scholarly journals Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship

2021 ◽  
Author(s):  
Nick Hepworth
Keyword(s):  
International Development ◽  
International Health ◽  
Education Development ◽  
Emerging Issues ◽  
Health And Development ◽  
The University ◽  
International Experts ◽  
University Of Manchester ◽  
Development Department

The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact [email protected]

Sex, Cyberbullying, and the Mobile Phone

2015 ◽  
pp. 972-980
Author(s):  
Robin D'Antona ◽  
Meline Kevorkian
Keyword(s):  
Child Development ◽  
Child Health ◽  
Mobile Phone ◽  
Potential Risk ◽  
University Of Illinois ◽  
Mobile Phone Use ◽  
Current Information ◽  
Emerging Issues ◽  
Health And Development ◽  
The University

Cyberbullying and sexting have made headlines and caused concern over their legality and potential risk to safety. In this article, the authors discuss cyberbullying and sexting behavior and examine the association with mobile phone use. Using research from leading researchers in the field, they provide information about the prevalence of cyberbullying and sexting, the mobile phone as an avenue for these behaviors, and solutions to prevent victimization. In conclusion, the authors recommend that awareness, guidelines, and monitoring are preventative rather than reactive. In order to develop this chapter, the authors used evidence from leading researchers in the fields of bullying and cyberbullying prevention. These researchers include Dorothy Espelage, PhD., Professor of Child Development in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign and Dr. Tonja Nansel, senior investigator at the Eunice Kennedy Shriver Institute of Child Health and Development. In addition, they have included the most current information from scholarly articles written by researchers who diligently examine the emerging issues around sexting and cyberbullying. This includes the work of Bastiaensens, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A. and Bourdeaudhij, I.D.

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

scholarly journals Some reflections on the Conference Background Paper: 'Improving Local Government: the Commonwealth Vision'

2010 ◽  
pp. 10-14
Author(s):  
Joe Stern
Keyword(s):  
Local Government ◽  
International Development ◽  
Vision Statements ◽  
Definition Of ◽  
The University ◽  
Development Department

Even before considering its content, one has to admire the confidence of Dr. Philip Amis to undertake the preparation of a paper titled: Improving Local Government: the Commonwealth Vision. Dr. Amis, head of the International Development Department at the University of Birmingham and a trusted friend of the Commonwealth Local Government Forum, would have understood the challenges of this assignment. There is no commonly accepted definition of ‘local government’ and practitioners have agreed that replicable models or templates for local government improvement are hard to find. Moreover, the Commonwealth is not much easier to define than local government and has been reticent historically to translate its various ‘vision’ statements into actionable plans.

scholarly journals The private sector in knowledge brokering for international development: what the experts say

2020 ◽  
pp. 026666692097759
Author(s):  
Sarah Cummings ◽  
Suzanne Kiwanuka ◽  
Barbara Regeer
Keyword(s):  
Social Capital ◽  
Civil Society ◽  
Public Sector ◽  
Private Sector ◽  
International Development ◽  
Knowledge Brokering ◽  
The Public ◽  
Academic Knowledge ◽  
International Experts

This article contributes to the emerging body of knowledge on the role of the private sector in knowledge brokering in international development because very little is known about the role of the private sector. It attempts to validate the findings of the only literature review to date (Kiwanuka et al, In Press) on the subject and other literature on knowledge brokering by consulting international experts in the field of knowledge brokering, identifying policy and research implications. The conceptual lens employed is the ‘extended’ Glegg and Hoens’ (2016) meta-framework of knowledge brokering, in combination with the cognitive, relational and structural aspects of social capital (Nahapiet and Ghoshal 1998). An online questionnaire survey was distributed to international experts in both the private, public and civil society sectors with some 203 respondents. The questions were developed on the basis of the literature. Respondents from the private sector and their colleagues from the public sector and civil society placed considerable emphasis on opportunities to meet, the existence of personal relationships and brokering by third parties as catalysts to working with the private sector. In addition to developing recommendations for policymakers, the paper has added to the emerging body of academic knowledge on the private sector as an unusual suspect in knowledge brokering and provides a conceptual framework linking social capital to knowledge brokering roles. Policymakers and funders can facilitate cooperation between the private sector and other development actors by creating physical spaces and funding instruments to encourage collaboration with the private sector. One of the novel findings is that the public sector needs to be better prepared to collaborate with the private sector.

scholarly journals Viewpoint: The role of passion in art librarianship

2015 ◽  
Vol 40 (1) ◽  
pp. 3-4
Author(s):  
Chris Fowler
Keyword(s):  
Higher Education ◽  
Keynote Speaker ◽  
University Libraries ◽  
Essential Component ◽  
Competitive Edge ◽  
The World ◽  
Specialist Knowledge ◽  
The University ◽  
University Of Manchester

The keynote speaker at this year’s ARLIS/UK & Ireland conference in Manchester struck a sobering note and used language and concepts depressingly familiar to those of us working in higher education (HE). Jan Wilkinson, the University Librarian at the University of Manchester and director of the world-famous John Rylands Library, made two confessions to conference delegates. The first was that the majority of subjects at her university no longer had specialist librarians and the second was that she did not feel a great attachment to the profession. From a marketing background, Jan was perfectly attuned to the idea of HE as a business. Whilst she made valid points about the need for librarians to be more strategic in their approach and for university libraries to be seen as an essential component of the competitive edge of the university, I am sure I was not alone in feeling depressed at the lack of value attached to specialist knowledge and collections.

A Context-Based Approach to Web 2.0 and Language Education

2011 ◽  
pp. 1141-1158
Author(s):  
Gary Motteram
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

The Co-creation of Exam Support: Students as partners in the research, planning, design and quality assurance of learning resources.

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Nicola Jane Grayson ◽  
Jennie Blake ◽  
Megan Stock
Keyword(s):  
Quality Assurance ◽  
Academic Writing ◽  
Best Practice ◽  
Learning Resources ◽  
Topic Area ◽  
Award Winning ◽  
The University ◽  
University Of Manchester ◽  
Support Students

This case study outlines the role of students as partners in the co-creation of workshops for the University of Manchester Library’s award-winning ‘My Learning Essentials’ (MLE) skills programme. It focuses on a new workshop – developed, piloted and delivered in 2017 and called ’Academic Writing for Exams’ – and situates it within the context of the wider MLE programme. The process of developing new workshops is outlined, to illustrate how student members of staff (the Library Student Team) contribute to the creation of new learning resources. The study reveals the extent of the Library’s partnership with students, in relation to researching the topic area, producing high-quality slides and materials and participating in the quality-assurance processes for all new and refreshed resources. The aim is to share best practice and explore how a student/staff working partnership can be mutually beneficial and lead to the design of excellent, inclusive and relevant academic skills support. The study includes valuation data from the live workshop and reflects on the partnership and the process, with a view to developing current practice for the future.

scholarly journals Sweden’s engagement in global health: a historical review

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Rachel Irwin
Keyword(s):  
Human Rights ◽  
Global Health ◽  
International Development ◽  
Public Health Practice ◽  
International Health ◽  
Historical Review ◽  
Development Aid ◽  
Health And Development ◽  
Swedish Experience ◽  
And Gender

Abstract Background Sweden is a long-standing and significant contributor to overseas development aid. This commitment to global health and development is part of Sverigebilden, or the view of Sweden in the world that is formally promoted by the Swedish government. Sweden is seen by many in the global health community as leader on human rights and health and has traditionally been one of the most engaged countries in multilateral affairs more broadly. Results This article places Sweden’s engagement in global health within the wider context of domestic changes, as well as transitions within the broader global health landscape in the post-World War Two (WWII)- era. In doing so, it reviews the globalization of health from a Swedish perspective. It also addresses broader questions about what it means for a country to be ‘active’ or ‘engaged’ in global health and responds to recent suggestions that Swedish influence in health has waned. The article finds that in Sweden there is wide political consensus that international development and global health engagement are important, and both are part of the maintenance of Sverigebilen. While there is a not one single Swedish approach to global health, there are norms and values that underpin global health engagement such as human rights, solidarity, equity and gender equality. A sustained focus on key issues, such as sexual and reproductive rights and health (SRHR), creates a tradition which feeds back into Sverigebilden. Conclusions The Swedish experience demonstrates the linkages between foreign and domestic policies with regard to international health and development, and to the globalization of public health practice and diplomacy. In global health Sverigebilden is tied to credibility. Sweden is able to exercise influence because of a successful welfare model and strong research traditions; conversely, long-standing and new threats to this credibility and to Sverigebilden pose challenges to Sweden’s future engagement in global health.

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