Готові списки джерел за темами / University of Gloucestershire

Добірка наукової літератури з теми "University of Gloucestershire"

Автор: Grafiati

Опубліковано: 26 липня 2024

Оновлено: 28 липня 2024

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Статті в журналах з теми "University of Gloucestershire"

Ward, Neil. "Partnerships in Rural Regeneration." Local Economy: The Journal of the Local Economy Policy Unit 17, no. 3 (August 2002): 256–63. http://dx.doi.org/10.1080/02690940210140679.

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Westholm, E., Moseley, M. and Stenlås, N. (eds) 1999: LOCAL PARNERSHIPS AND RURAL DEVELOPMENT IN EUROPE: A LITERATURE REVIEW OF PRACTICE AND THEORY Cheltenham: Countryside and Community Research Unit, University of Gloucestershire, ISBN 91 88790 62 6, £17.99 paper, 245pp. Esparcia, J., Moseley, M. and Noguera, J. (eds) 2000: EXPLORING RURAL DEVELOPMENT PARNERSHIPS IN EUROPE: AN ANALYSIS OF 330 LOCAL PARTNERSHIPS ACROSS EIGHT EU COUNTRIES Cheltenham: Countryside and Community Research Unit, University of Gloucestershire, ISBN 84 370 4445 6, £17.99 paper, 285pp. Cacazzani, A. and Moseley, M. (eds) 2001: THE PRACTICE OF RURAL DEVELOPMENT PARNERSHIPS IN EUROPE: 24 CASE STUDIES IN SIX EUROPEAN COUNTRIES Cheltenham: Countryside and Community Research Unit, University of Gloucestershire, ISBN 88 498 0106 8, £17.99 paper, 398pp. Moseley, M. and Cherrett, T. 2001: RURAL DEVELOPMENT PARNERSHIPS: GUIDELINES FOR GOOD PRACTICE IN THE UK Cheltenham: Countryside and Community Research Unit, University of Gloucestershire, no ISBN, £5.00 paperback pamphlet, 18pp. Local Employment Policies Campbell, M. and Meadows, P. 2001: WHAT WORKS LOCALLY? KEY LESSONS ON LOCAL EMPLOYMENT POLICIES, WORK AND OPPORTUNITY SERIES NO 24 York: Joseph Rowntree Foundation, ISBN 1 84263 004 0, £10.95 paper, 43 pages. Local exchange trading systems Meier, D. 2001: TAUSCHRINGE ALS BESONDERE BEWERTUNGSSYSTEME IN DER SCHATTENWIRTSCHAFT: EINE THEORETISCHE UND EMPIRISCHE ANALYSE. (LOCAL EXCHANGE TRADING SYSTEMS AS PARTICULAR SYSTEMS OF VALUATION IN THE SHADOW ECONOMY: A THEORETICAL AND EMPIRICAL ANALYSIS) Berlin: Duncker & Humblot, ISBN 3 428 10210 X, 69 Euro paper, 273 pages.

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Wynn, Martin, and Peter Jones. "Knowledge Transfer Partnerships and the entrepreneurial university." Industry and Higher Education 31, no. 4 (April 24, 2017): 267–78. http://dx.doi.org/10.1177/0950422217705442.

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This article outlines one way in which less research-intensive universities can contribute to entrepreneurship by examining the achievements of several Knowledge Transfer Partnerships (KTPs) in the University of Gloucestershire. The article adopts a qualitative case study approach: four case studies of KTPs at, respectively, Beacons Business Interiors, Dowty Propellers, Energist UK and Muddy Boots Software (all of which have operating bases within 40 miles of the University) are researched and analysed. The findings reveal that these four KTPs delivered various benefits for the companies, the University and the staff directly involved in the projects, and more generally that the KTPs successfully met their initial aims. The authors identify a number of challenges involved in maximizinig the benefits of KTP activity in the University and suggest how KTPs can actively foster the development of an entrepreneurial university. This article is an accessible review of KTP initiatives in the University of Gloucestershire and as such will interest academics and business practitioners who are looking to develop university–industry partnerships. It also offers reflections on how a programme of KTPs can advance entrepreneurial development and support Growth Hub initiatives.

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Cooper, Martin. "Using the Cybersecurity Kill Chain for Attack and Defence." ITNOW 64, no. 2 (May 12, 2022): 38–41. http://dx.doi.org/10.1093/itnow/bwac052.

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Abstract Professor Ali Al-Sherbaz and Dr Qublai Ali-Mirza from the University of Gloucestershire tell Martin Cooper MBCS how understanding the key phases of cyber attacks can keep an organisation safe.

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Tilbury, Daniella. "Learning and Living Sustainability at the University of Gloucestershire, UK." Journal of Education for Sustainable Development 2, no. 2 (September 2008): 171–72. http://dx.doi.org/10.1177/097340820800200214.

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Spurlock, Joe, Joseph M. Perillo, Allan C. Hutchinson, Roy Ryden Anderson, and Florian Faust. "Hadley V. Baxendale: Still Crazy After All These Years? Panel Discussion." Texas Wesleyan Law Review 11, no. 2 (March 2005): 707–25. http://dx.doi.org/10.37419/twlr.v11.i2.23.

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The following discussion about Hadley v. Baxendale took place on June 8, 2004, at the Conference on "The Common Law of Contracts as a World Force in Two Ages of Revolution," held at the Oxstalls Campus of the University of Gloucestershire, in Gloucester, England. The Conference marked the 150th anniversary of Hadley. The following discussion was intended to be a free-ranging exploration of Hadley, its rule, its role in legal pedagogy, and its likely future.

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McCarren, Vincent P. "Bristol University MS DM 1 A Fragment of theMedulla Grammatice: An Edition." Traditio 48 (1993): 173–235. http://dx.doi.org/10.1017/s0362152900012915.

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N. R. Ker, in hisMedieval Manuscripts in British Libraries, provides a note to his analysis of Bristol University Library DM 14, a version of theMedulla Grammatice: “A fragment of three leaves, now Bristol University DM 1, appears to be also fromMedulla Grammaticae.It contains part of C and the end ofDand is described and printed by P. Haworth inTrans. Bristol and Gloucestershire Archaeological Society, xlv (1923), 253–75, with two facsimiles. Written space c.232 150 mm. 2 cols. 45 lines. Used apparently in the binding of a volume of Buckinghamshire wills, s. xvi. The title ‘Liber test' bucks (?) sacerdotis magistri Ric' Edmunds anno 1569 xxix decembris' is on f. 3 and the names of some testators, Thomas Gayts of Coleshill, Ralph Wright of Olney and John Haward of Chesham Wooburn, are on f.1.”

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Buswell, John. "Feedback on feedback! Encouraging students to read feedback: a University of Gloucestershire case study." Journal of Hospitality Leisure Sport and Tourism 3, no. 1 (May 31, 2004): 59–65. http://dx.doi.org/10.3794/johlste.31.63.

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Elcock, Jonathan, and Dai Jones. "Teaching conceptual issues through historical understanding." History & Philosophy of Psychology 16, no. 1 (2015): 4–12. http://dx.doi.org/10.53841/bpshpp.2015.16.1.4.

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In this paper we argue that the topic area of Conceptual and Historical Issues in Psychology is a well crafted one, in that historical analysis is an invaluable tool in teaching the conceptual issues that must be appreciated to gain a full understanding of psychology. Using selected teaching examples we discuss how the history of psychology can illuminate and inform an understanding of not only specific issues and debates in psychology, but also the nature of psychology as a reflexive, socially embedded discipline. We then go on to present a case study of a recent curriculum re-design at the University of Gloucestershire that put Conceptual and Historical Issues at the core of first-year teaching, with the intention that the insights gained will provide a firm foundation for understanding the remainder of the syllabus. Early indications are that introducing students to this perspective while they are new to university study encourages them to see it as a form of thinking differently that is inherent to Higher, versus Further, Education; whereas previous practice of covering it in a final-year capstone module resulted in some students treating it as a marginal topic.

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Chibi, Andrew A. "The English Reformation and the Laity: Gloucestershire, 1540-1580, by Caroline LitzenbergerThe English Reformation and the Laity: Gloucestershire, 1540-1580, by Caroline Litzenberger. New York, Cambridge University Press, 1997. xvii, 218 pp. $54.95 U.S." Canadian Journal of History 33, no. 2 (August 1998): 292–93. http://dx.doi.org/10.3138/cjh.33.2.292.

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Purnomo, A., N. Asitah, R. Fitri, H. U. Anisah, and R. D. D. Wiradimadja. "Three decades of the sustainability strategy publication: A bibliometric perspective." IOP Conference Series: Earth and Environmental Science 1063, no. 1 (July 1, 2022): 012023. http://dx.doi.org/10.1088/1755-1315/1063/1/012023.

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Abstract Many companies, businesses, and entrepreneurs are starting to care about environmental issues and implement sustainable strategies within their companies. Research on sustainability strategy continues to develop but is limited to one country and one field. From the bibliometric perspective, this study purposes to visually research mapping and trends in sustainability strategy on an international scale. This study used bibliometric techniques with secondary data from Scopus. Analyze and visualize data using the VOSViewer program and Scopus’s analyze search results function. This study analyzed 1,184 scientific documents published between 1988 and 2020. According to the research, the University of Gloucestershire and Peter Jones had the most active affiliated institutions and individual scientists in sustainability strategy publication. Environmental Science; and Journal of Cleaner Production were the most studied and disseminated outlets of sustainability strategy publication. There were three category maps of collaborative researchers from around the world. Based on identifying a collection of knowledge accumulated from over thirty-two years of publication, this research proposes a grouping of sustainability strategy publication themes: strategic management, economics, environmental management, research, and sustainability, as SEERS publication themes.

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Дисертації з теми "University of Gloucestershire"

Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.

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Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures. Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.

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Книги з теми "University of Gloucestershire"

Quality Assurance Agency for Higher Education. Institutional Review Directorate. University of Gloucestershire and the Freie Theologische Akademie, Giessen, Germany. Gloucester: Quality Assurance Agency for Higher Education, 2003.

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Nigel, McKoughlin, ed. Under surveillance: An anthology of work from the creative writing programme at the University of Gloucestershire, 2008. Bristol: Bluechrome Pub., 2008.

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Royce, Caroline. Housing in Gloucestershire: Who can afford it?, a report by the Property Research Unit, Department of Land Economy, University of Cambridge to Gloucestershire Rural Community Council. Cambridge: University of Cambridge, 1997.

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Частини книг з теми "University of Gloucestershire"

Brewster, Claudia, and Grant Pooke. "Supporting and Enhancing the Future of Degree Education in Graphic Design: A University of Gloucestershire Case Study." In Applied Degree Education and the Shape of Things to Come, 131–47. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9315-2_8.

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"Melissa Raphael." In Wrestling with God, edited by Steven T. Katz, Shlomo Biderman, and Gershon Greenberg, 648–62. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0047.

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Abstract Melissa Raphael (b. 1960) is professor of religious studies at the University of Gloucestershire, England. She received her B.A. from Oxford University in 1983 and her Ph.D. from King’s College, University of London, in 1990. She is an honorary research scholar at the University of Wales, Lampeter, and sits on the international board of The Journal ef Feminist Studies in Religion. She is also a member of the European Society for Women in Theological Research and an associate member of the Centre for Comparative Studies in Religion and Gender, Bristol University. Since 2004, Professor Raphael also serves as a delegate of the British government on the International Task Force for Cooperation on Holocaust Education, Remembrance, and Research. Professor Raphael has written extensively on the issues of gender and feminist theology as well as modem Jewish thought, especially on the Holocaust. She is now engaged in writing a new book on Judaism and the Visual: A Post-Holocaust Theology of Jewish Art.

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Russell, Wendy, Stuart Lester, and Hilary Smith. "Perspectives on play research: the practice-theory-research entanglement." In Practice-based Research in Children's Play. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447330035.003.0001.

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This introductory chapter explores the entanglements of theory research and practice. Research questions and methods delimit what can be known, highlighting how knowledge production is a political and ethical endeavour. Drawing on conversations with contributors and on the collective experiences of students, graduates and staff on the University of Gloucestershire postgraduate programme in children’s play, the chapter considers how both the transdisciplinary nature of the programme and the considerable practice experience and knowledge of the contributors open up new possibilities for research and for what can be known about children’s play and adult roles in supporting it. The chapter also presents a brief summary of each study presented in the book.

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Crouch, David. "England 1066–1500 A: General." In Annual Bibliography Of British And Irish History, 52–72. Oxford University PressOxford, 1991. http://dx.doi.org/10.1093/oso/9780199249176.003.0005.

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Abstract Ambrisco, A.S. ‘Cannibalism and cultural encounters in Richard Coeur de Lion’, Journal of Medieval and Early Modern Studies29:3 (1999), 499–528.Britnell, Richard H. ‘Introduction’ [Daily life in the middle ages], A23, 1–4. 941. Hallam, Elizabeth (ed.) Chronicles of the age of chivalry(London: Salamander, 2000), 320p. [Brief extracts from chronicles with brief essays on varied subjects.]Higgins, Iain Macleod. Writing east: the ‘travels’ of Sir John Mandeville(Philadelphia (PA): University of Pennsylvania Press, 1997), ix, 335p.Morley, Beric M.; Miles, Daniel W.H. ‘Nave roof, chest and door of the church of St Mary, Kempley, Gloucestershire: dendrochronological dating’, Antiquaries Journal80 (2000), 294–6.

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Bishop, Jonathan, and Kamal Bechkoum. "The Role of an Agile and Lean Project Management Toolkit for Assisting E-Learning Project Management Teams in Multi-National Organisations." In Contemporary Challenges for Agile Project Management, 134–62. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7872-8.ch008.

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Project management is a term for which there are endless books professing the right way to conduct it. Project management is the systematic application of a standardized approach to conducting a project that increases that project's chances of success. It is known that IT projects are some of those projects most likely to fail, and e-learning projects are no different. The aim of this chapter is to explain how it might be possible to develop a toolkit that could allow e-learning systems of any scale to be developed by those who often have to deliver learning, but may not necessarily have skills in project management or ICT development. It is intended that the proposed toolkit would be valued by other internationally focussed organisations where learning and teaching are a core part of the activities that it conducts, but on a smaller scale. To achieve this, research is proposed at the University of Gloucestershire and Crocels Community Media Group. A pilot study is conducted, and the questionnaire for the study proves to be reliable.

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