Now showing items 41-60 of 6431

    • The Engage-Disengage Model as an Inclusive Model for the Promotion of Healthy and Successful Aging in the Oldest-old

      Gonot-Schoupinsky, Freda; Garip, Gulcan; Sheffield, David; University of Derby (Informa UK Limited, 2021-09-01)
      Theories relating to healthy and successful aging do not specifically cater for the oldest-old. This predominantly theoretical research considers the relevance of existing healthy and successful aging theories in the oldest-old. It explores a small sample of interviews of independently living oldest-old using Differential Qualitative Analysis. The Activity Theory and the Disengagement Theory were particularly relevant to investigate differences. The Engage-Disengage model was conceived as a pragmatic holistic model to address specific challenges facing the oldest-old. Engage-Disengage reflects attainable healthy and successful aging in the oldest-old according to individual abilities (intrinsic physical and mental capacities), values, and external resources (social, material, and environmental).
    • Teacher education for SEND inclusion in an international context: The importance of critical theoretical work

      Robinson, Deborah; University of Derby (Routledge, 2021-12-31)
      Global commitments to inclusive education have been made in UNESCO’s Sustainable Development Goal, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for persons with disabilities’ (UNDESA, 2018. p75). With clear evidence that students with disabilities have heightened vulnerability to inequity, teacher education is considered an essential strategy for improving this situation. This chapter explores best practice in teacher education for SEND and inclusion and places emphasis on the importance of theoretical work in the teacher education curriculum. Best practices in teacher education must offer teachers opportunities to resist binary positions on the relevance of impairment to inclusive planning. It argues that critical theory in the form of critical disability studies provides useful theoretical tools, such as the explanation of ‘othering.’ These can make visible and ‘workable-on’, hidden barriers to inclusion including normative discourses. The chapter proposes two practical tools to support critical theorising on practice, reflexive practice, and transgression. Both support critical work on self and system. They also scaffold teacher agency in constructing hybrid forms of resistance/compliance in harmony with the freedoms and constraints operating in local and national sites for practice.
    • A feasibility study of a novel work-focused relational group CBT treatment programme for moderate to severe recurrent depression

      Walker, Nicola; Vernon-Smith, Madeleine; Townend, Michael; Teesside University; Leeds and York Partnership NHS Foundation Trust; University of Derby (Emerald, 2021-09-02)
      No current psychotherapeutic intervention is designed to enhance job retention in employees with moderate-severe recurrent depression. We hypothesized that interdisciplinary, work-focused psychotherapy would have the triple benefits of alleviating depression, improving interpersonal difficulties, and enhancing job retention. To test the feasibility of a new Work-focused Relational Group-CBT Treatment Programme for moderate-severe depression. The new programme was based on a theoretical integration of occupational stress, psychological, social/interpersonal, and bio-medical theories and consisted of (i) 1:1 psychotherapist sessions; (ii) a work-focused, twelve-week group CBT programme; and (iii) optional 1:1 sessions with an occupational therapist. Depression, coping/self-efficacy, health-related quality of life (HRQoL), interpersonal difficulty, and work/social functioning outcomes were assessed before and after group therapy using validated instruments. Intervention delivery, therapeutic alliance, client satisfaction, and programme cost were assessed. While there was no statistically significant change in HAM-D depression scores after therapy (n=5; p=0.313), there was a significant decrease in BDI-II depression scores after therapy (n=8; -20.0 median change, p=0.016; 6/8 responses, 7/8 minimal clinically important differences, 2 remissions). There were significant reductions in clinically relevant psychological distress, coping self-efficacy, HRQoL, and interpersonal difficulties after therapy. All clients in work at the start of therapy remained in work at the end of therapy. The intervention was safe, had 100% retention, and clients were satisfied with their treatment. The Work-focused Relational Group-CBT Treatment Programme showed promising immediate positive outcomes in terms of depressive symptoms, interpersonal difficulties, and job retention that warrant further exploration in a longer-term definitive study.
    • Circular economy: a conceptual model to measure readiness for manufacturing SMEs

      Thorley, J; Garza-Reyes, Jose Arturo; Anosike, A; University of Derby (Emerald, 2021-08-26)
      Over the last decade, circular economy (CE) has gathered interest from both industrialists and academics alike. Whilst CE research is widespread in such areas as supply chain and larger organisations, there is limited research into how small to medium enterprises (SMEs) can prepare for adopting CE. There is no comprehensive readiness model for SMEs adopting CE. The purpose of this paper is to explore the literature on change readiness and generate knowledge to fill this gap by developing a conceptual model to measure change readiness for SMEs' adopting CE. This study is based on a comprehensive literature review of change readiness models and frameworks. The paper reviews publications from Science Direct, Web of Science, Emerald, Scopus and Google Scholar. The readiness for change models and frameworks from the selected publications are evaluated and synthesised to develop a comprehensive conceptual model for change readiness for SMEs adopting a circular economy. A readiness conceptual model is developed by incorporating several factors as precursors to readiness, i.e. individual/collective difference, structural, contextual factors and related barriers. Eleven factors make up the individual/collective difference. Three factors make up the structural and contextual factors. This paper develops a conceptual model that can aid academics and practitioners in better understanding SMEs readiness to adopt CE. This paper makes a unique contribution by proposing a comprehensive conceptual model of readiness for SMEs adopting CE.
    • An empathetic approach: Using appreciative inquiry to gain balanced insights

      Veasey, Christian; Lawson, Alison; Hancock, Charles; University of Derby (Academy of Marketing, 2021-07-07)
      Appreciative Inquiry (AI) is described as a collaborative approach to the exploration and development of investigations with informed consideration of what is working well, as opposed to a problem-solving approach (Reed, 2010). The traditional problem-solving approach starts from the point of view that ‘xyz is not working in the abc department’ and has a potential disadvantage in that it focuses on the participants, so participants may feel as if they are under scrutiny and that the researcher is seeking someone to blame for the issue or problem (Goldberg and Commins, 2001). Moreover, this approach focuses on problems that may lead to negatively perceived outcomes, whereas concentrating on positivity, strengths, successes, achievements, positive choices, positive resources, energy and assets can lead to enhanced outcomes and the sustainability of existing strengths (Carter, 2006).
    • From KAM to KARMA: The evolution of Key Account Management for co-creation of value

      Veasey, Christian; Lawson, Alison; University of Derby (British Academy of Management, 2020-09-03)
      This study investigates Key Account Management (KAM) from a Marketing and Business-to-Business (B2B) perspective. A review of literature finds that in recent years marketing scholars have proposed that KAM has developed from its traditional roots in sales management to having a greater focus on relational aspects to co-creation of value. However, whilst the principles of Customer Relationship Management (CRM) to co-creation of value are well grounded within the marketing literature there are no theoretical models proposed for the practical application within KAM. To develop a new theoretical model for KAM by analysing the development of KAM over the past 30 years from a process driven discipline to today’s more complex arena that draws on CRM, SDL and co-creation of value. Secondary analysis of literature, analysis of KAM as a discipline, followed by analysis of definitions of KAM from the past 30 years. The emphasis of KAM has evolved into a Key Account Relationship Management Approach (KARMA), and a new theoretical model has been developed. New theoretical model proposed based on the KARMA approach.
    • A hardware implementation of 6dof quadcopter matlab/simulink controller algorithm to an autopilot

      Amar, Bousbaine; Fareha, a; Joseph, A. K.; University of Derby (Institution of Engineering and Technology, 2021-01)
      This paper presents a hardware implementation of Control algorithm for 6DOF Quadcopter developed on MATLAB/SIMULINK to an autopilot Microcontroller (PIXHAWK) using MATLAB/SIMULINK Embedded Coder. After the validation of the SIMULINK model controller results through the software simulation, the designed controller is converted into C\C++ and uploaded into the Pixhawk autopilot by creating SIMULINK application in the autopilot firmware. This paper presents a rapid and real test solution for quadcopter control system using Pixhawk autopilot which will provide further real adjustment for the control parameters. This feature is used in this research is to deploy the SIMULINK codes into the Pixhawk autopilot board through the Embedded Coder Tool.
    • Simulink model for a hydrogen PEM fuel cell for automotive applications

      Bousbaine, a; Wilson, d; Andrade, j; University of Derby (Institution of Engineering and Technology, 2021-01)
      Fuel cells have a relatively high energy density and use hydrogen as a renewable energy source. Fuel cells are one of the future promising renewable and sustainable power sources that can be used as a clean power source for various applications such as transportation. In conjunction with large supercapacitors, fuel cells can generate high power density with a fast dynamic response, which is ideal for automotive applications. In order to design a highly efficient fuel cell system for automotive applications, an optimised model for a multi-level DC-DC converter, fuel cell and supercapapcitor is required. The analytical model for the fuel cell has been developed in order to model the interface of the fuel cell, supercapacitor and drive train to the interleaved DC-DC converter. This paper deals with the development of a detailed fuel cell model using Matlab/ Simulink where the parameters for a Ballard Mk-V fuel cell stack are used. The simulation results have been presented and discussed and the validity of the developed model is ascertained.
    • Impact of the Strategic Sourcing Process on the Supply Chain Response to the COVID-19 effects

      Frederico, G.F.; Kumar, V; Garza-Reyes, Jose Arturo; Federal University of Paraná, Curitiba, Brazil; University of the West of England; University of Derby (Emerald, 2021-08-20)
      This research investigates the impact of the strategic sourcing process on the supply chain response to COVID-19. The paper presents practitioners' perspectives (experts in supply chain management, especially involved in the procurement field) on the strategic sourcing process's impact on the supply chain response. The study follows a survey-based approach for data collection. It uses a descriptive survey methodology where questions related to the impact of the strategic sourcing process on the supply chain response in the face of the coronavirus pandemic were explored by practitioners. In total, 130 valid responses were obtained. The results showed that the majority of respondents agreed or strongly agreed that strategic sourcing positively impacts the supply chain response amid the COVID-19 effects. Also, for the five phases of the strategic sourcing process, the majority of respondents considered them as a high and very high impact on the supply chain response. This paper provides timely insights for practitioners and academics, especially those involved in the supply chain management area, showing how the strategic sourcing process plays an important role in making supply chains more responsive amid disruption situations. Findings of this paper clearly shows the impact of the phases of the strategic sourcing process on the responsiveness of the supply chains amid the COVID-19 pandemic. This can encourage supply chain leadership to devote more time to strategic sourcing initiatives to generate improvements on the supply chain performance. This paper is unique since it brings an unexplored relation in respect to strategic sourcing amid disruption situations, such as the COVID-19 pandemic, from a practitioner's perspective. It also significantly contributes to developing new directions for the supply chain management domain to deal with large-scale disruptions, such as the coronavirus pandemic.
    • Africa, the Fourth Industrial Revolution, and digital diplomacy: (Re)negotiating the international knowledge structure

      Masters, Lesley; University of Derby (Taylor and Francis, 2021-08-20)
      The Fourth Industrial Revolution (4IR) builds on the exponential growth of digital capacities, blurring the lines between the physical and digital spheres. Following its recognition as a phenomenon at the 2016 World Economic Forum, analysis has mainly focused on assessing the socio-economic challenges and benefits that advancements in science, technology and innovation hold. Yet there remains a shortfall in understanding the impact of these digital technologies from the perspective of international relations and diplomacy, particularly on questions of equality, governance, and emerging transnational relations. For Africa, participation in negotiating the international governance of digital technologies is critical in mitigating a peripheral role in the international knowledge structure, ensuring transformational rather than transactional relations when it comes to the 4IR. This article argues that analysis of digital diplomacy as diplomacy for digital technology – ie, negotiating the governance of digital technologies – provides a useful lens for critically assessing Africa vis-à-vis the 4IR .
    • Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study

      Boulton, Michael J.; Boulton, Louise; Camerone, Eleonora; Down, James; Hughes, Joanna; Kirkbride, Chloe; Kirkham, Rachel; Macaulay, Peter; Sanders, Jessica; University of Chester (Mary Ann Liebert Inc, 2016-10-01)
      Children are heavy users of the Internet and prior studies have shown that many of them lack a good understanding of the risks of doing so and how to avoid them. This study examined if the cross-age teaching zone (CATZ) intervention could help children acquire important knowledge of online risks and safety. It allowed older students to act as CATZ tutors to design and deliver a lesson to younger schoolmates (tutees), using content material about online risks and safety provided by adults. Students in Year 6 (mean age = 11.5 years) were randomly assigned to act as either CATZ tutors (n = 100) or age-matched controls (n = 46) and students in Year 4 (mean age = 9.5 years) acted as either CATZ tutees (n = 117) or age-matched controls (n = 28) (total N = 291). CATZ tutors, but not matched controls scored significantly higher on objective measures of knowledge of both online risks and safety, and CATZ tutees, but not matched controls did so for online safety. Effect sizes were moderate or large. CATZ was highly acceptable to participants. The results suggest that CATZ is a viable way to help school students learn about online dangers and how to avoid them.
    • Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

      Macaulay, Peter; Betts, Lucy R.; Stiller, James; Kellezi, Blerina; Nottingham Trent University (Elsevier BV, 2018-11-23)
      The rise and availability of digital technologies for young people have presented additional challenges for teachers in the school environment. One such challenge is cyberbullying, an escalating concern, associated with wide-reaching negative consequences for those involved and the surrounding community. The present systematic review explored teachers' perceptions and responses towards cyberbullying in the education system. Once the search strategy was applied across the six databases, 20 studies fulfilled the inclusion criteria for the current review. The studies were reviewed and examined for common themes. Five themes were identified: (a) Cyberbullying characteristics and student involvement, (b) Cyberbullying training and guidance for teachers, (c) School commitment and strategies to manage cyberbullying, (d) The impact and extent of cyberbullying prevalence and consequences, and (e) Teachers' confidence and concern towards cyberbullying. The themes are discussed in a narrative synthesis with reference to implications for teachers and for the continued development and review of anti-cyberbullying initiatives.
    • “It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment

      Macaulay, Peter; Betts, Lucy R.; Stiller, James; Kellezi, Blerina; Nottingham Trent University (Informa UK Limited, 2019-05-24)
      To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers (PSTs). Thematic analytical approach revealed three themes: (a) evolving nature of bullying, (b) involvement in cyberbullying and (c) management of cyberbullying. PSTs discussed how cyberbullying was evolving and becoming socially acceptable in the modern world. Participants addressed features of victimisation and perpetration associated with cyberbullying. PSTs reflected on the responsibility to address cyberbullying, discussing effective strategies to manage the issue. Participants considered the extent to which their initial teacher training course prepared prospective teachers to manage cyberbullying.
    • Understanding child and adolescent cyberbullying

      Steer, Oonagh L.; Macaulay, Peter; Betts, Lucy R.; Nottingham Trent University; Staffordshire University (Elsevier, 2020-11-27)
      Global development of digital technologies has provided considerable connectivity benefits. However, connectivity of this scale has presented a seemingly unmanageable number of potential risks to psychological harm especially experienced by children and adolescents; one such risk is cyberbullying. This chapter will initially address the origins of bullying, leading into an overview of cyberbullying. A review of the unique characteristics of online communication will shed light on the ongoing debate concerning cyberbullying being potentially more than an extension of traditional bullying. Current research findings encompassing prevalence, types of behavior, consequences, and the roles within cyberbullying activity will be discussed to guide future interventions to reduce the risk of vulnerability for children and adolescents. In parallel, this chapter also considers the relative and perhaps distorted risk perception that young people have of becoming a cybervictim. Finally, this chapter acknowledges current understanding to support future digital and social evolvement.
    • Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

      Macaulay, Peter; Boulton, Michael J.; Betts, Lucy R.; Nottingham Trent University; University of Chester (Springer Science and Business Media LLC, 2018-12-28)
      Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullying behaviour. The present study examined 868 (47.2% female) 11–13-year-old early adolescent pupils’ bystander responses across a series of hypothetical vignettes based on traditional and cyberbullying events. The vignettes experimentally controlled for severity across mild, moderate and severe scenarios. The findings showed positive bystander responses (PBRs) were higher in cyberbullying than traditional bullying incidents. Bullying severity impacted on PBRs, in that PBRs increased across mild, moderate and severe incidents, consistent across traditional and cyberbullying. Females exhibited more PBRs across both types of bullying. Findings are discussed in relation to practical applications within the school. Strategies to encourage PBRs to all forms of bullying should be at the forefront of bullying intervention methods.
    • Factors leading to cyber victimization

      Macaulay, Peter; Steer, Oonagh L.; Betts, Lucy R.; Staffordshire University; Nottingham Trent University (Elsevier, 2019-11-01)
      The proliferation of digital technologies in the past years has seen the adaptation of lifestyles merge between the online and offline domain. The introduction of Information and Communication Technologies (ICTs) has provided numerous beneficial opportunities for individuals, groups and wider organizations. However, the digital world can also lead to online risks and vulnerabilities. This chapter will first discuss definitions of cyber victimization across perspectives of cyber aggression, cyberbullying and cybercrime. The chapter will then go on to consider key features of cyber victimization across these three perspectives. In particular, an overview will be provided on the roles of efficiency of ICTs, the unique facet of anonymity in the digital world, bystanders of cyber victimization and a brief consideration of the bully–victim cycle. This will provide a unique insight into key features of cyber victimization, to provide recommendations for strategies to reduce risks of vulnerability. Finally, key factors leading to cyber victimization across cyber aggression, cyberbullying and cybercrimes will be explored. Specifically, individual demographics, time spent online and wider group influences across the school, home and family structure. A review of contemporary issues surrounding cyber victimization and current security measures are recommended in order to aid vulnerable groups and organizations, contributing to a safer online environment. This chapter offers a current and unique insight into the factors leading to cyber victimization which will provide an important contribution to help guide future researchers, organizations and policymakers addressing this global concern.
    • 'The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying

      Macaulay, Peter; Betts, Lucy R.; Stiller, James; Kellezi, Blerina; Staffordshire University; Nottingham Trent University (Informa UK Limited, 2020-05-18)
      Those in the teaching profession are facing additional challenges when responding to cyberbullying due to the unique features of publicity and severity. Such features are known to negatively impact on young people’s cyberbullying experiences. Teachers’ views on publicity and severity of cyberbullying are currently unknown. The current research draws on data from 10 focus groups with 63 teachers (10 males) who taught across primary, secondary, and college educational levels in the UK. Reflexive thematic analysis identified three themes: (a) role of severity, (b) differential roles of publicity, and (c) bystander intentions. Participants discussed the role of severity, where visual acts of cyberbullying were perceived more severe than written forms, suggesting the type of cyberbullying is an important indicator in perceived severity. Participants acknowledged how cyberbullying can transition from private, semi-public, and public incidents, which influenced their perceived intervention strategies. Finally, levels of publicity were discussed regarding young people’s bystander intentions, with public incidents of cyberbullying instigating positive and negative bystander intervention. The findings are discussed in relation to practical implications, especially the need to promote awareness for teachers on the issues of publicity and severity in cyberbullying.
    • Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom

      Macaulay, Peter; Boulton, Michael J.; Betts, Lucy R.; Boulton, Louise; Camerone, Eleonora; Down, James; Hughes, Joanna; Kirkbride, Chloe; Kirkham, Rachel; Staffordshire University; et al. (Informa UK Limited, 2019-11-27)
      Children are spending increasing amounts of time online prompting practitioners and parents to raise concerns about their online safety. However, the impact of children’s subjective versus objective knowledge on their perceived online safety and attitudes towards e-safety education remain unclear. Questionnaires were used to assess children’s (N = 329, aged 8–11 years) perceived online safety, subjective and objective knowledge of online safety/dangers, and attitudes to e-safety education. While participants generally reported feeling safe online and perceived that they had a good awareness of online dangers and how to avoid them (subjective knowledge), they tended to be poor at articulating for themselves exactly what those dangers were and how they personally could elude them (objective knowledge). This was especially true of boys and younger children. Moreover, only subjective knowledge of online safety/dangers significantly predicted perceived online safety. Together, these findings suggest that some children may think that they know how to stay safe online but lack – or at least be unable to articulate – objective knowledge that could actually keep them safe. Consequently, there is a need to assess children’s objective knowledge of online safety/dangers and to provide appropriate education for children who currently lack it.
    • Investigating the effect of walking football on the mental and social wellbeing of men

      Taylor, Dominic; Pringle, Andy; Leeds Beckett University; University of Derby (Informa UK Limited, 2021-08-19)
      A weekly walking football intervention was delivered for men identified by mental health services with a mental health condition. Following familiarisation, an interviewer-led questionnaire captured demographic data. Semi-structured interviews were undertaken with (I) male attendees using an adapted version of Hargreaves and Pringle1 and (II) the walking football programme lead. Interviews explored facilitators for engagement, benefits and key implementation considerations. Nine men attended of which seven participated in this research. Participants were white British, aged 25-44 years and living within 10 miles of the venue. Interviews identified the effect on social and mental health benefits including social support, connectedness and responsibility to fellow attendees of presenting each week. Distraction, achievement and confidence from playing football, as well as the development of skills were also identified as benefits. The intensity in which walking football was played helped facilitate inclusivity along with a stable local venue that helped accommodate different ability levels.
    • Narratives Of Navigation: Refugee-Background Women’s Higher Education Journeys In Bangladesh And New Zealand

      Anderson, Vivienne; Cone, Tiffany; Inoue, Naoko; Rafferty, Rachel; University of Otago; Asian University for Women; Daito Bunka University; University of Derby (Sites: New Series, Association of Social Anthropologists of Aotearoa New Zealand, 2020-12-30)
      Navigating higher education (HE) is a complex exercise for many students, including those from refugee backgrounds. Internationally, only a very small percentage of refugee-background students access HE. In a 2018 study, we explored 37 women students’ narrative accounts of international study in Bangladesh and New Zealand. Our participants included 10 women from refugee backgrounds. Theoretically, our research was a response to calls from critical scholars to consider the different circumstances that shape students’ international study, and the ethical and pedagogical implications of these for ‘host’ institutions. In this article, we explore the refugee-background women’s accounts of accessing, navigating, and thinking beyond HE, and their thoughts on factors that support refugee-background students’ success in HE. We argue for the need to: reject ‘grand narratives’ in relation to refugee-background students; acknowledge students’ ‘necessary skillfulness’ while supporting their capacity to navigate HE; and recognise refugee-background students’ commitments and influence beyond HE institutions.