Outputs (45)

Introducing the Emergency Propagated Reference Network (EPRN): A practical and efficient ad hoc network for emergency response (2015)
Presentation / Conference Contribution
Dixon, J. W. D., & Grey, D. J. (2015, April). Introducing the Emergency Propagated Reference Network (EPRN): A practical and efficient ad hoc network for emergency response. Presented at International Conference on Computer Games, Multimedia and Allied Technology, Singapore

Many civilian, law enforcement or military emergency services are beginning to understand the need for rapidly deployable and dependable mobile ad hoc networks (MANETs) for situations where GPS, satellite, cellular and private mobile radio (PMR) comm... Read More about Introducing the Emergency Propagated Reference Network (EPRN): A practical and efficient ad hoc network for emergency response.

Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability (2015)
Journal Article
Furnell, J., & Scott, G. (2015). Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability. Journal of Learning Development in Higher Education, 8, https://doi.org/10.47408/jldhe.v0i8.234

Graduate employability is a key issue for Higher Education Institutions (HEIs), academic faculty and of course for students themselves. It is recognised that to be employable graduates require both discipline specific skills/knowledge and more generi... Read More about Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability.

Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved] (2015)
Journal Article
Scott, G. (2015). Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved]. F1000Research, 4, Article 46. https://doi.org/10.12688/f1000research.6129.1

There exists in the UK (and across the global HE sector) a community of practitioners who define themselves as biologists but who are more than that. They are reflective educators involving themselves in the Scholarship of Teaching and Learning (SoTL... Read More about Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved].

Student mental wellbeing in higher education: Good practice guide (2015)
Book
Working Group for the Promotion of Mental Well-Being in Higher Education, Louise-Lawrence, J., Alcorn, R., Barden, N., Butlin, J., Ruth Caleb, D., Goodman, J., Godderidge, M., Leonard Fagin, D., Annie Grant, D., Green, L., Jones-Davies, S., Keegan, D., Lester, J., McGuire, C., Olohan, S., Smith, E., & Withers, M. (2015). Student mental wellbeing in higher education: Good practice guide. Universities UK

Universities UK Mental Wellbeing in HE Working Group (2015). . London: Universities UK.

Discovering Summon (2014)
Journal Article
Ewen, M., & Latham, M. (2014). Discovering Summon. Sconul Focus, 51-52

Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork (2014)
Journal Article
Scott, G., & Boyd, M. (2014). Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork. Education 3-13, 44(6), 661-670. https://doi.org/10.1080/03004279.2014.996242

This paper demonstrates the positive impact of learning through ecological fieldwork upon children's ability to write, and to write about science. Specifically we have carried out a relatively large-scale study (involving 379 children aged 9–11 years... Read More about Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork.

Feminist pedagogy in action: reflections from the front line of feminist activism-the feminist classroom. (2014)
Journal Article
Louise-Lawrence, J. (2014). Feminist pedagogy in action: reflections from the front line of feminist activism-the feminist classroom. Enhancing Learning in the Social Sciences, 6,(1), 29-41. https://doi.org/10.11120/elss.2014.00022

How far can feminist pedagogy facilitate a positive learning experience for the student? I explore this question by offering a critical reflection of teaching a Gender Studies module to two cohorts of students: part-time mature and full-time ‘traditi... Read More about Feminist pedagogy in action: reflections from the front line of feminist activism-the feminist classroom..

Using the AUA CPD Framework: a practical guide to success (2013)
Other
Shine, J., Birds, R., & Lillie, C. (2013). Using the AUA CPD Framework: a practical guide to success

This guide has been developed to help you get the best from the AUA’s CPD Framework. We start by explaining some of the history, and then outline what we mean by a behavioural framework, before we go on to demonstrate how it can be used in the workpl... Read More about Using the AUA CPD Framework: a practical guide to success.

A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy? (2012)
Journal Article
Scott, G. W., & Boyd, M. (2014). A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy?. Education 3-13, 42(5), 517-527. https://doi.org/10.1080/03004279.2012.731418

This paper demonstrates that an informal field trip can have a lasting impact upon aspects of learning in a primary school context. Specifically, we consider the longer term impact of an informal trip to a rocky shore upon scores achieved in literacy... Read More about A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy?.

Evaluating a visual timeline methodology for appraisal and coping research (2012)
Journal Article
Mazzetti, A., & Blenkinsopp, J. (2012). Evaluating a visual timeline methodology for appraisal and coping research. Journal of Occupational and Organizational Psychology, 85(4), 649-665. https://doi.org/10.1111/j.2044-8325.2012.02060.x

Theoretical models of stress have become increasingly sophisticated, recognizing the importance of context and history, yet the principal data‐gathering method used by researchers remains the self‐report questionnaire, a method which is conspicuously... Read More about Evaluating a visual timeline methodology for appraisal and coping research.