Workers researching the workplace using a work based learning framework: Developing a research agenda for the development of improved supervisory practice

This is a preprint of an article which later appeared in Impact: Journal of Applied Research in Workplace E-learning.The article is case study of academic practice in respect of the supervision of research in the workplace by distance learners using a Work Based Learning (WBL) framework. Key aspects of the WBL are described including the role of technology in delivery. Drawing upon tutor experience at one institution and knowledge of practice elsewhere several conceptual and practical issues are raised as the basis for a planned research exercise to identify commonalities and differences in approach among practitioners. Ultimately, the purpose is to improve the relevance and application of workplace research by practitioners

Talking about the 'rotten fruits' of Rio 2016:framing mega-event legacies

Legacy has become a watchword of hosting mega-events in recent years, used to justify massive spending and far-reaching urban transformations. However, academic studies of legacy outcomes suggest there is only limited evidence for the efficacy of using mega-events to deliver broader policy goals. The discourse of legacy promulgated by the International Olympic Committee promotes a fantastical vision of the possibilities created by mega-events while obfuscating critical analyses of legacy. This paper explores legacy talk among a wholly different group – activists who have protested against the Olympic Games, specifically in Rio de Janeiro – based on interviews conducted two years after the Games as part of a broader ethnographic study. The positive connotations of legacy, even among these Olympic critics, places a straitjacket on conversation, leading activists to discuss specific legacy projects, at the expense of highlighting the very real harms of mega-event development, such as evictions, gentrification and militarization. As such, there is a need to deepen understanding that legacy encompasses all that is left behind after mega-events, not only the positive impacts.</p

The erotic and contemporary art

Lou Andreas Salomé wrote The Erotic (1911) before she met Freud. The recent English translation of her ground-breaking book encourages us to consider how a century of social change has affected erotic behaviour, and what this may mean for psychoanalysis. In a world of online porn, internet dating and ‘digital emotions’, what are the contours of ‘the erotic’ in the world today? This interdisciplinary conference explores the significance of contemporary erotic life for human relationships and the questions it poses for psychoanalytic theory and practice. Speakers were asked to consider a variety of themes: The erotic at different stages of life Differences and similarities between male and female eroticism The difference between ‘erotic’ and ‘sexual’ The new female erotica – what is its appeal? Sexualisation of childhood and 'childhood sexuality' 'Cultural hypocrisy’ and double standards - do they still exist? Pornography – how is it used and what are its effects on individuals and relationships? Internet dating and online affairs – a modern form of infidelity? New technology and the erotic Eroticism and violence Erotic fantasies Erotic transference and counter-transference in psychoanalysis Heterosexual and homosexual erotic – is there a difference? Cross-cultural and inter-cultural perspectives on the erotic Is there such a thing as a ‘post-modern’ erotic? Emma Talbot's presentation focused on representations of the erotic in contemporary art, and was followed by a roundtable discussion

Using a work based learning framework to deliver regeneration education for practitioners at the University of Chester

This is the author's PDF version of an article published in Ad-Lib© 2009. The definitive version is available at www.cont-ed.cam.ac.uk/institute-media/pdfs/adlib/adlib38.pdfThis article discusses a regeneration practitioner programme delivered through the work based learning and integrative studies programme at the University of Chester

Changing power relations in work based learning: Collaborative and contested relations between tutors, learners and employers

This is the author's pdf pre-print of a book chapter due to be published in 2011.This book chapter discusses some of the implications for the role of university tutors and the centrality of educational objectives in circumstances where there is a 'cultural shift' towards meeting the needs of learners and employers. The work based and integrative studies (WBIS) programme at the University of Chester is used as a case study to examine the changing power relations between university tutors, learners, employers and the university, compared to relations on traditional programmes

The uniform approximation of polynomials by polynomials of lower degree

approximation, in a given interval,of a polynomial of degree in by a polynomial of degree n &lt; m has been solved analytically in only two cases: (i) by Chebyshev, when m = n + 1, (ii) by Zolotarev, when m = n + 2. In case (i) the solution is expressible in term

Delivering distance education for modern government: The F4Gov programme at the University of Chester

The Foundation for Govenment (F4Gov) programme developed for the British Civil Service is an innovative low-cost accredited programme of distance learning using a dedicated Virtual Learning Environment designed to improve individual and hence organisational performance. It is flexible in terms of design and delivery and enables individuals and organisations to devise learning which meets their needs. The emphasis upon theory and practice is designed to reflect practice as well as embed deeper learning associated with higher education. The content of the programme is designed to equip participants with the skills necessary to deliver modern government

Transforming informal communities through discourse intervention:RioOnWatch, favelas and the 2016 Olympic Games

In August 2016, tens of thousands of journalists descended on Rio de Janeiro to cover the summer Olympic Games held in that city. While the majority covered the action on the track, many sought stories about the city itself, world famous for startling inequality at close quarters. Catalytic Communities, and a non-governmental organisation which has worked with favela residents for years aimed to capitalise on this attention through their RioOnWatch project, an online news site providing detailed coverage of events in favelas across the city, in both English and Portuguese. The NGO also worked with numerous journalists who visited Rio de Janeiro to help them understand and accurately report on the complexities of the Olympic city. Based on ethnographic fieldwork in Rio, this chapter traces RioOnWatch’s attempts to transform the discourse around favelas during this moment in the global spotlight, seizing this political opportunity. In essence, RioOnWatch is involved, with other social movement actors, in a discursive contest over the power to define favelas. This is aimed at undermining the logic of harmful policies including pacification and forced evictions

Delivering distance education for the Civil Service in the UK: The University of Chester’s Foundation for Government programme

This is the author's version of the book chapter.This book chapter discusses a distance delivered work based learning programme using a dedicated virtual learning environment for the British Civil Service called 'Foundation for Government'. There are currently about 350 students on the programme and at time of writing, the first learners are completing. The programme is designed to equip the broad mass of Civil Servants with the essential skills for modern government. While the programme has undoubtedly been successful, it has also raised a number of issues requiring further research. These are: the involvement of employers; technological versus educational imperatives; learner experience and progression and the assumption of knowledge transfer