and innovation to engage further with digital media and find new revenue streams. Should action not be taken I predict the conglomeration of the commercial sector of the Irish Radio Industry and with it the loss of valuable and trusted public services from local communities.
    • Becoming a master of education: a case study of part-time students undertaking continuing professional development

      Cottle, Vanessa (University of Derby, 2019-05-25)
      This study is an exploration of students who study part-time to achieve a Master of Education award in the context of continuing professional development. Particularly interesting to this study is identity development and the effects on confidence/self-esteem as MA Education Students’ cope with the interacting dimensions of personal, professional and study contexts. The research found a triangle of tensions between professional, personal and developing postgraduate identities to be at the heart of transitions into becoming a postgraduate student. Students’ investments of finance, time, cognitive effort and reprioritisation of lifestyle is made without guarantee of return. They experience low professional self-concept; they are daunted by self-doubts about meeting the demands of master’s study; troubled by imposter feelings and preoccupied by their professional identities. However, confidence and self-esteem improve as study progresses and by harnessing personal qualities, and some support networks, students overcome barriers to achieve positive outcomes, which for some can be transformative. An interpretivist methodology has been adopted using a case study approach with data collected from MA Education students at one post-1992 university. Twenty-five students were included in: two focus group interviews (each of five participants); five individual interviews and ten students participated in a series of four sets of email questions posed at regular points in one year of their degree. Braun and Clarke’s (2013) approach to thematic analysis was adopted and themes emerged inductively. There are several recommendations arising for both practice and policy. For practice all aspects of curriculum design and delivery must be mindful of the professional and personal qualities, not just student academic competencies, which contribute to masterliness. However, programme and module specific induction must include strategies to encourage students’ envisioning of their possible selves as student in order to grow their confidence and self-esteem as students. Lecturers must be mindful about the motivations behind part-time, higher level study for continuing professional development and the factors which constrain deep learning. Recommendations for wider policy relate to urging government and educational leaders to validate the value of educationalists, of all types. This should be achieved by fully resourcing accredited master’s study in both practical and financial ways.  
    • Blueprint for school improvement.

      Nahum, Yaakov; University of Derby (2019-05-17)
      Abstract This study examines the "TBWY" reform program, its design and efficacy. The program was carried out in an Israeli high school with the aim of improving equality of opportunity, narrowing educational achievement gaps (Friedlander & Leon-Elmakias, 2006), improving the climate for study and increasing the number of those eligible for the matriculation (Bagrut) examinations which, since 2006, had been decreasing. The reform program covered two types of class groups: "homogeneous learning groups” and “guided groups”. The homogeneous learning groups were based on the students' proven learning skills, thereby reducing the differences in the students' achievements. In this way, it was possible to focus on teaching methods suitable for the learning group in a uniform and focused way. The second group is a "guided group" made up of between 15 and 17 students. The "guided group" placed students with different peers to their ‘”learning group” according to matters of common interest among the students, their hobbies, common areas of study, youth movements, extramural activities, groups and students' requests to be together. Each group has a teacher/guide who has undergone extensive training as a group coordinator. The "guided group" involves a twice-weekly round-table meeting. In addition to these meetings, the group coordinator met with each student to build an annual program of work and a process for monitoring the student's achievements in all of the areas mentioned. This study included quantitative and qualitative constructivist methods focused on comparative research with students and teachers during two periods – before the reform program in 2006 and after it, in October 2009. Several criteria were examined: teachers’ perceptions of instruction strategies in homogeneous learning groups and resulting changes – gaps (Nahum, 2009) in educational achievements among the students, changes in the percentages of eligibility for matriculation certificates, school climate, a change in the students' feelings and the extent of teachers' feelings of responsibility for the failure and success of the students. Findings indicated a relationship between teachers' acceptance of responsibility for the students' success or failure and positive changes in teachers’ perceptions of student’s abilities, the feelings of students, a reduction in achievement gaps, and improved climate of the school. Furthermore, there was an increase in the number of students eligible for matriculation with an increase, in their grades from before the implementation of the program, until the present academic year, 2015. This research contributes to a deeper understanding of the factors that enable greater scholastic achievement, together with an improved climate in an educational institution within the Israeli context. The research contributes to the understanding of the relationship between philosophical and psychological theories and their application in practice within the education system. The results of the research illustrate that a correct implementation of theories can create a change by reducing gaps in students' attainment by improving the school climate, by increasing the extent of the teachers' responsibility vis-à-vis students' success and increasing the number of students who are eligible for a matriculation certificate.
    • What makes Geography a worthwhile school subject? An exploration of the current controversy in geography teaching

      Hayes, Dennis; Haden-Walker, James (University of DerbyPGR Student, 2019-05-16)
      Geography as a school subject is in controversy. This controversy is given expression in an on-going debate between the opposing views of two leading academics Alex Standish and David Lambert. The Standish/Lambert debate reflects the discussion by the philosopher Paul Hirst in the 1960s of the nature of geography as a ‘field’ of knowledge rather and an independent ‘form’ of knowledge. The ‘field’ that is geography is said by Standish (2007) to be politicised while Lambert (2009) argues that this is just geography in modern form. In this dissertation Standish, Lambert and other leading geographers were interviewed to explore the nature of their disagreement and how it relates to what Michael Young (2007) has described as the need to give all pupils ‘powerful knowledge’. In addition to interviews with experts and teachers, this study carried out a questionnaire of geography teachers in Staffordshire. This study found that this dispute in the academic world reflected real divisions in what teachers understood as the value and nature of geography. Some teachers saw knowledge, or skills, as more relevant while others emphasised values and attitudes. They had a varied range of views relating to geographical knowledge and the impact of wider environmental issues alongside concerns over time allocation for the subject and its hierarchical position in relation to other ‘core’ subjects such as Mathematics, Science, and English. The study concluded that geography will remain in controversy until the Standish/Lambert debate is more fully discussed and debated among teachers. This thesis is a contribution to that debate.
    • Surveillance of Modern Motherhood: An exploration of the experiences of mothers that have attended a Universal Parenting Course.

      Poultney, Val; Luke, Anne; Simmons, Helen (University of Derby, 2019-03-29)
      This thesis explores the experiences of mothers of children aged 0-3 years that have attended universal parenting courses. The aim of this research was to gain a deeper understanding of the factors that motivate mothers to attend a universal parenting course and to explore the wider experiences of early modern motherhood in the UK. In order to develop this understanding, the research explored participant perceptions of any benefit or otherwise in attending a parenting course and also considered the different forms of parenting advice accessed by mothers and how this provides an insight into the wider constructs and experiences of modern motherhood. Ultimately, the goal of this research was to consider the social and cultural pressures within modern motherhood in relation to different levels of surveillance (Henderson et al., 2010) and to produce new knowledge for practice within the early years sector in relation to the support currently offered to new mothers. A feminist post-structuralist worldview was taken to explore the dominant discourses within modern motherhood. This approach provided a ‘productive contradiction’ (Baxter, 2003, p. 2) whereby multiple experiences could be considered, particularly in relation to feelings of oppression, empowerment and being ‘good enough’ (Winnicott, 1964) within modern motherhood. A qualitative methodology was developed with the first phase being a survey with a range of questions designed to generate insight into the experiences of mothers (30 participants), followed by qualitative interviews with a sample of mothers using semi-structured photo elicitation interviews (7 participants). Findings revealed that universal parenting courses can provide opportunities for new mothers to build daily structure, social networks and reduce feelings of isolation. Some negative experiences of parenting courses were reported when health professionals and early years practitioners were considered ‘pushy’ or ‘non neutral’ – particularly regarding sensitive areas such as breastfeeding or the reaching of developmental milestones. Participants demonstrated that there is a perceived place in society for parenting courses when they are practical, supportive and neutral rather than formulaic, homogenous or grounded in psychoanalytical or neurodevelopmental underpinnings, which can promote feelings of judgement or added pressure. Findings also link to the wider ‘parenting culture’ (Furedi, 2008; Lee et al., 2014) with societal pressures, motherhood ideologies, comparisons between mothers and other aspects of interpersonal surveillance including social media and celebrity culture all adding to the challenge of retaining an identity and of finding confidence and agency within the role. Overall, self-surveillance is identified as the most powerful aspect of modern motherhood with challenges relating to a reluctance to discuss ‘taboo’ aspects of motherhood including difficulty with attachment following birth and the internalisation of social and cultural pressures. It was important to note that, although there are clear levels of surveillance that are embedded into society which resulted in evidence of self-doubt and dependency, there was also evidence of agency and autonomy in the responses to these levels which were developed through strong social networks and support systems. Following on from this research; proactive, empathetic, practical and localised support from health professionals and early years practitioners is needed along with empowering opportunities for new mothers to develop confidence in an informal environment and foster truthful, non-judgmental interpersonal support networks. It is through these support systems that new mothers will continue to be able to resist or reshape the dominant discourses and ultimately, enjoy the experience to its full potential.
    • Professionalisation of the Martial Arts: the perspectives of experts on the concept of an independently awarded teaching qualification.

      Spring, Charles; University of Derby (2019-01-09)
      In the United Kingdom there is an unregulated martial arts ‘industry’. The aim of this study was to examine whether this ‘industry’ required professionalisation through the rationalisation of qualifications for teaching, instructing or coaching practice. Currently, the martial arts consist of a very disparate set of organisations which have what, at best, could be called a varied range of professional standards across teaching, instructing and coaching. Professionalism struggles with the lassaiz-faire approach to qualifications and this creates differing expectations of the teachers, coaches and instructors within the organisations Viewpoints differ as to whether the individuals need more standards and qualifications. The study of a sample of expert views found that there is some recognition within the martial arts ‘industry’ that there needs a change in approach to tighten up the processes of determining who can and cannot coach, instruct or teach martial arts. Points of views expressed by the interviewees were: that standards and qualification should be demanding; that there is a need for a professional body and rationalised approach to qualifications but such general improvements must reflect the specific requirements of each particular art. Overall there was little optimism that professionalisation could be achieved. However, the desire for professionalisation was a significant finding. Recognising this, the recommendations from this study are set out in a ‘Manifesto for Change’ which aims to transform the current situation described by one expert as being one where ‘the organisations are out for themselves and keep people separate from each other.’ The essence of the manifesto concerns: the standardisation of teaching, coaching and instructing qualifications; the development of an overarching organisation to control the martial arts; recognition by other bodies outside of the martial arts of these standards.
    • A study of the uses of a blog-based critical incident questionnaire in further education.

      Smith, Paul; University of Derby (2018-09)
      This study examines the use of a digital Critical Incident Questionnaire (CIQ), which was originally developed by Professor Stephen Brookfield, to extract perspectives of students on the lecture/lesson they had just conducted. Three FE colleges in the UK took part in the study and utilised a blog for students to post their comments. Students conducting media production courses at level three and four were the focus groups that submitted approaching two thousand CIQ responses over two academic years. The aim of utilising the CIQ was for a course tutor to receive additional perspectives on their practice and instant on-event feedback, resulting in identifying whether the learners mimicked the course tutor’s perspective. The findings indicate that the other perspectives gathered from the CIQ provided the course tutor with a greater understanding of their practice and assisted them in becoming more critically reflective. Additionally, some CIQ comments were different from the assumptions of the course tutor, which allowed them to adapt the delivery of the programme. Furthermore, utilising the data from the CIQ has identified that some of the comments students provide to the course tutor in-class do not mimic the comments of the CIQ. Moreover, comments received through the CIQ identify that there are also managerial implications, such as the usefulness and reliability of teaching observations, student induction and exit questionnaires. Utilising a blog format allowed students to submit their responses on a variety of digital devices, but some problems remained similar to Brookfield’s carbon paper-based system. There appears to be a definite place for using the CIQ in FE educational practice, and many best practice recommendations are constructed.
    • Exploring the lived experience of being an occupational therapy student with additional support requirements.

      Rushton, Teresa; University of Derby (2018-08-15)
      Abstract. This study explored the lived experience of being an occupational therapy student with additional support requirements. Individuals with disabilities have the right to access education and have unique skills and attributes which are highly desirable within Health and Social Care professions. The number of students with disabilities undertaking Health and Social Care programmes is increasing and Universities have sought to improve facilities, resources and support for these students. However, Occupational Therapy education which is truly inclusive remains elusive (Jung et al, 2008). No previous research exploring this phenomenon has been completed within the United Kingdom. Two small scale studies in USA (Velde et al, 2005) and in Canada (Jung et al, 2014) have been previous published, alongside a number of autobiographical descriptions of individual’s personal experiences of OT education from those with disabilities (Archer, 1999; Bennett, 1989; Guitard and Lirette, 2005; Sivanesan, 2003). However, the age and predominant international context limits applicability within the UK. Unlike previous studies, Interpretative Phenomenological Analysis (IPA) was used to investigate the phenomenon of being an Occupational Therapy student with a disability, from the individual’s unique perspective. Viewing each individual participant as a unique occupational being allowed me to reveal findings which have been previously unidentified and unexplored. This study illuminated a journey that all participants experienced as they engaged in the occupation of studying to become an Occupational Therapist. The journey was described by two participants using the metaphor ‘a rollercoaster’ and this became the overarching theme. Other themes generated from individual participant journeys, as described in their own words, were ‘like a bull at a gate’, ‘that was when the bubble burst’, ‘heal thy self’ and the ‘world is my oyster’. The findings indicated that there was a therapeutic benefit of studying to become an Occupational Therapist for those who had successfully completed the programme. Whilst never the original intention of the research, when interpreting the findings, I was drawn to how the concepts within Model of Human Occupation (MOHO) (Kielhofner, 1985) were evident within each participant’s journey and thus applied MOHO to each individual. It is recommended that further research is undertaken to explore if the findings of this study are only applicable to those who participated in the study or if studying Occupational Therapy is indeed therapeutic and the Model of Human Occupation is applicable to all students who study OT with or without additional support requirements.
    • Memory screens: The body and technology in time and space

      Hudson, Robert; Campbell, Neil; Forde, Teresa (University of Derby, 2018-08-01)
      This critical review ascertains the development of the research into memory screens and the relationship between memory, history, the body and technology on film, television and related media experiences. The body of research develops from a consideration of the gendered body on screen. This theme is continued and refined throughout the research. I consider the conventional personification of technology as potentially threatening or recuperative in relation to concerns regarding bodily cohesion and individual identity in relation to history and memory formation. The main focus of the work becomes the negotiation of memory formation in relation to media at both a personal and social level and the relationship between viewers and film and television texts. I encompass and develop post-structural definitions of the body and the theoretical implications of engaging with contemporary media. The research also encompasses the experience of exhibition and fan activity in extending the process of memory screens and engagement with the media.
    • Appropriating, adapting and performing

      Bishton, Joanne; University of Derby (2018-07-18)
      This thesis is an interdisciplinary study of the lesbian fiction of Sarah Waters and it will demonstrate through a series of theoretical trajectories how her work creates new historical and cultural spaces for the representation of working-class female same-sex desire. Waters’ work exposes the fissures and instability of constructed social narratives, as her stories present women who have traditionally had their meaningful place in society denied to them. In response, this thesis illustrates how Waters’ work unearths the hidden histories of lesbians and shows them as meaningful participants in society. This thesis considers how it has been difficult for contemporary lesbians to locate a sense of their subjectivity with Sapphic icons of the past. Traditional literary representations of the lesbian-figure present a spectral and waif-life form. Such ethereal manifestations have helped ensure that lesbians are denied a visible legacy within society, because in many respects they are idealised forms, which are unattainable for women from ordinary backgrounds. In other words they have become a middle-class-specific form of identification. In this regard, this thesis demonstrates how Waters uses the concept of proximity to introduce alternative ways of meaning making into the text. For example, proximity enables the reader to experience in greater depth the relationship between space and place, whereby the social position of lesbians has been used to restrict the cultural spaces lesbian lived existence has conventionally had access to. In this way, paying attention to proximity enables the reader to challenge cultural assumptions of gender. Moreover, the closeness that Waters has to her subject matter, through the author-figure, gay activist and as public intellectual means that her function in the author role brings into being a series of authenticated examples of lesbian lived existence which come about through Waters’ own intention. Waters writes from a place that feels very intuitive to her. When she writes she says it feels very instinctive. In this regard her writing houses an interiority that other writers of marginal existence exhibit. For example, this thesis sees Waters as a co-producer of knowledge and argues that Waters creates a second authorial self that provides a governing consciousness for readers of her work. Waters has a long involvement in LBGT politics and it is shown how Waters’ work is influenced by a combination of her political and public selves. In this regard, this thesis draws attention to the palimpsestic nature of her work in relation to the inner and outer spaces that it occupies. In many respects Waters’ fiction deals with the notion and concept of the queer, emptying these relative positions of their negative stereotype and showing how the term ‘queer’ has been reclaimed by gay culture. In this regard, this thesis shows how the themes and issues that emanate from Waters’ fiction can be read as a series of queerings meant to challenge and intervene in ideas of fixity. Queerness locates textual inconsistencies that are gained from the momentum of revolving and evolving interpretations. In this way, this thesis argues that Waters’ writing exposes the imbricated nature of cultural and social hegemony and releases the pleasures within the text.
    • Challenges in teaching gifted students with special learning difficulties: Using a strategy model of 'Asking, Analysing and Answering Questions' (AAA) to improve the learning environment.

      Salem, Nurit; University of Derby (2018-06-19)
      This study focuses on developing teaching strategies for teachers who teach in classes for students identified as Gifted and Talented with Special Learning Disabilities situated in Israeli secondary schools. The focus is on the challenges teachers meet while teaching Humanities Subjects (HS) to these students and the strategies they need in addressing their dual exceptionalities. The main purpose of this study is to examine how specific strategies may contribute towards both to quality of teaching and to a better learning environment. Research has shown that gifted students who are diagnosed with learning disabilities in writing skills (2ELs) have difficulties especially in HS and achieve less academically than may suggest their high abilities. The combination of giftedness with learning disabilities and underachievement creates special challenges for their teachers to counter, and for which they need specific Continuing Professional Development (CPD) programmes. In my study, I developed a model of teaching strategies which combines three strategies from the field of teaching gifted students and from the field of special education which are helpful in the humanities disciplines. I created a manual for teachers' CPD that includes this model and I conducted a seminar using this manual for the participant teachers in my research. This was followed by an implementation of the manual by these teachers in their classrooms that includes 2ELs. My qualitative research was based on the case studies of two teachers teaching HS in two high school classrooms, totalling sixty 2ELs. The information was collected through observations, interviews, and open questionnaires. I then analysed the information using an inductive approach as pattern recognition and inclusion into categories. The research findings of this study describe the difficulties that teachers may face with 2ELs and my claim to knowledge is the AAA Model of Strategies and the manual for teachers and their contribution to teachers of 2Els and their students. The recent research fills this particular gap in the literature, in the Israeli context, and the findings of this study bear policy implications and indicate the need for the tailoring of relevant teachers’ CPD' programmes to include strategies to better address the needs of 2ELs for optimal success in fulfilling their potential and overcoming their difficulties. Future research may achieve a deeper understanding of how to prepare teachers to use adjusted strategies that meet 2Els teachers in various disciplines in order to improve learning environment.
    • Improving students' behaviour and academic achievement through a counselling intervention programme.

      Yahya, Sawsan; University of Derby (2018-06-05)
      In the cultural context of low achievement in Arab Israeli schools, this work-based study describes and evaluates a successful counselling intervention in one Israeli Arab elementary school. The intervention took place over six months and involved twenty activities. A mixed methods approach was adopted to evaluate the intervention. The use of both qualitative and quantitative methods provided an informative evaluation of the perceptions of students, teachers and parents about the effectiveness of the intervention. Students, parents and teachers reported that from their point of view, student behaviour, student/teacher/parent relationships and learning improved during the intervention. This positive analysis of perceptions was qualified by the possibility that other factors that were not analysed might be influential. The lessons learned from the intervention, such as the need for creating a teacher – parent strategic alliance, renouncing the use of aversive control and the adaptation of teaching styles to student learning styles, may prove to be a transformative approach to the education of Arab Israeli students.
    • The legal status of the Sulha in the criminal law of the State of Israel.

      Serhan, Shakieb; University of Derby (University of Derby, 2018-06-02)
      The research investigated the legal status of the Sulha in the criminal law of the State of Israel. This research is a qualitative-interpretative-exploratory single case study. Its main goal was to create scientific and professional knowledge with practical ramifications for the judicial world, as well as to develop a new theory and model of the Israeli criminal process that would allow for the incorporation of Sulha within the Israeli criminal process. The qualitative data collection methods and sources used were structured interviews, a Delphi survey, documents, the researcher's professional experience and a personal diary. The 16 interviewees were professional, credible, trustworthy and expert people in their field. Seven (7) experts in the field made up the Delphi panel. The research met all of its goals and objectives of the study questions: What is the legal status of Sulha in Israeli criminal law? How can the Sulha be incorporated in Israeli criminal law, and what contribution would Sulha make in this respect? What action is required for Sulha to be incorporated in Israeli criminal law? The findings showed that criminal statutory laws, Israeli courts, and parole committees do not recognize the Sulha as an alternative conflict settlement venue in criminal cases. The findings showed that Israeli courts and parole committees have two principal approaches to the question of the legal status of the institution of Sulha in Israeli criminal law. One approach refuses to grant the institution of Sulha any binding legal status in Israeli criminal law, while according to the other approach Sulha can serve as a consideration in a person’s favor, but not as a decisive consideration, and certainly not one that binds the courts or parole committees. The findings showed that it would be possible to enhance the Israeli criminal law by incorporating the Sulha within the criminal law. Incorporation of the Sulha in the Israeli criminal law would enhance and improve the Israeli criminal law by achieving speedy justice, by reducing the caseload of the courts, by increasing public confidence in the criminal process and the judicial activity, by reducing the frequency of erroneous judgments, by achieving restorative justice, by promoting reconciliation and by facilitating the achievement of peace between the parties affected by the criminal act. Further, the Sulha could contribute greatly to reconciliation and to the installment of peace in Israeli society and achieves restorative justice. A bill (law draft) has been prepared for the incorporation of the Sulha in the criminal law in Israel. The researcher is convinced that the Knesset (lsraeli Parlament) will approve it as soon as possible.