• Illustrating Corsica: The modernist landscape of John Minton's Time Was Away.

      Neal, Ian; University of Derby (Intellect Ltd., 01/04/2018)
      The article considers John Minton’s (1917–57) illustrations of landscape for the book Time Was Away: A Notebook in Corsica (1948) with an aim to recover their significance in the history of illustration. Certain illustrations are positioned as notable for their ambiguous relationship to the text. I elaborate thinking around text–image relations alongside questions concerning the cross-fertilization of fine art and illustration. In their adoption of modernist principles, Minton’s illustrations are significant in recasting the role of illustration in the artistic context of post-war Britain. In melding formalist effects with realist concerns, the illustrations raise broader matters around realism, fine art and the democratic potential of illustration. I show that in seizing on cinematic techniques, Minton offers an effectively modern response to the traditional paradigm of depth associated with landscape and thereby proffers an alternative to the Modernist paradox that a teleological development of painting is at odds with landscape.
    • Immersive deconstruction: An exploration of dynamic loop-based performance diffused in a multi-channel environment.

      Vandemast-Bell, Paul; Brown, Michael; University of Derby (Kling Gut Symposium, 10/06/2017)
      This performance at klingt gut! 3rd International Symposium on Sound by the audio-visual duo, Time.lus, explores (through live interaction) the dynamic dialogue between rhythmic, audio-visual materials in space. Original source material is presented then deconstructed and improvisationally reimagined in real-time, to create synchronous / asynchronous rhythms and textures. The work is evolved through the use of audio-visual effects and dynamic processors.
    • The impact of career guidance on progression in learning and work: a literature review

      Neary, Siobhan; Hooley, Tristram; Morris, Marian; Mackay, Susan; SQW; International Centre for Guidance Studies (iCeGS) (2016-04)
      This paper sets out the findings of a review of the literature on how career guidance can support individuals to progress to positive learning and work destinations. It argues that positive progression is a legitimate and appropriate outcome of career guidance, although access to career guidance is only one amongst a range of factors that might influence an individual’s likelihood of progressing. It also notes that progression can be difficult to measure in research. The initial review found a range of evidence which demonstrated that career guidance can have a positive influence on individuals’ progression to learning and work. It highlighted a number of features that underpin the effectiveness of career guidance in this area. 1. Services need to be provided in a timely fashion, and as quickly after an individual has dropped out of learning or work as possible. 2. Services need to be provided professionally by skilled advisers. In addition to these points, the paper advances a model of the features of effective practice that support individuals to engage positively with progression. This focuses on establishing positive attitudes and behaviours, engaging in developing and effectively applying job search skills and creating a support network using both informal and formal sources. The evidence suggests that all of these interventions are useful, but multiple integrated activities are most successful, especially if they focus on building motivation as well as job search skills.
    • In absence of the smoky god.

      Cheeseman, Matthew; University of Derby (2014)
      Essay to accompany Matt Stokes' solo show at Site.
    • In advance of the broken image: Gerhard Richter and Gustav Metzger’s confrontations with Nazi criminality

      Allwork Larissa; University of Derby (Palgrave Macmillan, 2019-11-25)
      This chapter focuses on Gerhard Richter’s Uncle Rudi (1965) and Mr Heyde (1965) and Gustav Metzger’s Historic Photographs series (1995–1998) in order to present a new interpretation of how these artists perform the photograph in order to provoke cultural rather than legal confrontations with Nazi criminality. Rejecting Holocaust representational pieties in favour of the reinterpretation of the Duchampian ‘Readymade’ in the case of Richter, and Dada’s anti-aesthetics of destruction and revulsion in Metzger’s, this chapter will argue that Richter’s oblique pose of the ‘anti-ideological artist’ and Metzger’s more overt performance of the ‘subversive social activist’ are part of important social and cultural processes of confronting Nazi criminality. These types of cultural reckonings were recognized as important in David Cesarani’s edited collection, After Eichmann: Collective Memory and the Holocaust after 1961 (2005).
    • In defence of teacher education

      Hayes, Dennis; Marshall, Toby; University of Derby (Standing Committee for the Education and Training of Teachers (SCETT), 2011-03)
      A series of short essays by leading educationalists and trade unionists in response to the Coalition Government's document 'The Importance of Teaching: The Schools White Paper' (DfE 2010). The essays are grouped under three broad headings: 'What do teachers want from teacher education?' 'Who will defend teacher education?' and 'What can higher education offer teacher education?'
    • In the dead of the night.

      Cheeseman, Matthew; University of Sheffield (Lawrence and Wishart, 2012-02)
      A creative non-fiction essay on the role of the night-time economy in youth culture. There have been over 150,000 downloads of this book.
    • Inclusive practice in the primary school

      Robinson, Deborah; Trussler, Sarah; University of Derby (Sage, 2015-01-25)
      Do you want to feel more confident when teaching children with Special Educational Needs and Disabilities (SEND)? Would you like to be a more inclusive teacher? This book provides clear and flexible frameworks for effective inclusive teaching, and explains how to teach and plan for supporting any child’s learning, no matter what their needs are. With case studies and activities the book: explains and contextualizes current beliefs towards SEN provides models for practice encourages you to engage in thinking about SEN and inclusion offers interactive reflection points throughout links out to research with suggestions for further reading
    • Inquiring Teachers, Inquiring learners

      Neary, Siobhan; Parker, Gordon; Marriott, John; Hutchinson, Jo; Scales, Pete; Centre for Education Research (International Centre for Guidance Studies, University of Derby, 2014-08)
      This report details the Inquiring Teachers, Inquiring Learners project which was developed to support partner institutions to develop and apply a culture of action research within their organisation. The underlying principle of the project was professionalism and in particular the promotion and development of teachers’ professional identities and attitudes as the key to the enhancement of student learning, above all, a vision of the ‘inquiring teacher’. Inquiring teachers it is felt are more likely to develop inquiring learners. Teachers are best placed to know about their subjects and their learners’ needs within their local contexts. The project aimed to support partners of the School of Education to develop the skills and knowledge to define and undertake an action research project that would contribute to improving ITE within their context.
    • Inside my head.

      Levesley, Richard; University of Derby (2016-11)
    • Inside-outside: 3-D music through tissue conduction

      McKenzie, Ian; Lennox, Peter; Wiggins, Bruce; University of Derby (24/03/2015)
      Eliciting an auditory perception by means of mechanical transduction bypassing the peripheral hearing apparatus has been recorded as early as the 16th century. Excluding its audiometric use to assess ear pathology, bone and soft tissue conduction has received very little interest until the last two decades. Previous work during this time (Stanley and Walker 2006, MacDonald and Letowski 2006) has indicated robust lateralization is feasible via mechanical transduction. We have extended this, adding the front-back and up-down axes.
    • Interactive sound fountains

      Locke, Caroline (25/11/2011)
    • International Centre for Guidance Studies (iCeGS) Annual Review (2020)

      Neary, Siobhan; Hanson, Jill; Moore, Nicki; Staunton, Tom; Clark, Lewis; Blake, Hannah; Challacombe, Paul; University of Derby (University of Derby, 2020-12-09)
    • International insights: Equality in education

      Shelton, Fiona; Chiou, Vana; Holz, Oliver; Ertürk, Nesrin; University of Derby (Waxmann Verlag, 2019-08-15)
      Educational institutions should offer a safe and secure environment for young people. Part of that should be educational equity, which is a measure of achievement, fairness, and opportunity in education. This publication analyses and discusses educational equality from different angles. All contributions reflect on the current situation of 11 European countries. All of them are part of the Bologna process and are dealing with the challenges of the development of a European Higher Education Area. This ongoing process is reflected in the present publication, with a specific focus on equality in education. The authors cover aspects like inclusion and inequality, internationalizing education, and accessing education, but they also deal with learning foreign languages, education for the future, assessment, feedback and student success, lifelong learning, teacher training as well as different aspects of the LGB(T+) community and gender and education.
    • The internet science fiction theatre database

      Callow, Christos Jr; University of Derby (2018)
      The Internet Science Fiction Theatre Database (ISFTDB) of Cyborphic primarily consists of contemporary plays, i.e. published and/or produced in the 21st Century. Some key texts of sci-fi theatre from the 20th Century are included in a separate section. For a more complete list of 20th Century science fiction plays, see Ralph Willingham’s appendix in his 1993 book Science Fiction and the Theatre. The database is created by Christos Callow Jr, playwright and lecturer at the University of Derby.
    • Interprofessional competencies: the poor cousin to clinical skills?

      Martin, Priya; Moran, Monica Catherine; Forman, Dawn; Darling Downs Hospital and Health Service; The University of Western Australia; University of Derby (Amee, 2017-07-07)
      The purpose of this paper is to clarify what work-based IPE is, challenge some common misconceptions about its values in clinical settings and highlight tools that will assist with its implementation in such settings.
    • Interprofessional education for first year psychology students: career plans, perceived relevance and attitudes

      Roberts, Lynne D.; Forman, Dawn; University of Derby (Taylor Francis, 2014-10-08)
      Undergraduate psychology students have been largely excluded from interprofessional education (IPE) initiatives. In contrast to many health professions, undergraduate psychology students do not engage in work placements as part of their degree, and many enter careers outside the health care context. However, the collaborative skills gained through an IPE experience may well be beneficial to students who work in this wider context. This research examines whether undergraduate psychology students’ views of IPE vary according to their planned career directions, and if so, whether the perceived relevance of IPE mediates the relationships. A sample of 188 Australian university undergraduate psychology students completed an online questionnaire following completion of a first-year IPE health sciences program. Path analysis indicated that psychology students’ attitudes towards IPE are associated with both professional identification and practitioner orientation, fully mediated through the perceived relevance of IPE to future career and study plans. Stronger professional identification and practitioner orientation were associated with greater perceived relevance and more positive and less negative attitudes towards IPE. Placing a stronger emphasis on the generalizability of IP skills taught may increase students’ awareness of the relevance outside of the health context, reducing disengagement of students planning alternative careers.