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ID: oai:eprints.uwe.ac.uk:9
Date: 2016-11-17

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      <identifier>oai:eprints.uwe.ac.uk:9</identifier>
      <datestamp>2016-11-17T21:33:12Z</datestamp>
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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><ali:free_to_read/><dc:description>This paper presents a method with which we can generate update messages for use with Smalltalk's dependency mechanism.  The basic idea is that any messages which cause an object to change are forwarded to the object's dependants.  The method is perfectly general and future-proofs objects against changes in their dependants.</dc:description><dc:format>application/pdf</dc:format><dc:identifier>http://eprints.uwe.ac.uk/9/1/fu3.pdf</dc:identifier><dc:language>en</dc:language><dc:publisher>ACM</dc:publisher><dc:source>0362-1340</dc:source><dc:subject>QA76</dc:subject><dc:title>Formulating update messages</dc:title><rioxxterms:author id="http://">Hallett, J.</rioxxterms:author><rioxxterms:publication_date>1995-07</rioxxterms:publication_date><rioxxterms:type>Journal Article/Review</rioxxterms:type><rioxxterms:version>SMUR</rioxxterms:version><rioxxterms:version_of_record>http://dx.doi.org/10.1145/208639.208643</rioxxterms:version_of_record></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:20
Date: 2017-01-05

RIOXX

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      <identifier>oai:eprints.uwe.ac.uk:20</identifier>
      <datestamp>2017-01-05T15:54:22Z</datestamp>
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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><ali:free_to_read/><dc:description>The promotion of sensible sun protection behaviours is constrained by:&#13;
-	The perception that skin cancer risk in the UK is low. The population is not sensitized to skin cancer as a major health risk in the same way as are Australasian populations  &#13;
-	The lack of central government support for and endorsement or funding of interventions&#13;
-	Strong normative beliefs, particularly among young people about the social value of suntans and prevailing social norms regarding the attractiveness of suntans and acceptable behaviours modelled among peers  &#13;
-	A lack of integration of messages and behaviours among stakeholder groups (e.g. schools, where there is evidence that policies are inconsistent and, in some schools, children may actually be discouraged from bringing sunscreen to schools).&#13;
&#13;
Additionally, recent media coverage hyping the benefits of Vitamin D as both a preventative and curative element (including cancers) will also impact on the way future interventions are received.&#13;
&#13;
Insights that led to the recommendations that follow are:&#13;
-	‘trigger’ moments are very important – sun protection is not something that is of major concern / top of mind in the UK winter, so linking activities to moments when sun protection is high on people’s agendas is important.&#13;
-	 there are two main tasks to be done: first, gaining a general awareness that too much sun is harmful, but understanding this on its own is unlikely to shift behaviour.  Second, creating specific propositions that people will accept – these offerings leading to lower risk behaviours in an acceptable way.&#13;
&#13;
In the short term, we recommend immediate implementation of:&#13;
-	activities that can leverage off the existing SunSmart UK brand &#13;
-	direct beach and other outdoor lifestyle face-to face-interventions&#13;
-	highly targeted communications at parents, teachers, young adults and outdoor workers to continue the long term task of building sustained awareness of skin cancer risks and appropriate behaviours.  Ideally, this would be best achieved nationally through high profile mass media such as television, however funding for this appears unlikely.&#13;
 &#13;
In the longer term, priority in developing and implementing interventions should be given to:&#13;
-	obtaining  government assistance in raising awareness of the link between unwise sun exposure and skin cancer in the UK, and in the South West region in particular&#13;
-	ensuring integration of messages and actions among stakeholder groups and consistency with national, regional and local initiatives.&#13;
-	gaining media buy-in and support in promoting sensible sun protection behaviour, clarifying the link between sun exposure and vitamin D (and claims made for the latter)&#13;
-	addressing overall gaps in the population’s knowledge and awareness of safe sun exposure practices&#13;
-	focusing specifically tailored interventions on clearly identified segments, drawing on theoretical foundations and knowledge of the very different attitudes and beliefs held by each segment to develop appropriate messages&#13;
-	raising awareness of the need for early detection and treatment, supported by appropriate infrastructure to facilitate screening and referrals to specialist services where appropriate&#13;
-	utilising collaborative activity with appropriate organisations such as pharmacies, food retailers and sporting organisations to link with, and leverage off, their activity in this area and to ensur communication themes are consistent with ‘best practice’&#13;
-	setting benchmark measures ththe development of an on-going tracking prre intervention effectiveness and to enable intervee-tuned as necessary&#13;
imary research within each segment to deep insights and to enable programmes to be monitored over time.</dc:description><dc:format>application/pdf</dc:format><dc:identifier>http://eprints.uwe.ac.uk/20/1/sunprotection_report8.pdf</dc:identifier><dc:language>en</dc:language><dc:publisher>Bristol Business School</dc:publisher><dc:subject>H1</dc:subject><dc:title>Social marketing-based strategy for sun protection interventions</dc:title><rioxxterms:author id="http://">Kemp, G.</rioxxterms:author><rioxxterms:author id="http://">Tapp, A.</rioxxterms:author><rioxxterms:type>Other</rioxxterms:type><rioxxterms:version>VoR</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:23
Date: 2017-01-06

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ID: oai:eprints.uwe.ac.uk:44
Date: 2016-06-19

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Final Report&#13;
May 2008</dc:title><rioxxterms:author id="http://">Pollock, J.</rioxxterms:author><rioxxterms:author id="http://">Horrocks, S.</rioxxterms:author><rioxxterms:publication_date>2008-05</rioxxterms:publication_date><rioxxterms:type>Other</rioxxterms:type><rioxxterms:version>NA</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:47
Date: 2017-01-24

RIOXX

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      <identifier>oai:eprints.uwe.ac.uk:47</identifier>
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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><ali:free_to_read/><dc:description>The use of online multimedia content in nurse education is still in its infancy with limited research about its role and acceptance by students and staff within nursing courses.&#13;
&#13;
This paper describes the development of interactive web based delivery for the European Union Directive (77/453/EEC) for maternity, child care and mental health within adult nursing education. An evaluative study carried out by an online questionnaire with students, using both structured questions and free text, and a focus group with staff whilst identifying areas for further development found general acceptance of this approach.&#13;
&#13;
The study has provided important insights into both the content and delivery of the packs, and the format of the material. The use of IT, with multimedia elements, was seen as being beneficial by both students and staff. The findings will be useful in improving and developing the packs for future cohorts.</dc:description><dc:format>application/msword</dc:format><dc:identifier>http://eprints.uwe.ac.uk/47/2/manuscript_without_title_page_for_NET.docx</dc:identifier><dc:language>en</dc:language><dc:publisher>Elsevier Science B.V., Amsterdam</dc:publisher><dc:relation>http://www.nurseeducationtoday.com/article/S0260-6917(08)00178-0/abstract</dc:relation><dc:source>0260-6917</dc:source><dc:subject>RT</dc:subject><dc:subject>LB2300</dc:subject><dc:title>Online multimedia delivery of the European Union directive within adult nursing education</dc:title><rioxxterms:author id="http://">Ward, R.</rioxxterms:author><rioxxterms:author id="http://">Sales, R.</rioxxterms:author><rioxxterms:publication_date>2009-04</rioxxterms:publication_date><rioxxterms:type>Journal Article/Review</rioxxterms:type><rioxxterms:version>AM</rioxxterms:version><rioxxterms:version_of_record>http://dx.doi.org/10.1016/j.nedt.2008.11.017</rioxxterms:version_of_record></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:48
Date: 2016-11-15

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ID: oai:eprints.uwe.ac.uk:49
Date: 2016-11-15

RIOXX

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RCUK RIOXX scheme for reporting of open access publications funded through UK Research Council grants
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ID: oai:eprints.uwe.ac.uk:54
Date: 2017-01-05

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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><ali:free_to_read/><dc:description>This report has been developed by Professor Lynn Eagle from the Bristol Social Marketing Centre, Bristol Business School University of West of England with contributions from&#13;
staff at the National Social Marketing Centre.</dc:description><dc:format>application/pdf</dc:format><dc:identifier>http://eprints.uwe.ac.uk/54/1/NSMC_Ethics_Report.pdf</dc:identifier><dc:language>en</dc:language><dc:publisher>National Social Marketing Centre</dc:publisher><dc:subject>H1</dc:subject><dc:subject>HN</dc:subject><dc:subject>BJ</dc:subject><dc:title>Social marketing ethics: report prepared for the National Social Marketing Centre</dc:title><rioxxterms:author id="http://">Eagle, L.</rioxxterms:author><rioxxterms:author>National Social Marketing Centre</rioxxterms:author><rioxxterms:publication_date>2009</rioxxterms:publication_date><rioxxterms:type>Technical Report</rioxxterms:type><rioxxterms:version>VoR</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:55
Date: 2017-01-05

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ID: oai:eprints.uwe.ac.uk:57
Date: 2016-09-20

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ID: oai:eprints.uwe.ac.uk:58
Date: 2016-11-07

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ID: oai:eprints.uwe.ac.uk:59
Date: 2016-12-06

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ID: oai:eprints.uwe.ac.uk:65
Date: 2016-02-10

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ID: oai:eprints.uwe.ac.uk:68
Date: 2016-05-20

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ID: oai:eprints.uwe.ac.uk:69
Date: 2016-11-19

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ID: oai:eprints.uwe.ac.uk:70
Date: 2016-02-09

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ID: oai:eprints.uwe.ac.uk:71
Date: 2016-02-12

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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><ali:free_to_read/><dc:description>In the four weeks leading to 11th November 1928 the now defunct illustrated newspaper Answers published a ‘magnificent series of plates celebrating the tenth anniversary of the Armistice’. Under the strapline ‘Ten years after, 1918 - 1928’ the plates were published as four pairs of pencil drawings by the former soldier-artist Adrian Hill. They depicted the principle buildings on the old Western Front in Belgium and France as they appeared in ruins in late 1918, and under restoration ten years later. Arras Cathedral, the Cloth Hall at Ypres, Albert Basilica, and the Menin Road had become icons across the British Empire as the immutable symbols of the trauma of the Great War. Indeed, in the months after the Armistice, Winston Churchill had strongly advocated ‘freezing’ the remains of Ypres and preserving it forever as an ossified commemoration of the war. Its pulverised medieval buildings, he argued, would be more articulate than any carved memorial or reverential monument. Churchill’s predilection for bombed ruins surfaced again during the Second World War when he argued that a portion of the blitzed House of Commons ought also to be preserved as a reminder of the bombing of the capital. (Hansard 25 January 1945)&#13;
&#13;
As with many grand commemorative schemes, Churchill’s vision was not to be realised. Indeed, after both wars many of the grander commemorative schemes floundered: a national war memorial garden in the precincts of St Paul’s Cathedral was abandoned as a project in the late 1940’s; ambitious plans to house the national war art collection in an imposing ‘Hall of Remembrance’ came to nothing twenty years earlier, as did a similar architectural scheme in Canada.&#13;
&#13;
Although, many ideas were realised, though few were achieved without some degree of argument. &#13;
In this chapter I will examine how the desire to produce a common understanding of the past has resulted in material forms such as the plinth and the pedestal which have become the key visual components of ideological and rhetorical urban topography, I want to contrast them with the concept of ‘reified place’, in particular preserved or reconstructed battlefields which have become the focus of commemorative rites; the places where ‘one takes personal narratives’.</dc:description><dc:format>application/msword</dc:format><dc:identifier>http://eprints.uwe.ac.uk/71/1/71_Comm_of_War.doc</dc:identifier><dc:language>en</dc:language><dc:publisher>Ashgate</dc:publisher><dc:relation>http://www.ashgate.com</dc:relation><dc:source>9780754649229</dc:source><dc:subject>G1</dc:subject><dc:title>Commemoration of war</dc:title><rioxxterms:author id="http://">Gough, P.</rioxxterms:author><rioxxterms:contributor>Graham, B.</rioxxterms:contributor><rioxxterms:contributor>Howard, P.</rioxxterms:contributor><rioxxterms:publication_date>2008-04</rioxxterms:publication_date><rioxxterms:type>Book chapter</rioxxterms:type><rioxxterms:version>AM</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:73
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ID: oai:eprints.uwe.ac.uk:74
Date: 2016-10-05

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ID: oai:eprints.uwe.ac.uk:75
Date: 2016-12-04

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ID: oai:eprints.uwe.ac.uk:76
Date: 2017-01-18

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ID: oai:eprints.uwe.ac.uk:79
Date: 2017-01-06

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We were requested by Dr Julia Verne to provide a literature-based, judgement-based (i.e. no new primary research) draft social marketing strategy for addressing the rising rates of obesity within the South West region.  &#13;
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ID: oai:eprints.uwe.ac.uk:80
Date: 2016-03-03

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ID: oai:eprints.uwe.ac.uk:81
Date: 2016-11-16

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ID: oai:eprints.uwe.ac.uk:82
Date: 2016-03-15

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ID: oai:eprints.uwe.ac.uk:84
Date: 2016-02-11

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ID: oai:eprints.uwe.ac.uk:86
Date: 2017-01-27

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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><ali:free_to_read/><dc:description>This paper deals with the use of video as an oral history tool and the importance of the visual image in understanding visual artists and their work.  Oral history grew out of improvements in technology in the mid-twentieth century which allowed us to record on audio tape what people said.  Whilst audio comes from the Latin ‘audire’ – to hear, video comes from the Latin ‘videre’ – to see.  In fact video allows us to see and hear and this paper will argue the case for oral historians to engage more fully with video.  In our multi-media, YouTube world many people now have access to a video camera and a significant number have computer software that allows them to edit – video is becoming second nature.  This paper will use examples from video recorded interviews in the National Electronic and Video Archive of the Crafts to show the extent to which the visual element of the interview is crucial in fully understanding visual artists.  The paper will also demonstrate the ways in which video can be misused and the pitfalls of favouring one recording methodology at the expense of others.  In highlighting the advantages and disadvantages of video the author will seek to show the ways in which video, if used sensitively and judiciously can be used to greatly enhance the field of oral history and the visual arts.</dc:description><dc:format>application/msword</dc:format><dc:identifier>http://eprints.uwe.ac.uk/86/1/mppaper.doc</dc:identifier><dc:language>en</dc:language><dc:source>International Oral History Association Conference</dc:source><dc:subject>NK</dc:subject><dc:title>A blurred photograph of Jesus is better than no photograph at all – the practicalities of using video as an oral history tool</dc:title><rioxxterms:author id="http://">Partington, M.</rioxxterms:author><rioxxterms:type>Conference Paper/Proceeding/Abstract</rioxxterms:type><rioxxterms:version>NA</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:87
Date: 2016-02-09

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ID: oai:eprints.uwe.ac.uk:88
Date: 2016-10-05

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ID: oai:eprints.uwe.ac.uk:91
Date: 2016-02-09

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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><dc:language>en</dc:language><dc:publisher>English Ceramic Circle</dc:publisher><dc:source>British Ceramic Design (1600 -2002)</dc:source><dc:title>'Studio potters and design: a case study on the Whieldon inspired earthenwares of Walter Keeler'</dc:title><rioxxterms:author id="http://">Partington, M.</rioxxterms:author><rioxxterms:publication_date>2003</rioxxterms:publication_date><rioxxterms:type>Book chapter</rioxxterms:type><rioxxterms:version>NA</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:92
Date: 2016-02-09

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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><dc:language>en</dc:language><dc:source>'Interpreting Ceramics'</dc:source><dc:subject>NK</dc:subject><dc:title>'Espresso, Exoticism and Earthenware: the coffee bar ceramics of the Picassoettes, 1952 - 1960'</dc:title><rioxxterms:author id="http://">Partington, M.</rioxxterms:author><rioxxterms:publication_date>2005</rioxxterms:publication_date><rioxxterms:type>Journal Article/Review</rioxxterms:type><rioxxterms:version>NA</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:93
Date: 2016-02-20

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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><dc:description>As technologies of communication and creativity become more deeply embedded into the fabric of our every day lives understanding subjectivity becomes a matter of understanding people’s individual relation to technics as much as understanding geographies, class, race, gender, age or sexuality. The paper is based on two small scale ethnographies with game designers and players which have been generative of some critical insights in to the ways in which dominant forms of technology use emerge and are valorised as well as providing us with the means of identifying how these dominant styles are reworked and contested.  These conclusions are contextualised by a review of some of the influential ways that the subject – technology relation has been theorised.  We use these accounts in order to elaborate a particular notion of ‘technicity’ that enables us to more clearly identify the complex way in which power and difference are operative in the emerging participatory cultures of computer game production and consumption.</dc:description><dc:format>application/msword</dc:format><dc:identifier>http://eprints.uwe.ac.uk/93/1/newtechnicities.doc</dc:identifier><dc:language>en</dc:language><dc:source>Keynote: GameInAction</dc:source><dc:subject>N1</dc:subject><dc:title>Technicity: power and difference in game cultures</dc:title><rioxxterms:author id="http://">Kennedy, H. W.</rioxxterms:author><rioxxterms:author id="http://">Dovey, J.</rioxxterms:author><rioxxterms:type>Conference Paper/Proceeding/Abstract</rioxxterms:type><rioxxterms:version>AO</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:94
Date: 2016-11-16

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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><ali:free_to_read/><dc:description>As the title suggests, the feminist reception of Lara Croft as a game character has been ambivalent to say the least. The question itself presupposes an either/or answer, thereby neatly expressing the polarities around which most popular media and academic discussions of Lara Croft tend to revolve. It is a question that is often reduced to trying to decide whether she is a positive role model for young girls or just that perfect combination of eye and thumb candy for the boys. It is also increasingly difficult to distinguish between Lara Croft the character in Tomb Raider and Lara Croft the ubiquitous virtual commodity used to sell products as diverse as the hardware to play the game itself, Lucozade or Seat cars. What follows then is an analysis of the efficacy and limitations of existing feminist frameworks through which an understanding of the kinds of gendered pleasures offered by Lara Croft as games character and cultural icon can be reached. I will begin by analyzing Lara primarily as an object of representation – a visual spectacle – and then move on, considering the ways in which the act of playing Tomb Raider as Lara disrupts the relationship between spectator and "spectacl</dc:description><dc:format>application/msword</dc:format><dc:identifier>http://eprints.uwe.ac.uk/94/1/Lara_Croft_Article.doc</dc:identifier><dc:language>en</dc:language><dc:publisher>Game Studies</dc:publisher><dc:relation>http://www.gamestudies.org </dc:relation><dc:source>1604-7982</dc:source><dc:subject>N1</dc:subject><dc:title>Lara Croft: feminist icon or cyberbimbo? On the limits of textual analysis &#13;
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ID: oai:eprints.uwe.ac.uk:95
Date: 2016-05-12

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ID: oai:eprints.uwe.ac.uk:96
Date: 2016-11-15

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ID: oai:eprints.uwe.ac.uk:97
Date: 2016-11-15

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ID: oai:eprints.uwe.ac.uk:99
Date: 2016-04-08

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Date: 2016-02-09

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ID: oai:eprints.uwe.ac.uk:102
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Date: 2016-11-15

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ID: oai:eprints.uwe.ac.uk:104
Date: 2017-01-02

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ID: oai:eprints.uwe.ac.uk:105
Date: 2016-02-21

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ID: oai:eprints.uwe.ac.uk:106
Date: 2017-01-18

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Date: 2016-06-21

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ID: oai:eprints.uwe.ac.uk:109
Date: 2016-12-02

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ID: oai:eprints.uwe.ac.uk:110
Date: 2016-11-22

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ID: oai:eprints.uwe.ac.uk:111
Date: 2016-12-20

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ID: oai:eprints.uwe.ac.uk:113
Date: 2016-12-27

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ID: oai:eprints.uwe.ac.uk:114
Date: 2016-02-12

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ID: oai:eprints.uwe.ac.uk:116
Date: 2016-02-10

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ID: oai:eprints.uwe.ac.uk:117
Date: 2016-02-10

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ID: oai:eprints.uwe.ac.uk:119
Date: 2016-02-19

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ID: oai:eprints.uwe.ac.uk:120
Date: 2016-04-12

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ID: oai:eprints.uwe.ac.uk:123
Date: 2016-12-02

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ID: oai:eprints.uwe.ac.uk:124
Date: 2016-02-09

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ID: oai:eprints.uwe.ac.uk:131
Date: 2016-11-16

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ID: oai:eprints.uwe.ac.uk:132
Date: 2016-08-02

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development project based in Bristol, England which utilized an ‘alternative’ assessment regime in raising the participation and attainments of young people defined as disengaged from schooling, the paper considers a series of key issues. These include: the nature of the provision; the difficulties of understanding and evaluating it in a climate of performativity; a distinctive concept of learning&#13;
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ID: oai:eprints.uwe.ac.uk:155
Date: 2016-02-15

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ID: oai:eprints.uwe.ac.uk:159
Date: 2017-01-05

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ID: oai:eprints.uwe.ac.uk:160
Date: 2016-10-06

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ID: oai:eprints.uwe.ac.uk:161
Date: 2016-04-14

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ID: oai:eprints.uwe.ac.uk:164
Date: 2016-09-13

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Social anxiety was reported to be an emotionally painful and inhibiting element in a range of learning situations and there were strong indications that it affected the scope and quality of learning. The fear of exposure and consequent concealment that is associated with social anxiety meant that student social anxieties tended to be overlooked or misunderstood.&#13;
Participants responded to their anxieties with strategies ranging from the pragmatic to the nihilistic and, while many coped and even benefited from challenging situations, there was a sizeable minority for whom the student experience was a continuing struggle with anxiety and its impact. Participants did not experience an intentional and organised approach to their concerns while at university and this was exacerbated by their own unwillingness to seek professional help or social support.&#13;
Based on the study findings and its congruence with previous work, the following recommendations were made with regard to research, teaching and learning, and student support:&#13;
With regard to research:&#13;
i. Establish objective indices of the impact of social anxiety on learning.&#13;
ii. Obtain data on developmental processes in social anxiety and evaluate the contribution of the university community to these.&#13;
iii. Explore the meaning and function of student coping strategies and what role external factors play in altering these.&#13;
iv. Develop and trial a method of profiling learning-related social anxiety.&#13;
v. Collate research on help-seeking processes and barriers with a view to trial interventions in facilitating engagement.&#13;
3&#13;
With regard to teaching and learning:&#13;
i. Teaching and learning committees to discuss a strategic approach to student social anxiety.&#13;
ii. Academic support systems such as Blackboard used to raise awareness of anxieties affecting learning and to offer pathways to support.&#13;
iii. Individual and group contact with academic staff to be used for guidance and skills practice.&#13;
iv. Staff development to include understanding and working with student social anxiety.&#13;
With regard to student support:&#13;
i. Student services web pages to offer self-appraisal tools and pathways to information and support.&#13;
ii. Professional development on the dynamics of social anxiety and its impact on helping relationships.&#13;
iii. Student services to provide opportunities for students to practice academic skills.&#13;
iv. The counselling service to consider screening student clients for social anxiety as part of initial meetings.&#13;
v. The counselling service to consider the optimal use of evidence-based therapies for social anxiety.&#13;
These recommendations were presented as inter-related and intended to encourage an integrated approach to social anxiety and learning across the university.</dc:description><dc:format>application/pdf</dc:format><dc:identifier>http://eprints.uwe.ac.uk/164/2/164.pdf</dc:identifier><dc:language>en</dc:language><dc:publisher>University of The West of England Bristol</dc:publisher><dc:title>Feeling stupid:  A survey of university students’ experience of social anxiety in learning situations</dc:title><rioxxterms:author id="http://">Topham, P.</rioxxterms:author><rioxxterms:type>Other</rioxxterms:type><rioxxterms:version>VoR</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:241
Date: 2016-12-04

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ID: oai:eprints.uwe.ac.uk:242
Date: 2016-02-10

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ID: oai:eprints.uwe.ac.uk:243
Date: 2016-11-16

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ID: oai:eprints.uwe.ac.uk:244
Date: 2016-11-16

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      <identifier>oai:eprints.uwe.ac.uk:244</identifier>
      <datestamp>2016-11-16T00:29:21Z</datestamp>
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      <rioxx xmlns="http://www.rioxx.net/schema/v2.0/rioxx/" xmlns:ali="http://ali.niso.org/2014/ali/1.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:rioxxterms="http://docs.rioxx.net/schema/v2.0/rioxxterms/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.rioxx.net/schema/v2.0/rioxx/ http://www.rioxx.net/schema/v2.0/rioxx/rioxx.xsd"><dc:description>A survey carried out during 1998 investigated the use of the World Wide Web for user education in 68 UK university libraries. Almost three-quarters of the libraries surveyed make use of the Web for this purpose. The Web is used as a supplement to existing user education, in order to support independent, student centred learning and to reach parttime and distance learners. Just ten percent of user education is delivered solely via the Web, but libraries indicated that use will grow in the future. It was found that greater use is made of the Web for information skills training than for library induction. The authors suggest a number of reasons why more use is not being made of the Web for user education and propose future developments in this area. Web-based instruction is unlikely to completely replace traditional methods, but it can be used to supplement and extend existing provision. &#13;
</dc:description><dc:language>en</dc:language><dc:publisher>Aslib</dc:publisher><dc:source>0033 0337</dc:source><dc:title>Web-based user education in UK university libraries - results of a survey</dc:title><rioxxterms:author id="http://">Chelin, J.</rioxxterms:author><rioxxterms:author id="http://">Rhodes, H.</rioxxterms:author><rioxxterms:publication_date>2000-01</rioxxterms:publication_date><rioxxterms:type>Journal Article/Review</rioxxterms:type><rioxxterms:version>NA</rioxxterms:version></rioxx></metadata></record>
ID: oai:eprints.uwe.ac.uk:245
Date: 2016-02-12

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ID: oai:eprints.uwe.ac.uk:246
Date: 2016-02-12

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ID: oai:eprints.uwe.ac.uk:247
Date: 2016-03-15

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