• Transitory literature or 'Brave New Text'? a comparative analysis of José Agustín's work

      Carpenter, Victoria; University of Derby (2007)
      This paper presents an aspect of an ongoing research project on the changing nature of the text in the works of the Onda literary movement in Mexico in the mid to late 1960s. The works analysed in this article are the stories 'La tumba' (1963) and '¿Cuál es la onda?' (1968) by José Agustín. The aim of the paper is to examine the triad of the creation/destruction/recreation of the text by identifying the changing roles played by the narrator(s) and the dissolution of the protagonists. The analysis also addresses multiple transcultural influences on the two texts and determines whether the conflicting combination thereof leads to the complete destruction of the text or the appearance of a new narrative form.
    • Troublesome learning journey

      Cottle, Vanessa; University of Derby (Routledge, 2016-08)
    • Twenty-first century book studies: the state of the discipline

      Noorda, Rachel; Marsden, Stevie; University of Leicester (Project Muse, 2019-10-23)
    • Twofoldness/threefoldness: Marc Lüders' photopicturen

      Robinson, Carl; University of Derby (Cambridge Scholars, 2018-11)
      My essay 'Twofoldness/Threefoldness: Marc Lüders' Photopicturen' used as the text accompanying Marc Lüders' exhibition - 'Marc Lüders/Twofoldness' at the Levy Gallery, Hamburg in November 2018.
    • The Ukrainian crisis, the Crimean referendum and security implications for the European Union

      Hudson, Robert Charles; University of Derby (University American College, Skopje, 2014-12-01)
    • The uncertain story of career development

      Bright, Jim; International Centre for Guidance Studies (International Centre for Guidance Studies, College of Education, University of Derby, 2016)
      In this paper, the central role of uncertainty in career development and its implications for counselling, coaching and education practice as well as policy will be explored. It is argued that although uncertainty was recognised in the earliest formulations of career counselling models, it was subsequently largely ignored or deemed unimportant in nearly all of the dominant theories of career development for the remainder of the 20th century. More recently theorists have begun to acknowledge once more the central importance of uncertainty in career development, and more broadly in areas as diverse as science and politics. The reasons and importance of this renewed focus is explored with particular emphasis on chaos and complexity theories. The Chaos Theory of Careers (CTC) (Pryor & Bright, 2011) will be presented as theory that provides a powerful way of understanding the relationship between order and chaos, pattern and surprise as composites not opposites. Accepting that uncertainty is an inevitable, inescapable and ubiquitous part of life leads to new approaches to career development practice, theory and policy.
    • Under my (editorial) thumb: hegemonic masculinity and text ownership in the works of the Mexican Onda

      Carpenter, Victoria; University of Derby (2010)
      Connell and Messerschmidt's article 'Hegemonic Masculinity: Rethinking the Concept' (2005) re-evaluates the popular term to produce 'a more complex model of gender hierarchy' (829). The notion of hierarchy influenced by power redistribution is the foundation of the present study of the works of the Mexican Onda movement. Instead of adopting an expected gender perspective, this article presents a study of text ownership based upon a narratological interpretation of the concept of hegemonic masculinity as a mechanism of controlling the text. The analysis will examine the power struggle between the first-person narrator and editor with a view to determining the effect this struggle has on character (re)creation. The study will employ Ricoeur's interpretation of non-linear narrative, and various studies of transculturation and its effect on the interpretations of literary texts. The texts analysed in this article include the story La tumba (1964) by José Agustín, Gustavo Sainz's novel Obsesivos días circulares (1969), and Parménides García Saldaña's short story 'Goodbye Belinda' from the collection El rey criollo (1971).
    • Understanding career management skills: findings from the first phase of the CMS LEADER project

      Neary, Siobhan; Dodd, Vanessa; Hooley, Tristram; International Centre for Guidance Studies (2016)
    • Understanding employers' graduate recruitment and selection practices. BIS Research Paper 231.

      Pollard, Emma; Hirsh, Wendy; Williams, Matthew; Buzzeo. Jonathan; Marvell, Rosa; Tassinari, Arianna; Bertram, Christine; Fletcher, Luke; Artess, Jane; Redman, Jennifer; et al. (Department for Business, Innovation and Skills, 2015)
      This research examined the approach to graduate recruitment adopted by employers and how this has evolved in recent years. In particular the study aimed to explore patterns in graduate recruitment, behaviours of graduate employers and interactions between graduate employers and universities. It therefore provides a picture of long-term trends in practice from pre-recruitment activities through to entry, induction and beyond, and before, during and after the recession; and indicates the ways in which employers’ thinking about recruitment and selection have, and are, changing and developing. The research was driven by a need to update the evidence and understanding of recruitment practice as the population of graduates has increased dramatically and become more heterogeneous; the labour market has changed, emerging from difficult economic conditions; and there is increasing policy interest in diversity and particularly in social mobility.
    • Understanding the careers cold spots.

      Boys, Jonathan; Hooley, Tristram; Barbone, Lucia; Hedges, Sophie; Spekesser, Stefan; The Careers & Enterprise Company (The Careers & Enterprise Company, 2016)
      This paper sets out our cold spots analysis which provides us with some important insights about how opportunities are organised in England. In the report we examine which areas have: high levels of engagement between schools and employers; young people who are making opportunity informed decisions and achieving positive outcomes in terms of education and employment. We also examine the areas in which young people are most likely to experience substantial barriers. This analysis allows The Careers & Enterprise Company to understand where more career support is needed and to direct our resources towards these areas. We hope that it this analysis will also guide the activities of others working in this space.
    • Understanding the part-time researcher experience

      Hooley, Tristram; Kulej, Malgorzata; Edwards, Carol; Mahoney, Kate; Vitae (CRAC, 2009)
    • Understanding the place of Australian English: exploring folk linguistic accounts through contemporary Australian authors

      Mulder, Jean; Penry Williams, Cara; University of Melbourne (Victoria, Australia) (JM); La Trobe University (Victoria, Australia) (CPW) (Taylor and Francis, 2018-02-19)
      This paper explores Australian English (AuE), utilising a folk linguistic approach and engaging with its use in novel-writing. It is argued that discussions by contemporary Australian authors about their approaches to writing and voicing characters, and the actual voices authors give to their characters can be used as data to gain new understandings of what language forms have social meanings within AuE. The value of this analytical approach is then illustrated with interview and text extracts from one Australian author, revealing that this type of analysis provides insights into both the folk linguistic understandings of an author and how language variation is employed within the fiction series to index local types. It is concluded that such an approach can be generalised to better understand variation in AuE as accessed by other language-focussed professions and their differing conceptualisations of language, as well as to further understand variation in other varieties of English, and in other languages.
    • Understanding what makes a positive school experience for pupils with SEND: Can their voices inform inclusive practice?

      Dimitrellou, Eleni; Male, Dawn; University of Derby; UCL Institute of Education (Wiley, 2019-04-25)
      Since the advent of the ideology of inclusion, several concerns have been raised worldwide regarding the effectiveness of its implementation. In the UK, governmental evidence suggests that maintaining pupils with special educational needs and/or disability (SEND) within mainstream school settings, is one of the greatest challenges (DfE, 2018). There is now, more than ever, the need to explore pupils with SENDs’ mainstream experiences and understand the challenges they encounter. This study explores the voices of secondary‐aged pupils with social emotional mental health difficulties and moderate learning difficulties as a way of understanding their needs and thus, facilitating their inclusion. Thematic analysis was employed to analyse data from semi‐structured interviews with 43 pupils with SEND and 8 typical pupils as a comparable group. The findings indicate that the school experiences of pupils differ based on their type of need. Yet, despite the differences, all the pupils expressed similar views on what makes a positive school experience. The four emerged themes were interesting lessons, effective control of challenging behaviour, equal allocation of teachers’ support and positive relations. The study concludes by proposing that listening to the voices of pupils with SEND can be a powerful tool to inform inclusive practice.
    • Unravelling Space and Landscape in Leisure Identities

      Crouch, David; University of Derby (Palgrave Macmillan, 2015)
      This chapter considers leisure identities through the occurrence of landscape. Prevailing notions of landscape are questioned and critiques, from the notion of what landscape is, so as to work towards a discussion of the relationships between ourselves, landscape and 'place' in the doing of leisure
    • Unsatisfactory devices: legacy and the undocumentable in art.

      Bartram, Angela; University of Derby (Palgrave Macmillan, 2018)
      Regarding perception of ephemeral artwork when lost to the fractures of time Peggy Phelan states “you have to be there.” For Phelan 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? This essay interrogates the critical, sensitive and individualized distance necessary to archive transient artworks. 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 is analysed in response to The Alternative Document, an exhibition I curated on the subject in 2016, and suggests archival possibilities beyond formal academic, artistic and museological conventions.
    • Unsavoury thoughts

      Levesley, Richard; University of Derby (Meraki greetings cards, 2018-01)
      Investigation into trends within the industry, exploring varied audiences for the gift market. Research of current Illustration competition, use of humour and subjects in the industry. A body of visual experimentation and process to challenge and create contemporary illustrated outcomes in the field of design. Visual research into drawing and experimentation into line quality, characterisation and developing appropriate characters for audience. Distributed nationally currently featured in UK retail outlets such as Paperchase.
    • Unsettling action and text: a collaborative experience.

      Bartram, Angela; O'Neill, Mary; University of Lincoln (Routledge, 2016)
      The original abstract for this text was written in 2009, and reflected the beginning of a collaboration informed by two individuals’ research confidences and disciplines. A work titled ‘Oral/Response’, which combined the documentation of a performance within its structure, allowed a conversation to emerge between disciplines and ways of working, of live action and its textual documentation. ‘Oral / Response’ explored the dynamic, but often disjointed relationship between these two linked but separate elements within the performance itself. The simultaneous dialogue between action and text in this work aimed to highlight the ways in which performance and its legacy as documentation can be reflexive and co-dependent. By making the text as evanescent as the act it describes, this work became the foundation of a new form of practice for both collaborators, a nexus of theory and practice that combined different languages, different ways of knowing and experiencing. The rules and regulations that direct and confine solo compositions in text and action became less rigid, more malleable and symbiotic. In the interim and beyond this work the collaboration has developed in such a way that the distinction between these disciplines, specifically in critical theory and arts practice, has become insignificant. While initially the partnership provided access to each other’s disciplines there is now fluidity, confidence, and trust whereby the roles ascribed to each varies depending on the requirement of the work. The lines have become blurred, and the separation of roles foggy allowing each collaborator the safety and space to take risks by entering domains that are less familiar research methodologies. Therefore the collaboration, aside from the actual work produced, has a significant extra dimension - it allows each partner to become confident and articulate in the others field. Dynamic elements have been liberated for the possibility of an analysis of the range of co-efficiencies and motivations that abound from this fusion, and speaks of the nature of collaboration itself. A reflexivity in approach and position has reshaped, informed, and re-informed the possibilities for emergent research, where trust allows each participant to be confident in a range of methods for creating knowledge. This chapter traces the development of the collaborative relationship from its beginning in two distinct areas of expertise and strength to a partnership where there is now more overlapping of roles.
    • The use of unequal randomisation in clinical trials — An update.

      Peckham, Emily; Brabyn, Sally; Cook, Liz; Devlin, Thomas; Dumville, Jo; Torgerson, David J.; University of York; University of Manchester (Elsevier, 2015-11)
      Objective To update a 2005 review of the reasons researchers have given for the use of unequal randomisation in randomised controlled trials (RCTs). Main measures Intervention being tested; type of study; number of participants; randomisation ratio; sample size calculation and reason given for using unequal randomisation. Methods Review of trials using unequal randomisation. Databases and sources Cochrane library, Medline and CINAHL. Results A total of 86 trials were identified. Of these 82 trials (95%) recruited patients in favour of the experimental group. Various reasons for the use of unequal randomisation were given including: gaining treatment experience; identification of adverse events; ethical; logistic and enhancing recruitment. No trial reported explicitly used it for cost-effectiveness. Most of the papers (i.e. 47, 55%) did not state why they had used unequal randomisation and only 38 trials (44%) appeared to have taken the unequal randomisation into account in their sample size calculation. Conclusion Most studies did not mention the rationale for unequal allocation, and a significant proportion did not appear to account for it in the sample size calculations. Unlike the previous review economic considerations were not stated as a rationale for its use. A number of trials used it to enhance recruitment, although this has not been tested.
    • The uses of a chronology: a guide for students

      Hayes, Dennis; Browne, Liz; University of Derby; Oxford Brookes University (University of Derby, 2017-06-14)
      Whatever topic or issue you wish to study there is only one way of starting – with a chronology. Once you draw up a chronology and reflect upon it, that mental block you may have will vanish. Simply look for differences and changes rather than similarities. When you have done this writing that essay, independent study, dissertation or thesis will be interesting and exciting. You will have something interesting to say. This paper makes more widely available a piece of research undertaken by Professor Dennis Hayes, Professor Liz Browne (a professor at Oxford Brookes University and a Visiting Professor at the University of Derby) and colleagues. It provides an introduction and rationale for using chronologies as well as several examples that illustrate how they illuminate subjects for students to consider. The original research began with a cheeky question. There are many bestselling textbooks but do the students who buy them actually use them? Authors may not be troubled by this as the royalties still come in but there is more to writing than a cash nexus. The textbook that we used is now in its fifth edition - Armitage, A., Cogger, A., Evershed, J., Hayes, D., Lawes, S. and Renwick, M. (2016) Teaching in Post-14 Education & Training, Maidenhead: Open University Press. If you are studying or working in Post-14 education we recommend that you read Chapter 9 ‘Developments in Post-14 Education and Training’ which brings the chronology up-to-date. But all students will find this guide useful whatever their particular subject specialism.
    • Using a research-informed interprofessional curriculum framework to guide reflection and future planning of interprofessional education in a multi-site context

      Moran, Monica Catherine; Steketee, Carole; Forman, Dawn; Dunston, Roger; University of Curtin (Canadian Institute for Studies in Publishing Press, 2015-03)
      Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning. Methods and Findings: A collaboration between multiple stakeholders led to the establishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions. Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.