Internet innovations:exploring new horizons

The aim of this paper is to provide a standpoint on an emerging trend in sharing digital video content over the Internet. The paper is based on participative evaluative analysis of business model employed by digital video content sharing providers. The authors have found that because of wide diffusion of broadband and cheap video recording equipment, enabling digital video content to be shared online, and emerging business internet video sharing practice its users increasingly find themselves infringing the intellectual property rights of others. This has implications for anyone using online video resources. The paper offers an insight into the increasing popularity of online video and the resulting dilemmas encountered by internet researchers; it also offers a functional way for researchers, businesses and online users to understand the mechanism of infringement of the intellectual property rights relating to online video content. The paper further contributes to expanding the understanding of internet users behaviour in relation to digital video content creation and distribution in the context of challenges faced by cyberlaw

Au fait law placements:an emerged reality or a popular trend in contemporary education?

PurposeEnhancing student employability and bridging the gap between theory and practice in law education requires a more multifaceted approach than the traditional mix of lectures, tutorials and simulations. Law placements also provide an opportunity to reinforce the importance of the professional practice standards and requirements laid down by the Law Society of Scotland. The design and implementation of law placements is analysed from the point of initiation to becoming a regular practice. The emphasis is on placements embedded in the programme of study offered to Stage 3 students to facilitate their career choices prior to specialisation in the final year.Design/methodology/approachThis study utilises a longitudinal multi-method approach, allowing the analysis of various aspects the development and practical implementation of law related placements. The views of students, academic staff and representatives of local employers are gathered by in-depth interviews. A reflective workbook method is also used to analyse the ‘integration’ of learning and to support the ‘demonstration’ and assessment of personal and professional capabilities which are difficult to assess by other means.FindingsThe paper presents the challenge faced by a higher education institution in organising meaningful placements and looks at the other avenues explored, particularly in the Third Sector. There are differences in the expectations of law placement providers (law firms and Third Sector organisations) in respect of students’ skill and knowledge base. The students were explicit about the need to demystify the profession and are appreciative of experience with atypical law placement providers which expands their perceptions of the choices within a law career. Students have also indicated a positive alteration in their attitude to the role of reflective practice, which stimulated changes in their behaviour with respect to professional development.Practical implicationsThe outcomes of the initial stage of this study have implications for law departments in higher education in the context of organising law placements, evaluating their effectiveness and their impact on student employability.Originality/valueTeaching law has its specifics and already employs a number of methods: simulations, negotiation exercises, moots and debates. This paper explores ways of providing a more meaningful practical experience for undergraduate students by placing an emphasis on such elements of professional practice as drafting legal documents and preparing professional opinions, while introducing the complexity of the law profession. Solutions to the challenges faced by the institution in organising those placements are analysed. The study provides an analytical view on the effectiveness of law placements in relation to other widely used approaches to bridging the gap between the theory and practice of law

Observability of characteristic binary-induced structures in circumbinary disks

Context: A substantial fraction of protoplanetary disks forms around stellar binaries. The binary system generates a time-dependent non-axisymmetric gravitational potential, inducing strong tidal forces on the circumbinary disk. This leads to a change in basic physical properties of the circumbinary disk, which should in turn result in unique structures that are potentially observable with the current generation of instruments. Aims: The goal of this study is to identify these characteristic structures, to constrain the physical conditions that cause them, and to evaluate the feasibility to observe them in circumbinary disks. Methods: To achieve this, at first two-dimensional hydrodynamic simulations are performed. The resulting density distributions are post-processed with a 3D radiative transfer code to generate re-emission and scattered light maps. Based on these, we study the influence of various parameters, such as the mass of the stellar components, the mass of the disk and the binary separation on observable features in circumbinary disks. Results: We find that the Atacama Large (sub-)Millimetre Array (ALMA) as well as the European Extremely Large Telescope (E-ELT) are capable of tracing asymmetries in the inner region of circumbinary disks which are affected most by the binary-disk interaction. Observations at submillimetre/millimetre wavelengths will allow the detection of the density waves at the inner rim of the disk and the inner cavity. With the E-ELT one can partially resolve the innermost parts of the disk in the infrared wavelength range, including the disk's rim, accretion arms and potentially the expected circumstellar disks around each of the binary components

Reflections on practice-centred curricula in teaching entrepreneurship in Malaysia

This paper discusses the challenges of entrepreneurship education in a regional Malaysian context and provides the design details of entrepreneurship modules providing a practical experience. It is argued that an active, experience-centred module delivery helps to revitalise student curiosity in entrepreneurial activities. The paper utilises the phenomenological approach to explore the contemporary challenges of entrepreneurship education and to gain a deeper insight into its contemporary complexity. The material for the phenomenological analysis is obtained by means of focus groups which are contrasted with the students’ written reflections and staff observations on teaching and learning activities in entrepreneurship modules. The findings indicate that two months timescale for studying entrepreneurship is too short because of competing priorities within the programme of study and an eclectic essence of entrepreneurship. It was also found that students believe that being supported by tutors having practical experience is motivating and reassures them about further learning. The concerns about the applicability of Western concepts of entrepreneurship education to the Malaysian context were not corroborated. It has been argued that practice-centred learning opportunities are often associated with off-campus education and take place in the ‘real world’. The suggested design for standalone entrepreneurship modules evidently ensures a rich experience for students and provides an effective springboard for developing entrepreneurial aspirations

A comparative analysis of graduate employment prospects in European labour markets:a study of graduate recruitment in four countries

The aim of this paper is to provide a comparative analysis of higher education and the graduate labour markets in selected European countries (France, Germany, Spain and United Kingdom) in the context of the expectations of graduates and prospective employers, and respective recruitment and selection practices. Expectations of graduating students from a number of European collaborating universities are sought and analysed in order to find out about a match between the knowledge and skills of graduates and the needs of European employers. The study examines the process of graduate recruitment, employee and employer expectations, and the role of higher education institutions in meeting such expectations. Primary data was gathered from 252 employers and 485 final year (graduating) students through the use of questionnaires. The analysis of the data collected has revealed different approaches to but similar methods of graduate recruitment between the four countries. Despite the current differences in higher education systems and labour market trends, the expectations of employers and graduating students are more similar than different. It is concluded that EU graduates will have good employment prospects in an integrated labour market