• 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.
    • 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 Derby (2015-03)
      Abstract 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.
    • A utilitarian antagonist: the zombie in popular video games

      Hunt, Nathan; The University of Derby (Palgrave Macmillan, 2015)
      This article takes as its starting point the prevalence of the zombie in video games. I argue that, although the zombie games often superficially resemble filmic texts in their use of aesthetic and narrative, they must be understood, less as a set of conventions and thematic metaphors in the way that the zombie text has been read in film and television scholarship, and more as a utilisation of the zombie as a utilitarian antagonist that facilitates and permits the pleasures of violence and fantasy in video game play. Beginning with the Resident Evil and Left 4 Dead series of games I examine the way that games necessarily update the notion zombie as mass antagonist via the need to vary gameplay activity through different styles of adversary for players. At the same time I will demonstrate that, far from simply being the province of the survival horror genre, the zombie appears across an array of game forms, game cultures and game productions. The zombie highlights the participatory nature of game culture in the array of zombie 'mods' that users create to transform existing games into zombie based games, in particular in relation to titles such as the Call of Duty series. At the other end of the production spectrum the zombie features heavily in the little studied area of online flash games where the zombie can be found in a variety of game genres and forms. The zombie here often operates as a pastiche of popular zombie narratives in survival games (The Last Stand), parodic engagements with zombie conventions (Jetpacks and Zombies) or play with the notion of zombie pandemics (the Infectionator games). Here I situate the zombie game as a aesthetic genre that works to provide an easily understandable context for such interactive genres as survival horror, text adventures, shooting games, physics games and driving games, with the popularity of these enough to drive numerous dedicated hosting and link sites such as zombiegames.net. The pastiche element of these games extends into gamers social engagement with games. Online debates over the the appropriate actions or preparation for a zombie holocaust are commonplace on the internet in such spaces as Zombieresearch.net. Whilst many of these sites feature decidedly tongue in cheek engagement with the notion of the zombie apocalypse, the users of fora for games like Left 4 Dead and Dead Island tend to debate this directly in the terms of the games themselves, discussing their relative merits or realism. Some of these games also highlight the specific pleasures of identifying the zombie as protagonist of sorts. In discussing this I will return to online gaming and the Left 4 Dead games in which players may compete online as part of the zombie horde. Such games raise major questions for the issues of identification and immersion that are said to be at the centre of the game experience. I will also explore the parodic pleasures of many flash games that situate the player in the role of spreading zombie infections. Throughout this article I aim to demonstrate that the zombie in game culture is less a cultural metaphor than a combination of utilitarian antagonist and a persistent aesthetic; a means of providing style or pleasure to many games that relies on the intertextual and flexible nature of the zombie as popular cultural phenomenon.
    • Values production through social and emotional learning

      Wood, Peter; University of Derby (Routledge, 2015)
      This chapter considers if social and emotional learning(SEL) schemes have the potential to marginalise and promote certain values, norms and behaviours, to guard against cultural pollution. It explores the historical underpinnings of values education and highlights concerns regarding values production via the national and hidden curriculum. Education serves a function for society as it should shape social beings by instilling shared moral traditions, practices and ideals. Such opinion is also demonstrable in terminology of various acts of parliament in the United Kingdom, like 1944 Education Act and the Education Reform Act 1988, which both identified the central role of education system in values production. The National Curriculum, which stemmed from latter of these acts, was the first step in explicitly recognising the integral tenet of schooling in shaping the values of pupils, by making it compulsory for schools. Current educational policy and its narrow emphasis on academic performance is one of the obvious barriers to the realisation of mutual reach.
    • VET realignment and the development of technical elites: learning at work in England

      Esmond, Bill; Atkins, Liz; University of Derby (European Research Network in Vocational Education and Training (VETNET), 2020-08-11)
      An enhanced role for work-based learning is advocated increasingly widely across industrialised countries and by international VET policies. However, this is framed differently in each country by long-term policy orientations that reflect VET’s relationship with wider economic and social formations. These national differences reflect path dependency but also distinctive responses to contemporary challenges such as globalisation. In England, recent reforms strengthening workplace learning are constrained by existing patterns of skill formation and may be shaped by further market liberalisation and divergence from social and economic policies in Europe. The study examined the relationship between greater emphasis on workplace learning in England and societal change, addressing the research question: how are early experiences of work in England, as part of young people’s full-time education programmes, positioning them for future employment? Case studies were organised around apparently distinctive placement types that had emerged from earlier studies. Using the constant comparative method, the team identified a series of categories to distinguish the way each type of work-based learning positioned students in a particular type of labour market transition. Evidence emerged of divergence in England’s ‘further education’ system, across mainly male ‘technical’ routes, young people on vocational courses preparing them for routine, low-skilled, precarious employment, and an area of greater uncertainty preparing young people for digital routes linked to the ‘new economy’. Key dimensions of difference included study locations, discourses of occupational status, types of valued learning content, approaches to socialisation, sources of expertise and processes of credentialisation. In each case, learning at work served to position students for a particular type of labour market transition, which we characterise as technical elite formation, welfare VET and new economy precarity. Approaches to workplace learning in England already reflect social distinctions but entail the possibility of reinforcing these, supporting a more hierarchical pattern of labour market transition. Whilst the upper strata of VET shift their purpose to support the formation of new ‘technical elites’, others face the possibility of further marginalisation. Such new inequalities could become central to a further fragmented society in a post-Brexit, post-COVID-19 Britain. Other European states facing challenges of globalisation and the transition to services are also likely to experience pressures for VET stratification, although they may seek less divisive solutions.
    • Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing

      Esmond, Bill; University of Derby (Taylor & Francis, 2020-05-25)
      Where young people’s upper-secondary education spans work and institutional domains, questions arise about learning across both spheres and its guidance. Theoretical accounts of ‘boundary crossing’ have explored how vocational teachers can integrate learning across domains by drawing on extended concepts and theoretical knowledge to solve workplace problems; whilst empirical accounts have validated the role of vocational educators by describing the workplace and schools as equally valid, complementary spheres. Different understandings, described here as ‘integrative’, ‘complementary’ and ‘implicit’, appear to reflect different national patterns of vocational education. The paper reports a qualitative study conducted around two case studies, located in Germany and England, of the way vocational teachers’ understandings of facilitating learning across domains are constructed. Vocational teachers working in Germany’s ‘dual training’ claimed to provide advanced knowledge that they compared to practical work skills, reflecting ‘implicit’ or ‘complementary’ approaches to learning across domains. Teachers in England, where workplace learning elements are more unevenly developed and lack institutional foundations, nevertheless described colleges and workplaces as distinctive, little-connected spheres. These differences suggest that teachers’ approaches are less shaped by the potential or necessity for ‘integrative’ approaches than by the way different systems enable or constrain their conceptualisation of ‘possible futures’.
    • Water-fountain-sculpture

      Locke, Caroline; Wermers, Nicole; Pye, William; Janzing, Godehard; Bussman, Valerie; German Forum for Art History; University of Derby (Henry Moore Institute, 28/01/2017)
      This seminar event explored how water and fountains have been used by artists and sculptors for a variety of purposes. The afternoon began with a discussion of Marcel Duchamp's 'Fountain' (1917) and examined more recent examples of water sculpture such as the memorial at Ground Zero. In collaboration with Dr Godehard Janzing (Deutsches Forum für Kunstgeschichte), Valerie Bussmann (independent), Nicole Wermers (artist), William Pye (artist) and Caroline Locke (artist). Godehard Janzing discussed ‘Falling Waters at Ground Zero: when Terrorism turns into Nature’ and how the use of the symbolism of water becomes problematic in this context. Valerie Bussmann continued the theme of the city with an examination of the relationship Paris has with water as both necessity and art. Water as a sculptural material was explored by Nicole Wermers, focusing specifically on her 2011 series ‘Wasserregal’ (‘Watershelves’). William Pye has long been inspired by water and first introduced it as a major sculptural element in his work in the 1980s. Caroline Locke shared the themes of water and vibration, which have formed a key part of her practice and focused on her use of water in connection with her Performing Data projects. She has used her water fountains to animate certain data sets in connection with the human body and environmental data.
    • We will not disrupt your education.

      Cheeseman, Matthew; University of Derby (University of Leeds, 2011)
    • What do researchers do? Career profiles of doctoral graduates

      Hooley, Tristram; Videler, Tennie; CRAC (The Careers Research and Advisory Centre (CRAC), 2009)
    • What does good careers advice look like?

      Hooley, Tristram; University of Derby (Westminster Employment Forum, 2015)
    • What teachers need to know

      Hardman, Alison; University of Derby (2016-07-07)
      Set within the current context of teaching and teacher education, this presentation will explore what at first glance seems a simplistic question: What do Teachers Need to Know? Drawing upon some pertinent international perspectives and implications for practice, the presentation will reflect upon important philosophical viewpoints that serve to frame perceptions of teacher knowledge. By addressing some of the wider political, professional and pedagogical considerations allied to this focus, the presentation raises some key questions for the very future of the profession.