• Eggheads.

      Cheeseman, Matthew; University of Derby (Disqus, 2015-12-14)
    • El enfoque mosaico, derecho a la participación y la voz de los niños en investigación educativa

      Delgado-Fuentes, Marco Antonio; University of Derby (Universidad CESMAG, 2020-06-11)
      This review article explores and discusses some of the methodological in-novations regarding childhood and education by focusing on the mosaic approach. It is a methodological approach -not constituted as a method yet- which has been mainly developed in English and it is founded on concepts such as those of qualitative research, childhood studies, the rights of the child and particularly, their right to participate in research about themselves and their world. A historical framework is presented to facilitate the understanding of the multidisciplinary origins of this approach. The process of the literature review was made in a database that contained 71 million references, out of which 28 references, which identified the mosaic approach as their method, were selected. The analysis of this approach presents a diverse panorama in its use, although it mainly focuses on preschool and early education. To conclude, a reflection about the use of this approach in the future is made and, particularly in Latin America where the incipient use of the mosaic approach seems to be relevant.
    • Emancipate yourselves from mental slavery: self-actualisation, social justice and the politics of career guidance

      Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2015-10)
      This paper is an extended text of Tristram Hooley’s inaugural lecture: Emancipate yourselves from mental slavery: self- actualisation, social justice and the politics of career education. The lecture was given on the 17th September 2015 at the University of Derby. The lecture explores the interrelationship between politics, social justice and career guidance. The paper argues that our careers emerge out of social and economic conditions. In unequal societies our position within the economic and social system is central to our chance of having a successful career and realising our potential (self-actualising). The lecture explores the role that career education and guidance can have in supporting individuals to self-actualise and notes that career education and guidance is in itself embedded in social, economic and political relationships. The ideal of the lifelong guidance system is advanced and it is argued that this could be part of a new kind of society. A society in which a lifelong guidance system was realised could be more socially justand would signal a new kind of relationship between paid work, citizenship and leisure. The lecture concludes with a consideration of the role that career education can play in bringing about a new kind of society. The paper proposes a pedagogic framework for a radical career education and guidance. This framework argues that radical career education and guidance should be seeking tohelp us to: (1) explore ourselves and the world where we live, learn and work; (2) examine how our experience connects to broader historical, political and social systems; (3) develop strategies that allow us individually to make the most of our current situation; (4) develop strategies that allow us collectively to make the most of our current situations; and (5) consider how the current situation and structures should be changed.
    • Embodying the landscape

      Blackie, Sebastian; University of Derby (The Australian Ceramics Association, 2017-04)
    • Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator

      Esmond, Bill; University of Derby (Springer, 2019-10-26)
      TVET educator roles and identities vary internationally, and are subject to repositioning, for example as the relative significance of institutions and the workplace change within national systems. In English apprenticeships, a key position has long been occupied by competence assessors, whose non-teaching role has related uneasily to those of professional educators. Following the introduction of new apprenticeship standards, former assessors are increasingly being allocated training responsibilities, raising issues about the expertise, identities and professional formation both of these emerging practitioners and of vocational educators in general. A qualitative study of assessors who have assumed greater training responsibilities examined these issues through individual and small-group interviews. Participant accounts of diverse and contested practices and environments suggested a need to conceptualise their roles in ways that draw upon but go beyond accounts of professionalism and occupational expertise developed at earlier stages. Drawing on Gramsci, the concept of the subaltern educator is put forward to characterise the complex position of these staff in the current climate of further education, the need for enhanced, rather than diminished, professional formation and wider possibilities for professional enhancement at a time of uncertainty for all vocational educators.
    • The emerging practitioner

      Yates, Ellen; Appleby, Michelle (Routledge, 2014)
      The Student Practitioner in Early Childhood Studies: An essential guide to working with children provides accessible support and guidance for Early Childhood Studies students in higher education who may have little, if any, experience of relating to young children in the Early Years Foundation Stage and Key Stage One.
    • Emil Schlagintweit und die Tibet-Forschung im 19. Jahrhundert

      Neuhaus, Tom; University of Derby (Boehlau, 2015)
      Die Geografen Hermann und Robert Schlagintweit sowie der Geologe Adolph Schlagintweit zahlen zu den ersten deutschen Wissenschaftlern, die den Himalaja und das Karakorum-Gebirge erforschten. Einige Gebiete dieser damals weithin noch unerschlossenen Gebirgsregionen betraten sie als erste Europaer uberhaupt. Die Expedition war von Alexander v. Humboldt angeregt und durch die britische Ostindien-Kompanie sowie den preussischen Konig Friedrich Wilhelm IV. finanziert worden. Diese Konstellation erwies sich als konfliktreich. Die Entdeckungsreisenden sahen sich der universalwissenschaftlichen Naturforschung Humboldts verpflichtet – aber auch den politischen und wirtschaftlichen Interessen ihrer britischen Auftraggeber. Dies und der unterschiedliche Wissensstand uber Asien in Grossbritannien und dem restlichen Europa sorgten fur kontroverse Bewertungen der Expedition, die zwischen einer Glorifizierung der Buder als herausragender Entdecker und ihrer kompletten Ablehnung schwankten. Die Autoren dieses reichbebilderten Katalogs stellen die Expedition und ihre Ergebnisse erneut auf den Prufstand, geben Aufschluss uber die Organisation einer solch grossen Unternehmung und vermitteln einen Einblick in die umfangreichen Sammlungen, welche fur heutige Forschungsfragen weiterhin von grosser Relevanz sind. ENGLISH: The geographers Hermann and Robert Schlagintweit and the geologist Adolph Schlagintweit are among the first German scientists to explore the Himalayas and the Karakorum Mountains. Some of these regions, which were still largely untapped, were the first Europeans to enter. The expedition had been stimulated by Alexander von Humboldt and had been financed by the British East India Company and the Prussian King Frederick William IV. This constellation proved to be conflicting. The explorers were committed to Humboldt's universal scientific research, but also to the political and economic interests of their British clients. This and the differing knowledge about Asia in the UK and the rest of Europe caused controversial assessments of the expedition, which oscillated between a glorification of the brothers as an outstanding discoverer and their complete refusal. The authors of this richly illustrated catalog re-examine the expedition and its results, provide information on the organization of such a large enterprise, and provide an insight into the extensive collections, which are still of great relevance for today's research questions.
    • Emotion dysregulation and loneliness as predictors of food addiction

      Tatsi, Eirini; Kamal, Atiya; Turvill, Alistair; Regina, Holler; University of West London; Birmingham City University; Universtiy of Derby; Aston University (SIPISS-FerrariSinibaldi, 2019-01-01)
      Introduction: This study aimed to investigate whether multiple aspects of emotion dysregulation contribute to the etiology of Food Addiction (FA); as well as to provide further evidence and clarity regarding the role of loneliness on the development of addictive behaviour towards food.Methods: A correlational study was employed to assess associations within 162 participants which were recruited via online forums on FA and student population. The Yale Food Addiction Scale (YFAS), Difficulties in Emotion Regulation Scale (DERS), and UCLA Loneliness Scale, and a demographic and personal information questionnaire were all completed online. A Poisson regression analysis was carried out and statistical significance was set at P <0.05.Results: 79% of the sample endorsed a persistent desire or repeated unsuccessful attempts to cut down or control their use of highly processed foods, while 21% met diagnostic criteria for food addiction. Poisson regression analysis demonstrated that the model predicts food addiction (P <0.001). Specifically, food addiction symptom count was positively predicted by difficulty engaging in goal-directed behaviour, impulse control difficulties, lack of emotional awareness and limited access to emotion regulation strategies (P <0.05); DERS total, nonacceptance of emotional responses and lack of emotional clarity were not significant predictors. Loneliness positively predicted food addiction (P =0.002).Discussion and Conclusions: The findings of this research provide further evidence on the etiology of food addiction, as multiple aspects of emotion dysregulation, including difficulty in engaging in goal-directed behaviour, impulsiveness, emotional awareness and limited access to emotion regulation strategies, and loneliness were found to influence the development of an addictive behaviour towards certain types of food. Future research will need to understand possible causality between these factors and insights into the potential role addictive behaviour of food has in overeating phenomena, such as binge-eating.
    • The emotional contents of the ‘space’ in spatial music

      Lennox, Peter; University of Derby (International Conference on Music and Emotion, Durham, UK, 2009-09)
      Human spatial perception is how we understand places. Beyond understanding what is where (William James’ formulation of the psychological approach to perception); there are holistic qualities to places. We perceive places as busy, crowded, exciting, threatening or peaceful, calm, comfortable and so on. Designers of places spend a great deal of time and effort on these qualities; scientists rarely do. In the scientific world-view physical qualities and our emotive responses to them are neatly divided in the objective-subjective dichotomy. In this context, music has traditionally constituted an item in a place. Over the last two decades, development of “spatial music” has been within the prevailing engineering paradigm, informed by psychophysical data; here, space is an abstract, Euclidean 3-dimensional ‘container’ for events. The emotional consequence of spatial arrangements is not the main focus in this approach. This paper argues that a paradigm shift is appropriate, from ‘music-in-a-place’ to ‘music-as-a-place’ requiring a fundamental philosophical realignment of ‘meaning’ away from subjective response to include consequences-in-the-environment. Hence the hegemony of the subjective-objective dichotomy is questioned. There are precedents for this, for example in the ecological approach to perception (Gibson). An ecological approach to music-as-environment intrinsically treats the emotional consequences of spatio-musical arrangement holistically. A simplified taxonomy of the attributes of artificial spatial sound in this context will be discussed.
    • Employability: A review of the literature 2012-2016

      Artess, Jane; Mellors-Bourne, Robin; Hooley, Tristram; University of Derby (Higher Education Academy (HEA), 2017)
      This report, commissioned of the University of Derby, examines 187 pieces of research published between 2012 and 2016. It describes how the subject of employability has been addressed during this period and draws out some of the key implications for higher education providers (HEPs), academics and employability practitioners.
    • Engaging in pedagogic and artistic practice in a learning theatre

      Daly, Darren; Barth, Caroline; Shelton, Fiona; University of Derby (2015)
      This is a case study of the Learning Theatre, identifying some of the challenges and successes of its collaborative HE projects.The presentation was part of a conference investigating partnerships between HEIs and Professional Theatres. It gives an overview of some of the learning initiatives that the theatre operates and the concept of the Learning Theatre and then focusses on a case study of the ‘Company Aside’ initiative within this context. The research is focussed on student experience throughout the process and identifies key considerations for the development of the scheme and the partnership.
    • Engaging Leaders: The challenge of inspiring collective commitment in universities

      Gentle, Paul; Forman, Dawn; University of Derby (Routledge, 2014)
      Addressing the question of how leadership can work most successfully in universities, Engaging Leaders strengthens the sense of shared professional knowledge and capability amongst leaders in higher education. Presenting a narrative of change which not only spells out why universities need to work differently, this book also takes the reader through clear practical steps which any practising leader can take in order to build a collaborative professional culture which supports and challenges all members of an academic community.
    • Engaging the local community in cultural heritage through a children’s ceramic arts exhibition

      Yates, Ellen; Szenasi, Judith; University of Derby (Peter Lang, 2021)
      This chapter describes a research project which aimed to increase social inclusion and access to the arts and cultural heritage, through a children’s ceramic arts exhibition. The exhibition was curated by an internationally recognised ceramic artist and located in an historic building within an inner city park in Derby, England, behind a culturally historic ceramics factory and museum. The project further aimed to reposition children as artists and heritage makers by valuing their ideas, creativity, identity and agency. Data was collected through interviews and through comments from the exhibition visitor’s book. Findings indicate that barriers exist within the UK education system which limit children’s full participation in the arts and cultural activities. The exhibition encouraged social inclusion and contested the idea of separate spaces for the display of adults and children products, but most significantly, children were repositioned as active agents in the construction of their cultural heritage.
    • Enlightenment science, technology and the industrial revolution: a case study of the Derby philosophers c1750-1820

      Elliott, Paul; University of Derby (Arkwright Society, Cromford, 2020-08-30)
      After briefly reviewing the historiography of Enlightenment science, industry and the Derby philosophers, this essay examines industry and science in eighteenth-century Derby and the industrial orientation of the philosophical societies. It then explores the relationship between the leading entrepreneurs and manufacturers Jedediah Strutt and Richard Arkwright and the ‘Derby Philosophers’, demonstrating how much they gained from their association with the Derby Philosophical Society. This is especially evident, as it demonstrates when we consider the case of Erasmus Darwin, first president of the Society, and how as a physician, avid mechanic and experimenter, he helped meld the worlds of Enlightenment science and industry. Likewise, whilst the struggles that Arkwright experienced over his patents during the 1780s has been often described, viewing these from the perspective of the Derby Philosophers adds a new dimension to our understanding of the relationship between scientific associations, industrial innovation and entrepreneurialism. The article concludes with a critical investigation of the role of the sciences in agriculture and domestic economy and the part played by the Derby Philosophers in promoting scientific education for what they believed to be the benefit of industry and manufactures.
    • Ensuring quality in online career mentoring

      Hooley, Tristram; Neary, Siobhan; Hutchinson, Jo; University of Derby (2015)
      This article explores the issue of quality in online career mentoring. It builds on a previous evaluation of Brightside, an online mentoring system in the UK which is primarily aimed at supporting young people's transitions to further learning. The article notes that participants in Brightside's mentoring programmes reported satisfaction with their experiences, with many stating that it helped them to make decisions and to positively change their learning and career behaviours. However, the article argues that there are challenges in ensuring quality and consistency connected to both the voluntary nature of mentoring and the online mode. The article proposes a 10-point quality framework to support quality assurance, initial training and professional development for online mentors.
    • Entries on the L word and true blood.

      Forde, Teresa; University of Derby (Syracuse University Press., 13/11/2018)
      Entires on the finales of television series: The L word and True Blood as part of a collection on finales.
    • Ephemeral art and documenting the un-documentable.

      Bartram, Angela; University of Derby (06/07/2018)
      Concerned with the ephemeral and how it is perceived when lost to the fractures of time, Peggy Phelan suggests “you have to be there.” Phelan states that ephemera, specifically performance “become[s] itself through disappearance,” which draws empathy with Walter Benjamin’s notion of the “aura of the original.” In practice this a less than pragmatic account of the reality of experiencing such artworks, for how can they exist beyond the moment of making if not recorded, in order to map their histories? Archival devices are however, problematic, for how do we suitably record the remains of these artworks that, by their very premise, deny longevity and fixity? This paper interrogates the critical, sensitive and individualized distance necessary when capturing ephemeral artwork to allow it to remain true to intent. Moving beyond the disciplinary ghettos of event and documentation, it interrogates how divergent and sympathetic modes of practice allow for a greater level of sustainable critique. This complex and problematic terrain will be analysed to question if appropriate documents, with the varied and differing demands of works of art, can ever be possible. Based on artworks within ‘The Alternative Document’ exhibition (Project Space Plus, Lincoln UK, 2016, which I curated to include a collection of archival documents reconfigured as new artworks) I discuss the potential for legacy beyond formal and traditional means. Through this, I will suggest how it is possible to move beyond formal academic, artistic and museological conventions when documenting and re-staging ephemeral art.
    • Erasmus Darwin's Gardens: Medicine, Agriculture and the Sciences in the Eighteenth Century

      Elliott, Paul; University of Derby (Boydell and Brewer, 2021-06)
      Famous as the author of the Botanic Garden (1791) and grandfather of Charles Darwin (1809-1882), Erasmus Darwin (1731-1802) was a larger-than-life enlightenment natural philosopher (scientist) and writer who practised as a doctor across the English Midlands for nearly half a century. A practical gardener and horticulturist, Darwin created a botanic garden near Lichfield - which galvanised his poetry - and kept other gardens, an orchard and small "farm" in Derby. Informed by his medical practice and botanical studies, Darwin saw many parallels between animals, plants and humans which aroused hostility during the years of revolution, warfare and reaction, but helped him to write Zoonomia (1794/96) and Phytologia (1800) - his major studies of medicine, agriculture and gardening. Captivated by the changing landscapes and environments of town and country and supported by social networks such as those in Lichfield and Derby, Darwin avidly exchanged ideas about plants, animals and their diseases with family, patients, friends such as the poet Anna Seward (1742-1809), farmers, fellow doctors, huntsmen and even the local mole catcher. The is the first full study of Erasmus Darwin's gardening, horticulture and agriculture. It shows him as keen a nature enthusiast as his contemporary Rev. Gilbert White of Selbourne (1720-1793) or his grandson Charles, fascinated with everything from swarming insects and warring bees to domestic birds and dogs, pigs and livestock on his farm to fungi growing from horse dung in Derby tan yards. Ranging over his observations of plant physiology and anatomy to the use of plant "bandages" in his orchard and electrical machines to hasten seed germination to explosive studies of vegetable "brains", nerves and sensations, the book demonstrates the ways in which Erasmus Darwin's landscape and garden experiences transformed his understanding of nature. They provided him with insights into medicine and the environmental causes of diseases, the classification of plants and animals, chemistry, evolution, potential new medicines and foodstuffs and the ecological interdependency of the natural economy. Like the amorous vegetables of the Loves of the Plants (1789) which fascinated, scandalised and titillated late Georgian society, the many living creatures of Darwin's gardens and farm encountered in this book were for him real, dynamic, interacting and evolving beings who helped inspire and re-affirm his progressive social and political outlook.
    • Etherotopia or a country in the mind: bridging the gap between utopias and nirvanas

      Callow, Christos Jr; Birkbeck, University of London (Routledge, 2015-02-28)
      Joyce Hertzler concludes his History of Utopian Thought with the phrase ‘Utopia is not a social state it is a state of mind’. Other utopian scholars would argue that the truth is exactly the opposite, that utopia is a purely social matter. There seems to be a false dilemma here where one must choose between two, seemingly conflicting, schools of utopian thinking: social utopias and private ones. In John Carey’s words, ‘Whereas most utopias reform the world, some reform the self’. He says of the later that these ‘solitary utopians are Robinson Crusoes of the mind, inventing islands for themselves to inhabit’ and that they are very unlike ‘normal, public-spirited utopians’. In this essay Christos Callow Jr explores the potential of a utopia that reforms both world and self and proposes Etherotopia as its name.
    • An evalaution of BookTrust additional needs resources

      Robinson, Deborah; Moore, Nicki; Parker, Gordon; University of Derby (Institute of Education, University of Derby, 2016)
      This report explores reading for pleasure among children with special educational needs through an evaluation of BookTrust's additional needs resources.