publisher:("University of Derby")

1. Limbert, Holly. Public libraries, local authorship and regional identity.

Degree: PhD, 2019, University of Derby

URL: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.783361

► Locally produced literature in the America and the UK has been used to promote the unique literary heritage and regional identity of the places in… (more)

▼ Locally produced literature in the America and the UK has been used to promote the unique literary heritage and regional identity of the places in which they are situated. This has been said to cultivate a sense of community cohesion, a shared sense of pride in local tradition and recognition of the cultural significance of place. Little research has addressed how this is achieved, to what extent regional literature can be considered minority in comparison to popular genre fiction, or how this affects the user communities in both Jackson Mississippi and in the UK. This study aimed to explore to what extent the Jackson Hinds Library System in Mississippi and Public Library services in the UK are meeting the needs of their user demographics through the promotion of and engagement with fiction or literature written by local writers. An extensive literature review was conducted to survey previous research in the field, along with a search of online library catalogues which enabled the researcher to make assumptions about the position of local literature in terms of visibility and categorisation as minority. Interviews took place via email and face to face with academics with expertise in the field of southern women's fiction. Because librarians in Jackson were unavailable for interview, an online survey was distributed to Derbyshire County libraries, the JiscMail mailing list lis-pub-libs and University of Sheffield iSchool students. Results revealed that regional or local literature was generally not considered minority writing either in Jackson or the UK. The promotion of locally produced white female fiction in Hinds County was viewed as potentially detrimental to the user demographics served by the Hinds County Library system. Whilst UK librarians viewed the promotion of and engagement with locally produced literature as a core service provision results indicated that promotion extended mostly to that of local authors with the support of well established publishing houses over self-published regional writers. Previous research has noted the importance of the institution of the Public Library service as a place to celebrate cultural exploration. Central to this vision has been the promotion of and engagement with locally produced or regional fiction/ literature by local writers. For public library services both in America and the UK this has been viewed as a beneficial and positive objective for user communities particularly in terms of building cohesive communities, sustaining a sense of regional identity and literary heritage. However, this study revealed that whilst both services take part in this objective, the Jackson Hinds System and Public Library services in the UK may be misrepresenting communities' needs through the promotion of certain types of regional fiction and local literature. This implied a potentially harmful outcome for the representation of user demographics and for local writers writing of and for their local area.

Subjects/Keywords: public libraries; authorship; American South; Women's fiction

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APA (6^th Edition):

Limbert, H. (2019). Public libraries, local authorship and regional identity. (Doctoral Dissertation). University of Derby. Retrieved from https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.783361

Chicago Manual of Style (16^th Edition):

Limbert, Holly. “Public libraries, local authorship and regional identity.” 2019. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.783361.

MLA Handbook (7^th Edition):

Limbert, Holly. “Public libraries, local authorship and regional identity.” 2019. Web. 27 Feb 2021.

Vancouver:

Limbert H. Public libraries, local authorship and regional identity. [Internet] [Doctoral dissertation]. University of Derby; 2019. [cited 2021 Feb 27]. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.783361.

Council of Science Editors:

Limbert H. Public libraries, local authorship and regional identity. [Doctoral Dissertation]. University of Derby; 2019. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.783361

2. Brockliss, Jane. Learning, translation, succeeding : a leadership development programme : a network social capital perspective.

Degree: PhD, 2016, University of Derby

URL: http://hdl.handle.net/10545/621095

► Leadership quality is recognised as a major contributor to organisational performance. With a talent war looming, there is an increasing emphasis on developing an internal… (more)

▼ Leadership quality is recognised as a major contributor to organisational performance. With a talent war looming, there is an increasing emphasis on developing an internal leadership talent pipeline. Formal leadership development programmes are a major vehicle for this purpose. Leadership development programmes find themselves competing with other organisational projects for funds and are expected to show a return on investment. Successful learning translation from the programme to the workplace is therefore essential to fulfil this requirement. Yet, the generally accepted transfer rate of 10% is worryingly low. Traditional learning transfer research, with the working environment explored from a hierarchical and single dyad perspective, provides inconsistent results and little advice for the human resource development (HRD) profession on how to improve transfer performance. This research creates a new conversation by considering learning transfer from a network social capital perspective; a perspective, arguably, more aligned to the socially situated nature of leadership. A longitudinal case study of a senior leadership development programme, underpinned by a critical realist philosophy, is used to explore how a leader’s network social capital – defined as the value inherent in the relationships within the leader’s organisational, professional and home networks – may influence leadership learning translation in the workplace. The results show a far wider range of social network actors are perceived as enabling or hindering the translation of leadership programme knowledge into improved practice than currently considered in the literature. Further, the four groups of identified developmental roles enacted by the social network and forming the leader’s network social capital (Opportunity to participate in learning translation, Structure for learning translation, Learning assistance and Access to vicarious leadership practice) can be sourced from many different parts of the leader’s network. The diversity, multiplexity and individuality of network social capital may explain the ambiguity and contradiction within the extant learning transfer results. Mechanisms facilitating the formation and flow of the four social capital groups are also isolated and then discussed within the context of the leader’s personal agency. The research is limited by a single case focus and its outcomes may be influenced by the seniority of the leaders within the case. However, the inference of the study’s findings is that the HRD community needs to think far wider than the leader’s line manager when designing strategies to support leadership learning translation. The emergence of two distinct drivers of social capital flows suggests consideration of two distinct solutions for improving translation – one focussed on the organisation and one directed at the leader.

Subjects/Keywords: 658.4; social capital; vocational learning; learning transfer; leadership development

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APA (6^th Edition):

Brockliss, J. (2016). Learning, translation, succeeding : a leadership development programme : a network social capital perspective. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621095

Chicago Manual of Style (16^th Edition):

Brockliss, Jane. “Learning, translation, succeeding : a leadership development programme : a network social capital perspective.” 2016. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/621095.

MLA Handbook (7^th Edition):

Brockliss, Jane. “Learning, translation, succeeding : a leadership development programme : a network social capital perspective.” 2016. Web. 27 Feb 2021.

Vancouver:

Brockliss J. Learning, translation, succeeding : a leadership development programme : a network social capital perspective. [Internet] [Doctoral dissertation]. University of Derby; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/621095.

Council of Science Editors:

Brockliss J. Learning, translation, succeeding : a leadership development programme : a network social capital perspective. [Doctoral Dissertation]. University of Derby; 2016. Available from: http://hdl.handle.net/10545/621095

3. Gill, Judith M. R. Academic freedom in English universities : an exploration of the views of Vice-Chancellors.

Degree: Thesis (EdD), 2017, University of Derby

URL: http://hdl.handle.net/10545/621972

► ‘Academic freedom’ in the Twenty-First Century is a contested concept and there exist many interpretations, or versions, of academic freedom, a number of which have… (more)

▼ ‘Academic freedom’ in the Twenty-First Century is a contested concept and there exist many interpretations, or versions, of academic freedom, a number of which have been identified through a review of the literature. Some scholars now claim that academic freedom no longer exists in academia, or that it has become a second order value that competes with other priorities more appropriate to the now competitive business of higher education. In this context, the philosophical and legal responsibilities that Vice-Chancellors have in protecting academic freedom can no longer be taken as unproblematic, and their views may not be clear to themselves or to the staff and students in their institutions. This thesis explores the views Vice-Chancellors have on the concept of academic freedom, how they manage academic freedom and the extent to which they believe academic freedom is practised in their university. The Vice-Chancellors interviewed, of a regional and representative sample of English universities, included those from leading pre-1992 universities and new post-1992 universities as well as one private university. Vice-Chancellors were found to have paid little, or no, attention to academic freedom. They implied that academic freedom was a matter for individual subject departments, but they were resolute that they were the arbiters whenever academic freedom became an issue. Some thought that the concept of academic freedom had been misused by individual academics who raised issues motivated by political and ideological beliefs, and those who conflated it with the civil liberty of free speech. In summarising the Vice-Chancellors’ ‘version’ of academic freedom, a key finding was that they had neglected academic freedom. Consequently, one important proposal was that Vice-Chancellors in English universities should review the nature of academic freedom and consider the implications at governance and managerial levels, at departmental level and in practice. As one Vice-Chancellor admitted: “…we’ve never said to, or proven to, the outside world that academic freedom is important”.

Subjects/Keywords: 378.1; Academic freedom; English universities; Vice-Chancellors

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APA (6^th Edition):

Gill, J. M. R. (2017). Academic freedom in English universities : an exploration of the views of Vice-Chancellors. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621972

Chicago Manual of Style (16^th Edition):

Gill, Judith M R. “Academic freedom in English universities : an exploration of the views of Vice-Chancellors.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/621972.

MLA Handbook (7^th Edition):

Gill, Judith M R. “Academic freedom in English universities : an exploration of the views of Vice-Chancellors.” 2017. Web. 27 Feb 2021.

Vancouver:

Gill JMR. Academic freedom in English universities : an exploration of the views of Vice-Chancellors. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/621972.

Council of Science Editors:

Gill JMR. Academic freedom in English universities : an exploration of the views of Vice-Chancellors. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621972

4. Mieschbuehler, Ruth. The minoritisation of Higher Education students.

Degree: PhD, 2015, University of Derby

URL: http://hdl.handle.net/10545/344790

► Research into ‘ethnic’ attainment differences in British higher education tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded. This… (more)

▼ Research into ‘ethnic’ attainment differences in British higher education tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded. This shapes the current theoretical perspective adopted by university policies and informs practice. However, the consequences of this perspective for students, their educational attainment and university education as a whole are largely unexamined. This study explored the teaching and learning experiences of students, alongside their views concerning how these experiences may have impacted on their attainment. To arrive at a more unbiased and better informed understanding of ethnic attainment differences, the student narratives in this study were analysed from a realist philosophical position. The experiences students related included student interactions, participatory and intellectual engagement, (un)equal treatment and academic study and support. The richness and variety of the individual narratives defied simple analysis and required further discussion of perceptions, interpretations, meaning, understanding and categorisation. Some students talked of social interaction in terms of race, colour, ethnicity, nationality, culture, class and age, while others thought such social grouping unproblematic. Engagement was seen either as participatory engagement in the learning process or as intellectual engagement with the subject. There were perceptions of unequal treatment due to race or ethnicity which contrasted with suggestions of straightforward unprofessional practices. Attitudes to academic study ranged from descriptions of struggling with the academic workload to feeling the lack of intellectual challenge. The analysis and discussion revealed a process of minoritisation that resulted from the current approaches to ethnic attainment. The continued use of group-based social differentiation inadvertently fosters the idea that ethnic and social attributes matter and creates a divisive subtext which loses any sense of our common humanity. Group-based social differentiation can undermine the resilience and human agency of students because it suggests that educational attainment is predominantly determined by ethnic and social attributes, downplaying the students’ capacity to act in pursuit of educational goals. As a result, university policies and practice perpetuate rather than ameliorate the status of minority ethnic higher education students.

Subjects/Keywords: 378.1; higher education; student experience; ethnicity; attainment; equality; subject-based; education; leanring and teaching

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APA (6^th Edition):

Mieschbuehler, R. (2015). The minoritisation of Higher Education students. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/344790

Chicago Manual of Style (16^th Edition):

Mieschbuehler, Ruth. “The minoritisation of Higher Education students.” 2015. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/344790.

MLA Handbook (7^th Edition):

Mieschbuehler, Ruth. “The minoritisation of Higher Education students.” 2015. Web. 27 Feb 2021.

Vancouver:

Mieschbuehler R. The minoritisation of Higher Education students. [Internet] [Doctoral dissertation]. University of Derby; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/344790.

Council of Science Editors:

Mieschbuehler R. The minoritisation of Higher Education students. [Doctoral Dissertation]. University of Derby; 2015. Available from: http://hdl.handle.net/10545/344790

5. Yuan, Bo. A novel service discovery model for decentralised online social networks.

Degree: PhD, 2018, University of Derby

URL: http://hdl.handle.net/10545/622590

► Online social networks (OSNs) have become the most popular Internet application that attracts billions of users to share information, disseminate opinions and interact with others… (more)

▼ Online social networks (OSNs) have become the most popular Internet application that attracts billions of users to share information, disseminate opinions and interact with others in the online society. The unprecedented growing popularity of OSNs naturally makes using social network services as a pervasive phenomenon in our daily life. The majority of OSNs service providers adopts a centralised architecture because of its management simplicity and content controllability. However, the centralised architecture for large-scale OSNs applications incurs costly deployment of computing infrastructures and suffers performance bottleneck. Moreover, the centralised architecture has two major shortcomings: the single point failure problem and the lack of privacy, which challenges the uninterrupted service provision and raises serious privacy concerns. This thesis proposes a decentralised approach based on peer-to-peer (P2P) networks as an alternative to the traditional centralised architecture. Firstly, a self-organised architecture with self-sustaining social network adaptation has been designed to support decentralised topology maintenance. This self-organised architecture exhibits small-world characteristics with short average path length and large average clustering coefficient to support efficient information exchange. Based on this self-organised architecture, a novel decentralised service discovery model has been developed to achieve a semantic-aware and interest-aware query routing in the P2P social network. The proposed model encompasses a service matchmaking module to capture the hidden semantic information for query-service matching and a homophily-based query processing module to characterise user’s common social status and interests for personalised query routing. Furthermore, in order to optimise the efficiency of service discovery, a swarm intelligence inspired algorithm has been designed to reduce the query routing overhead. This algorithm employs an adaptive forwarding strategy that can adapt to various social network structures and achieves promising search performance with low redundant query overhead in dynamic environments. Finally, a configurable software simulator is implemented to simulate complex networks and to evaluate the proposed service discovery model. Extensive experiments have been conducted through simulations, and the obtained results have demonstrated the efficiency and effectiveness of the proposed model.

Subjects/Keywords: 302.30285; Service discovery; Online social networks; Peer to Peer; Decentralisation; Simulation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yuan, B. (2018). A novel service discovery model for decentralised online social networks. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622590

Chicago Manual of Style (16^th Edition):

Yuan, Bo. “A novel service discovery model for decentralised online social networks.” 2018. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622590.

MLA Handbook (7^th Edition):

Yuan, Bo. “A novel service discovery model for decentralised online social networks.” 2018. Web. 27 Feb 2021.

Vancouver:

Yuan B. A novel service discovery model for decentralised online social networks. [Internet] [Doctoral dissertation]. University of Derby; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622590.

Council of Science Editors:

Yuan B. A novel service discovery model for decentralised online social networks. [Doctoral Dissertation]. University of Derby; 2018. Available from: http://hdl.handle.net/10545/622590

6. McPartland, David. An exploration of the emotion management of faculty staff at a Swiss private Higher Education Institute.

Degree: Thesis (EdD), 2017, University of Derby

URL: http://hdl.handle.net/10545/621553

► The principal aim of this study was to obtain an understanding of the relative importance of emotion management for the Swiss private higher education sector,… (more)

▼ The principal aim of this study was to obtain an understanding of the relative importance of emotion management for the Swiss private higher education sector, and for the lecturing profession in general. Extant literature has focused on the emotion management of teachers and lecturers working in the public sector but has somewhat overlooked the private higher education sector. A single case study design was selected for this research, which consisted of a well-established and highly regarded Swiss private higher education institute. Focus groups were conducted with three groups of faculty staff at the case institute. This was followed up by eleven individual interviews. Thematic analysis was then used to analyse the data, resulting in the identification of several core themes. The findings show that emotion management is an essential element of the lecturing profession within the Swiss private higher education sector. There was evidence of emotional labour in action, with participants enacting the various emotion regulation strategies as espoused throughout the literature. This study identified that ‘naturally felt emotions’ and ‘deep acting’ were the preferred emotion regulation strategies. The prescriptive and philanthropic categories of the typology of workplace emotion were found to be the primary motivators behind the faculty performance. This thesis has made strides in expanding the field by providing new insights into the relevance of emotion management for professional occupations, specifically those of faculty staff. Overall, participants reported more positive than negative outcomes associated with emotion management, suggesting less of a dichotomy of outcomes in comparison to previous studies. The findings show that a number of contextual factors also have an influence on the emotion management of individual lecturers. Backstage areas and humour were found to be the most common coping strategies which participants used to detach from the job. Unexpectedly, cultural diversity was considered as having implications for the emotion management of lecturers. The research findings represent a further step towards developing an understanding of emotions and their management in a private higher education setting.

Subjects/Keywords: 658.4; Emotion Management; Emotional Labour; Lecturing; Human Resources Management

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McPartland, D. (2017). An exploration of the emotion management of faculty staff at a Swiss private Higher Education Institute. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621553

Chicago Manual of Style (16^th Edition):

McPartland, David. “An exploration of the emotion management of faculty staff at a Swiss private Higher Education Institute.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/621553.

MLA Handbook (7^th Edition):

McPartland, David. “An exploration of the emotion management of faculty staff at a Swiss private Higher Education Institute.” 2017. Web. 27 Feb 2021.

Vancouver:

McPartland D. An exploration of the emotion management of faculty staff at a Swiss private Higher Education Institute. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/621553.

Council of Science Editors:

McPartland D. An exploration of the emotion management of faculty staff at a Swiss private Higher Education Institute. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621553

7. Shepherd, Rosemary. A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK.

Degree: Thesis (EdD), 2018, University of Derby

URL: http://hdl.handle.net/10545/622739

► This phenomenological study was designed and conducted in a Post 1992 ‘new university’ situated in the UK. The aims of the study were a) to… (more)

▼ This phenomenological study was designed and conducted in a Post 1992 ‘new university’ situated in the UK. The aims of the study were a) to investigate inclusive practice amongst disabled students in higher education, b) to explore students’ perceptions on their lived experiences of the support provided c) to explore disabled students’ experiences of the process in gaining support d) to identify the kind of practices disabled students used to support their own effective learning in HE. A sample of 14 students, aged 19 to 56 volunteered to participate in the study. The study was underpinned by inclusive theory and equality policy provided for higher education institutions. Rich data from phenomenological interviews was analysed using thematic and narrative analysis. Analysis of the data uncovered new knowledge for lecturers and support staff in understanding disabled students’ lived experiences as they approached support systems and classrooms in higher education. The key findings involved a) barriers to communication and collaboration between students and lecturers, b) attitudes of staff and the asymmetries of power experienced by students in accessing support, c) issues around student anxiety, dependence and independence and ownership of learning, d) the idea that a reasonable adjustment could be unreasonable and embarrassing and evidence of tokenism in supporting students. The recommendations included a) the need for more in-depth training for all staff in equality and inclusive practice and inclusive course design, b) more support for students in negotiating their Study Needs Assessment, c) bridging the communication gap between Student Wellbeing, lecturers and students. The changes in funding to the Disabled Students’ Allowance came into force during 2016 which has consequently reduced or removed support for students who have disclosed a disability. Due to such changes, it will be even more important for universities to support the training of students, lecturers and support staff in creating and maintaining more inclusive environments in the future.

Subjects/Keywords: 378.0087; Disability; Disabled students; Higher education; Inclusive practice; Lived experiences; Phenomenology; Hermeneutics; Asymmetries of power; Anxiety; Reasonable adjustments; unreasonable adjustments; embarrassing adjustments

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shepherd, R. (2018). A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622739

Chicago Manual of Style (16^th Edition):

Shepherd, Rosemary. “A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK.” 2018. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622739.

MLA Handbook (7^th Edition):

Shepherd, Rosemary. “A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK.” 2018. Web. 27 Feb 2021.

Vancouver:

Shepherd R. A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK. [Internet] [Doctoral dissertation]. University of Derby; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622739.

Council of Science Editors:

Shepherd R. A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK. [Doctoral Dissertation]. University of Derby; 2018. Available from: http://hdl.handle.net/10545/622739

8. Miao, Dejun. Towards an efficient indexing and searching model for service discovery in a decentralised environment.

Degree: PhD, 2018, University of Derby

URL: http://hdl.handle.net/10545/622742

► Given the growth and outreach of new information, communication, computing and electronic technologies in various dimensions, the amount of data has explosively increased in the… (more)

▼ Given the growth and outreach of new information, communication, computing and electronic technologies in various dimensions, the amount of data has explosively increased in the recent years. Centralised systems suffer some limitations to dealing with this issue due to all data is stored in central data centres. Thus, decentralised systems are getting more attention and increasing in popularity. Moreover, efficient service discovery mechanisms have naturally become an essential component in both large-scale and small-scale decentralised systems and. This research study is aimed at modelling a novel efficient indexing and searching model for service discovery in decentralised environments comprising numerous repositories with massive stored services. The main contributions of this research study can be summarised in three components: a novel distributed multilevel indexing model, an optimised searching algorithm and a new simulation environment. Indexing model has been widely used for efficient service discovery. For instance; the inverted index is one of the popular indexing models used for service retrieval in consistent repositories. However, redundancies are inevitable in the inverted index which is significantly time-consuming in the service discovery and retrieval process. This theeis proposes a novel distributed multilevel indexing model (DM-index), which offers an efficient solution for service discovery and retrieval in distributed service repositories comprising massive stored services. The architecture of the proposed indexing model encompasses four hierarchical levels to eliminate redundancy information in service repositories, to narrow the searching space and to reduce the number of traversed services whilst discovering services. Distributed Hash Tables have been widely used to provide data lookup services with logarithmic message costs which only require maintenance of limited amounts of routing states. This thesis develops an optimised searching algorithm, named Double-layer No-redundancy Enhanced Bi-direction Chord (DNEB-Chord), to handle retrieval requests in distributed destination repositories efficiently. This DNEB-Chord algorithm achieves faster routing performances with the double-layer routing mechanism and optimal routing index. The efficiency of the developed indexing and searching model is evaluated through theoretical analysis and experimental evaluation in a newly developed simulation environment, named Distributed Multilevel Bi-direction Simulator (DMBSim), which can be used as cost efficient tool for exploring various service configurations, user retrieval requirements and other parameter settings. Both the theoretical validation and experimental evaluations demonstrate that the service discovery efficiency of the DM-index outperforms the sequential index and inverted index configurations. Furthermore, the experimental evaluation results demostrate that the DNEB-Chord algorithm performs better than the Chord in terms of reducing the incurred hop counts. Finally, simulation results…

Subjects/Keywords: 004.6; Multilevel; Indexing; Decentralised environment; Efficiency

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APA (6^th Edition):

Miao, D. (2018). Towards an efficient indexing and searching model for service discovery in a decentralised environment. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622742

Chicago Manual of Style (16^th Edition):

Miao, Dejun. “Towards an efficient indexing and searching model for service discovery in a decentralised environment.” 2018. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622742.

MLA Handbook (7^th Edition):

Miao, Dejun. “Towards an efficient indexing and searching model for service discovery in a decentralised environment.” 2018. Web. 27 Feb 2021.

Vancouver:

Miao D. Towards an efficient indexing and searching model for service discovery in a decentralised environment. [Internet] [Doctoral dissertation]. University of Derby; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622742.

Council of Science Editors:

Miao D. Towards an efficient indexing and searching model for service discovery in a decentralised environment. [Doctoral Dissertation]. University of Derby; 2018. Available from: http://hdl.handle.net/10545/622742

9. Jakhara, Mohammed. The journey to adopt a child : a mixed methods study comparing aspiring parents' perceptions of the adoption process with those of social workers and social work managers.

Degree: PhD, 2018, University of Derby

URL: http://hdl.handle.net/10545/622715

► The adoption of children in care who are legally referred to as “looked after”, (Children Act 1989, s22, HMSO, 1989) usually by local authorities is… (more)

▼ The adoption of children in care who are legally referred to as “looked after”, (Children Act 1989, s22, HMSO, 1989) usually by local authorities is a key national Government objective (DfE, 2016a) where rehabilitation with the birth family is not viable. The desire to place more "looked after" children for adoption with greater speed is not new. It became increasingly apparent after the election of the New Labour Government in 1997 due to concerns about drift and delay in planning for children in care (DoH, 2000a) leading to poorer outcomes. This led to a series of measures aimed at increasing the use and speed of adoption. Eventually this resulted in the introduction of the Adoption and Children Act 2002 (HMSO, 2002) that also for the first time in English law recognised that the welfare of the child is of paramount concern when considering adoption. There is an abundance of published literature that considers the topic of adoption. However, there is a dearth of studies that have comprehensively considered the journey that adopters undertake to become parents. This practice based study was conducted by a researcher who is a senior academic manager and an active social work practitioner with extensive professional experience of adoption. A unique aspect of the study is the longitudinal mixed methods approach used to gather data in real time from a sample of adopters. The three part study tracks the journeys of the sample of adopters from when their application to adopt had been accepted by an adoption agency until after children were placed. The study was supported by five adoption agencies based in England. The data was collected over a period of two years from the adopters who described their experiences and perceptions of their journeys in real time. The information from the adopters is triangulated with data from adoption professionals from the agencies that supported the study. The professionals discussed their approaches to the adoption process, as well as their own experiences of working with adopters. The longitudinal nature of the study enables an analysis of how and why adopters’ experiences and perceptions changed over time. The research considered the changing power dynamics between adopters and professionals during the different stages of the journey to adopt. Furthermore, the long-term impact of professional interactions with adopters during the adoption process are discussed.

Subjects/Keywords: 362.7340942; Adoption; Children in Care; Risk assessment; Permanence

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APA (6^th Edition):

Jakhara, M. (2018). The journey to adopt a child : a mixed methods study comparing aspiring parents' perceptions of the adoption process with those of social workers and social work managers. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622715

Chicago Manual of Style (16^th Edition):

Jakhara, Mohammed. “The journey to adopt a child : a mixed methods study comparing aspiring parents' perceptions of the adoption process with those of social workers and social work managers.” 2018. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622715.

MLA Handbook (7^th Edition):

Jakhara, Mohammed. “The journey to adopt a child : a mixed methods study comparing aspiring parents' perceptions of the adoption process with those of social workers and social work managers.” 2018. Web. 27 Feb 2021.

Vancouver:

Jakhara M. The journey to adopt a child : a mixed methods study comparing aspiring parents' perceptions of the adoption process with those of social workers and social work managers. [Internet] [Doctoral dissertation]. University of Derby; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622715.

Council of Science Editors:

Jakhara M. The journey to adopt a child : a mixed methods study comparing aspiring parents' perceptions of the adoption process with those of social workers and social work managers. [Doctoral Dissertation]. University of Derby; 2018. Available from: http://hdl.handle.net/10545/622715

10. Hutchinson, Jo. Place matters : young people's transitions to the labour market.

Degree: PhD, 2017, University of Derby

URL: http://hdl.handle.net/10545/622613

► Career guidance is a core element of labour market and education policy. Young people’s transitions from education to employment need support through active career guidance.… (more)

▼ Career guidance is a core element of labour market and education policy. Young people’s transitions from education to employment need support through active career guidance. This body of research examines aspects of place and partnership working as it applies to career policy and practice for young people with a particular focus on the role of schools. The engagement of diverse partners from different sectors and interests has become an essential element of public policy and its implementation. To understand partnership working it is critical to pay attention to the relationship between the selection of partners, their combined remit, the scale of their activities and the diverse places in which they emerge. Many of the issues that policy attempts to address are also shaped by, and in, the places in which they are experienced. The research informing these papers has been undertaken as either academic research projects or as funded research over more than two decades. Many have used place-based case studies. The overall finding of this is that deliberative multi-partner engagement has become essential to the provision of pathways to the labour market that would otherwise be blocked for some young people. The centre of gravity in these discussions is the school. As organisations with a geographic footprint, the active engagement of schools in partnerships builds infrastructures, pathways and new spaces of engagement that help their pupils understand the work place. Through the twin policy paths of territorial economic development policy and a progressive socio-political approach to career guidance, policy makers have endowed schools with this responsibility. Schools are spaces of engagement with a wider world and simultaneously they are places that reflect their economic, social and cultural context. Their role as partner and place-maker needs acknowledgement within any national careers strategy that hopes to connect a spatially sensitive industrial policy with a locally enacted careers and labour market policy.

Subjects/Keywords: 371.4; Career guidance; Young people; Locality

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APA (6^th Edition):

Hutchinson, J. (2017). Place matters : young people's transitions to the labour market. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622613

Chicago Manual of Style (16^th Edition):

Hutchinson, Jo. “Place matters : young people's transitions to the labour market.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622613.

MLA Handbook (7^th Edition):

Hutchinson, Jo. “Place matters : young people's transitions to the labour market.” 2017. Web. 27 Feb 2021.

Vancouver:

Hutchinson J. Place matters : young people's transitions to the labour market. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622613.

Council of Science Editors:

Hutchinson J. Place matters : young people's transitions to the labour market. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/622613

11. Serhan, Shakieb. The legal status of the Sulha in the criminal law of the State of Israel.

Degree: Thesis (EdD), 2018, University of Derby

URL: http://hdl.handle.net/10545/622745

► The research investigated the legal status of the Sulha in the criminal law of the State of Israel. This research is a qualitative-interpretative-exploratory single case… (more)

▼ The research investigated the legal status of the Sulha in the criminal law of the State of Israel. This research is a qualitative-interpretative-exploratory single case study. Its main goal was to create scientific and professional knowledge with practical ramifications for the judicial world, as well as to develop a new theory and model of the Israeli criminal process that would allow for the incorporation of Sulha within the Israeli criminal process. The qualitative data collection methods and sources used were structured interviews, a Delphi survey, documents, the researcher's professional experience and a personal diary. The 16 interviewees were professional, credible, trustworthy and expert people in their field. Seven (7) experts in the field made up the Delphi panel. The research met all of its goals and objectives of the study questions: What is the legal status of Sulha in Israeli criminal law? How can the Sulha be incorporated in Israeli criminal law, and what contribution would Sulha make in this respect? What action is required for Sulha to be incorporated in Israeli criminal law? The findings showed that criminal statutory laws, Israeli courts, and parole committees do not recognize the Sulha as an alternative conflict settlement venue in criminal cases. The findings showed that Israeli courts and parole committees have two principal approaches to the question of the legal status of the institution of Sulha in Israeli criminal law. One approach refuses to grant the institution of Sulha any binding legal status in Israeli criminal law, while according to the other approach Sulha can serve as a consideration in a person’s favor, but not as a decisive consideration, and certainly not one that binds the courts or parole committees. The findings showed that it would be possible to enhance the Israeli criminal law by incorporating the Sulha within the criminal law. Incorporation of the Sulha in the Israeli criminal law would enhance and improve the Israeli criminal law by achieving speedy justice, by reducing the caseload of the courts, by increasing public confidence in the criminal process and the judicial activity, by reducing the frequency of erroneous judgments, by achieving restorative justice, by promoting reconciliation and by facilitating the achievement of peace between the parties affected by the criminal act. Further, the Sulha could contribute greatly to reconciliation and to the installment of peace in Israeli society and achieves restorative justice. A bill (law draft) has been prepared for the incorporation of the Sulha in the criminal law in Israel. The researcher is convinced that the Knesset (lsraeli Parlament) will approve it as soon as possible.

Subjects/Keywords: 345.569; Sulha; Criminal law; Israeli legal system

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APA (6^th Edition):

Serhan, S. (2018). The legal status of the Sulha in the criminal law of the State of Israel. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622745

Chicago Manual of Style (16^th Edition):

Serhan, Shakieb. “The legal status of the Sulha in the criminal law of the State of Israel.” 2018. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622745.

MLA Handbook (7^th Edition):

Serhan, Shakieb. “The legal status of the Sulha in the criminal law of the State of Israel.” 2018. Web. 27 Feb 2021.

Vancouver:

Serhan S. The legal status of the Sulha in the criminal law of the State of Israel. [Internet] [Doctoral dissertation]. University of Derby; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622745.

Council of Science Editors:

Serhan S. The legal status of the Sulha in the criminal law of the State of Israel. [Doctoral Dissertation]. University of Derby; 2018. Available from: http://hdl.handle.net/10545/622745

12. Thompson, Warren. Late Quaternary fluvial system response to climatic change over the past 200ka on Mallorca, Illes Balears.

Degree: PhD, 2017, University of Derby

URL: http://hdl.handle.net/10545/622714

► Outcrops of late Quaternary deposits along the north–east coast of Mallorca were examined, and a high resolution chronological framework established using optically stimulated luminescence of… (more)

Subjects/Keywords: 551.6; Fluvial system response; Climate change; Mallorca; Alluvial fans; Sedimentary archives; Aeolianite; Late quaternary period; Optically stimulated luminescence dating

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APA (6^th Edition):

Thompson, W. (2017). Late Quaternary fluvial system response to climatic change over the past 200ka on Mallorca, Illes Balears. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622714

Chicago Manual of Style (16^th Edition):

Thompson, Warren. “Late Quaternary fluvial system response to climatic change over the past 200ka on Mallorca, Illes Balears.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622714.

MLA Handbook (7^th Edition):

Thompson, Warren. “Late Quaternary fluvial system response to climatic change over the past 200ka on Mallorca, Illes Balears.” 2017. Web. 27 Feb 2021.

Vancouver:

Thompson W. Late Quaternary fluvial system response to climatic change over the past 200ka on Mallorca, Illes Balears. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622714.

Council of Science Editors:

Thompson W. Late Quaternary fluvial system response to climatic change over the past 200ka on Mallorca, Illes Balears. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/622714

13. Nisselbaum, Sima. Break time viewed through pedagogic glasses : a study of the effective utilization of break time within primary schools in Israel.

Degree: Thesis (EdD), 2015, University of Derby

URL: http://hdl.handle.net/10545/593702

► The main goal of this study is the development of comprehensive strategies aimed at improving break time practices in Israeli schools. The issue of school… (more)

▼ The main goal of this study is the development of comprehensive strategies aimed at improving break time practices in Israeli schools. The issue of school break time as an integral part of the school day has not yet been addressed in educational research in Israel. This qualitative case study involved more than 200 participants from 2 Israeli primary schools, representing 3 groups - principals, break time supervising teachers, and pupils. The study examines the perspectives of the research stakeholders on the purpose and implementation of break time. The recruitment of participants was carried out using purposive and convenience sampling methods. Five data collection tools were employed: documentary analysis, individual semistructured interviews with the three groups of stakeholders, focus group with teachers, observation of school yards and lobbies, and a questionnaire for pupils. Data were analyzed through thematic analysis, in which inductive coding was used. Study findings reveal that break time is perceived by teachers and principals as an energy-consuming, ill-planned part of the school day. Their main concerns are safety and disciplinary matters. A sense of frustration caused by break time duty problems, deteriorating discipline in schools, and lack of hope for improvement in teacher authority, was dominant in teacher responses. Little consensus was found on whether or not break time should be structured. Both principals and teachers underestimate the role of pupil-initiated free play. Most teachers underestimate the meaningful educational opportunities present during break time. Pupils perceive break time as a time for rest, game playing, and freedom from teacher control. Findings suggest that the preferred way of spending break time and the role of a duty teacher are perceived differently by pupils of different ages and gender groups. This study identifies a number of break time issues that have not yet received attention, such as enjoying a meal as a part of peer socialization, and ethical problems related to free play or involving playthings brought from home. Compared to previous research, this study suggests that feelings of loneliness experienced by pupils during break time increase as they grow older, reinforcing the idea of using break time as a platform for practice and improvement of social skills. The study concludes with recommendations for making social education a significant and planned part of the school curriculum, using the break time environment as a natural setting, integrated with the classroom. In addition, break time should be dealt with as part of the teacher-training process.

Subjects/Keywords: 372.12; School Recess; Breaktime

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APA (6^th Edition):

Nisselbaum, S. (2015). Break time viewed through pedagogic glasses : a study of the effective utilization of break time within primary schools in Israel. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/593702

Chicago Manual of Style (16^th Edition):

Nisselbaum, Sima. “Break time viewed through pedagogic glasses : a study of the effective utilization of break time within primary schools in Israel.” 2015. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/593702.

MLA Handbook (7^th Edition):

Nisselbaum, Sima. “Break time viewed through pedagogic glasses : a study of the effective utilization of break time within primary schools in Israel.” 2015. Web. 27 Feb 2021.

Vancouver:

Nisselbaum S. Break time viewed through pedagogic glasses : a study of the effective utilization of break time within primary schools in Israel. [Internet] [Doctoral dissertation]. University of Derby; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/593702.

Council of Science Editors:

Nisselbaum S. Break time viewed through pedagogic glasses : a study of the effective utilization of break time within primary schools in Israel. [Doctoral Dissertation]. University of Derby; 2015. Available from: http://hdl.handle.net/10545/593702

14. Eid, Jawdat. Split identity implications : perception of identity and future orientation of Maronite Christian adolescents in Israel.

Degree: Thesis (EdD), 2016, University of Derby

URL: http://hdl.handle.net/10545/620647

► This research examines the identity perception of Maronite adolescents in Israel as part of the Israeli Palestinian Arab Christian community. The research was carried out… (more)

▼ This research examines the identity perception of Maronite adolescents in Israel as part of the Israeli Palestinian Arab Christian community. The research was carried out between the years 2009-2011, involving 25 Maronite adolescents ranging from ages 16 – 18 years. Views on identity were also sought from the parents of this group. The research looks at the implications of their identity perception on their future orientation, career, place of residence, culture and heritage amidst the ongoing unstable social and political situation in the region. The research is inductive in nature and follows a non-positivist, qualitative, ethnographic approach, seeking depth in capturing and presenting the elusive nature of the “soft data” of the self-identity construct. The data were gathered and triangulated by a variety of methods: adolescents’ in-depth interview, parents’ semi–structured ethnographic interview, narrative text tools and a focus group. Findings revealed that the two leading components in the identity perception of the participants were the “Israeli Arab” national component, and the “Christian” religious component. Findings also indicated that the identity perception influences the choice of the participants’ careers; choosing from what was offered to them, rather than pursuing what they liked, and their place of residence having to deal with the limitations imposed on minorities regarding where they can, or cannot live. The participants expressed their need for leadership, religious or secular, to strengthen their involvement in the social and political agendas, educate the younger generation about their identity and heritage, offer a supportive and empowering framework for their ambitions and future plans and improve their socio-political presence among the other communities. The outcomes of this research contribute to a better understanding of the identity perception among Maronite adolescents and constitute a basis for understanding how they can be better supported as a minority group within a multi-cultural society in an unstable region. Further research is required to gain a deeper understanding of how the unstable periods influence belonging and identity issues among Christians in Israel and the Arab world, and to consider gender, socioeconomic and place of living variables.

Subjects/Keywords: 281; Split identity; Minority; Maronites; Cristians in Israel; Adolecents identity; Israeli Christian Maronites

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APA (6^th Edition):

Eid, J. (2016). Split identity implications : perception of identity and future orientation of Maronite Christian adolescents in Israel. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/620647

Chicago Manual of Style (16^th Edition):

Eid, Jawdat. “Split identity implications : perception of identity and future orientation of Maronite Christian adolescents in Israel.” 2016. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/620647.

MLA Handbook (7^th Edition):

Eid, Jawdat. “Split identity implications : perception of identity and future orientation of Maronite Christian adolescents in Israel.” 2016. Web. 27 Feb 2021.

Vancouver:

Eid J. Split identity implications : perception of identity and future orientation of Maronite Christian adolescents in Israel. [Internet] [Doctoral dissertation]. University of Derby; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/620647.

Council of Science Editors:

Eid J. Split identity implications : perception of identity and future orientation of Maronite Christian adolescents in Israel. [Doctoral Dissertation]. University of Derby; 2016. Available from: http://hdl.handle.net/10545/620647

15. Shmul-Cohen, Sigalit. How teachers conceive their role when working with Generation Z pupils in a technological learning environment.

Degree: Thesis (EdD), 2016, University of Derby

URL: http://hdl.handle.net/10545/620659

► Teachers have to cope with two main changes. Firstly, they have experienced global technological change and the introduction of new technologies into the education system.… (more)

▼ Teachers have to cope with two main changes. Firstly, they have experienced global technological change and the introduction of new technologies into the education system. Secondly, they have to cope with a new generation of pupils (Generation Z). This thesis argues that these changes necessitate a change in the role of the teacher. This research examines how teachers react to these changes. The main research question is “How do teachers conceive their role when they teach Generation Z pupils in a technological learning environment?”. The research focuses on a case study of a school on the northern periphery of the State of Israel. The research focused on the teachers of the “computer notebook” classes. The school supplies every pupil and every teacher a standard personal laptop while the teachers have been integrating the technology and applications into their lessons for the last twenty years. The data was collected by means of questionnaires (20); personal interviews (24); observations (8); and an analysis of relevant documents. The research compares the category of the “traditional teacher” with that of the “technological teacher”. It finds that (a) teachers view the the two roles of traditional and technological teacher as distinct; (b) they recognise a wide variety of technological changes that influence the education system; and (c) they believe that the present pupil generation (Generation Z) requires a new approach to study in contrast with previous generations of pupils. The research shows that in response to the changes described above, the teachers have changed their perspective through the use of the new technologies and define their role in three dimensions (pedagogical, interpersonal, and technological) and indicate that there are 11 skills and abilities required for the technological teacher. However, the research also found that despite the extensive experience of the teachers in using the new technologies, there is no confidence in realising the full potential inherent in these tools. In particular, the opportunity for cooperative learning which is offered by online technologies is not always exploited efficiently. Moreover, the research found that the challenges and barriers in the application of the new pedagogy in the technological learning environment. The contribution of this research is both theoretical and practical. The theoretical contribution of the research is in the characterisation of the pedagogical, interpersonal and technological dimensions that constitute the role of the “technological teacher”. The practical contribution of the research is detailed in the series of recommendations made in relation to the development of schools and the training and continuing professional development of teachers.

Subjects/Keywords: 371.33; Generation Z; Teachers' role; Perception; Conception; Technological Learning Environment; Technological Teacher; Change; Training and Professional Development of Teachers

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APA (6^th Edition):

Shmul-Cohen, S. (2016). How teachers conceive their role when working with Generation Z pupils in a technological learning environment. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/620659

Chicago Manual of Style (16^th Edition):

Shmul-Cohen, Sigalit. “How teachers conceive their role when working with Generation Z pupils in a technological learning environment.” 2016. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/620659.

MLA Handbook (7^th Edition):

Shmul-Cohen, Sigalit. “How teachers conceive their role when working with Generation Z pupils in a technological learning environment.” 2016. Web. 27 Feb 2021.

Vancouver:

Shmul-Cohen S. How teachers conceive their role when working with Generation Z pupils in a technological learning environment. [Internet] [Doctoral dissertation]. University of Derby; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/620659.

Council of Science Editors:

Shmul-Cohen S. How teachers conceive their role when working with Generation Z pupils in a technological learning environment. [Doctoral Dissertation]. University of Derby; 2016. Available from: http://hdl.handle.net/10545/620659

16. Mackay, Kathryn. Muslim women and the hijab in Britain : contexts and choices.

Degree: PhD, 2013, University of Derby

URL: http://hdl.handle.net/10545/306736

► This thesis concerns the contexts and choices associated with the wearing of the hijab in Britain, beginning with the impact of events such as 9/11.… (more)

▼ This thesis concerns the contexts and choices associated with the wearing of the hijab in Britain, beginning with the impact of events such as 9/11. For many in the West, the hijab has become perceived as a symbol of Islam and as a result hijab wearing women who were living in Britain were identified as being connected with those who had carried out the 9/11 attacks in the United States. There was evidence from this research that there was an increase in first time hijab wearing, particularly in those between the ages of 25-39, however, 9/11 had not been directly responsible for this increase, but the higher profile of Islam due to the attacks had encouraged the women to find out about the religion for themselves and the rulings that related to them. Sales of the hijab have increased along with a more defined Islamic fashion consciousness and a desire by the women to wear what they regard as Islamic dress. This feminist standpoint research, although carried out by a white, non-Muslim from a middle-class background gave the women the opportunity to talk about their lives and explain the wearing or non-wearing of the hijab. A number of related themes were identified: Religion/religious community; Education; Family and friends; Clothing industry/fashion; and 9/11, although the thread that ran through all of these themes was the notion of choice. The women described wearing or not wearing hijab as their choice, although some had more influence from others. When choice theory was examined in relation to the wearing or non-wearing of the hijab it could be seen that although rational choice theory, lifestyle choices, family, habitus and individualization could tell us something about why the women made the choices they did, it was the interplay between individualization and tradition that gave the most accurate explanation as to why these women were making their choices. These theories did not tell the whole story however, and the conclusion discusses a reinterpretation of the Islamic teachings occurring in Britain with the women interpreting the Qur'an and the religious texts for themselves before arriving at their own conclusions as to what they should be wearing. This reinterpretation is driving the changes in behaviour for many Muslim women in Britain.

Subjects/Keywords: 305.48

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APA (6^th Edition):

Mackay, K. (2013). Muslim women and the hijab in Britain : contexts and choices. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/306736

Chicago Manual of Style (16^th Edition):

Mackay, Kathryn. “Muslim women and the hijab in Britain : contexts and choices.” 2013. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/306736.

MLA Handbook (7^th Edition):

Mackay, Kathryn. “Muslim women and the hijab in Britain : contexts and choices.” 2013. Web. 27 Feb 2021.

Vancouver:

Mackay K. Muslim women and the hijab in Britain : contexts and choices. [Internet] [Doctoral dissertation]. University of Derby; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/306736.

Council of Science Editors:

Mackay K. Muslim women and the hijab in Britain : contexts and choices. [Doctoral Dissertation]. University of Derby; 2013. Available from: http://hdl.handle.net/10545/306736

17. Bin Sultan, Abdalla Abdelrahman Yousif Ali. An assessment of excellence in formulating strategic plan : a case study of Dubai government's strategic plan, United Arab Emirates.

Degree: PhD, 2012, University of Derby

URL: http://hdl.handle.net/10545/313132

► RADAR is an excellence self-assessment tool which is commonly used to assess results and approaches in excellence models. It could also be used successfully in… (more)

▼ RADAR is an excellence self-assessment tool which is commonly used to assess results and approaches in excellence models. It could also be used successfully in assessing the strategy formulation process in Dubai' s government. The Thesis is a qualitative research that deploys a case study approach to understand the role of RADAR techniques and practices, and how these can be used in assessing the Dubai Governement 's strategy formulation process, focusing on the justice and security sectors in general and the Dubai Police Force in particular. The researcher always attempts to answer particular questions about why and how RADAR informs and helps in assessing and controlling the strategy formulation process. The study obtained valid information from semi-structured interviews with 17 senior and middle government, security and Police staff members working in the Dubai Police Force, Civil Defense and Immigration Departments. Generally, the findings indicated that: Firstly, RADAR can be used successfully in these researched organisations and can be seen to be important in security assessment function when taking into consideration the cultural aspects of Dubai which are based on Arab and Islamic cultural values. Secondly, the strategy formulation process in Dubai Governement is affected widely by Islamic and Arab culture. Thirdly, the definition of 'citizen' is very complex as Dubai is a cosmopolitan city. This makes it difficult to cater to the stakeholders' needs in the strategy formulation process due to the diversity of the cultures of the different nationalities. Fourthly, the bureaucratic nature of managers in the public sector makes it difficult to deploy the excellence self-assessment tools as they tend to believe that assessment is merely criticism rather than that it supports continuous improvement. Finally, the leadership of Dubai Governement plays a crucial role in leading the strategic thinking and quality drive in both public and private sectors. The leadership vision is to cater to the cultural needs of the different nationalities living in Dubai and translate them into sound strategies.

Subjects/Keywords: 353.36; Excellence : Strategic formulation : Arabic culture : Islamic culture : Dubai Government : Strategic plan : Dubai

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APA (6^th Edition):

Bin Sultan, A. A. Y. A. (2012). An assessment of excellence in formulating strategic plan : a case study of Dubai government's strategic plan, United Arab Emirates. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/313132

Chicago Manual of Style (16^th Edition):

Bin Sultan, Abdalla Abdelrahman Yousif Ali. “An assessment of excellence in formulating strategic plan : a case study of Dubai government's strategic plan, United Arab Emirates.” 2012. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/313132.

MLA Handbook (7^th Edition):

Bin Sultan, Abdalla Abdelrahman Yousif Ali. “An assessment of excellence in formulating strategic plan : a case study of Dubai government's strategic plan, United Arab Emirates.” 2012. Web. 27 Feb 2021.

Vancouver:

Bin Sultan AAYA. An assessment of excellence in formulating strategic plan : a case study of Dubai government's strategic plan, United Arab Emirates. [Internet] [Doctoral dissertation]. University of Derby; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/313132.

Council of Science Editors:

Bin Sultan AAYA. An assessment of excellence in formulating strategic plan : a case study of Dubai government's strategic plan, United Arab Emirates. [Doctoral Dissertation]. University of Derby; 2012. Available from: http://hdl.handle.net/10545/313132

18. Msuya, Asmahan Mssami. The perceived and actual effects of remittances on poverty reduction and development in Tanzania : case study of Leicester-based Tanzanian diaspora.

Degree: PhD, 2017, University of Derby

URL: http://hdl.handle.net/10545/622060

► Remittances to sub-Saharan Africa have steadily been on increase in recent decades. However, the full socio-economic benefits of remittances to some countries, such as Tanzania… (more)

▼ Remittances to sub-Saharan Africa have steadily been on increase in recent decades. However, the full socio-economic benefits of remittances to some countries, such as Tanzania are far from clear. Consequently, the importance of this economic phenomenon in Tanzanian society is rather inconclusive, because their effects on poverty reduction and development in Tanzania are based largely on evidence from the regional area (i.e. sub-Saharan Africa) and from other developing countries. This study has examined the perceived and actual effects of remittances on poverty reduction and development in Tanzania from the viewpoint of Leicester-based Tanzanian diaspora and the remittance receivers’ in Tanzania. The study was, therefore, based in two places, Leicester (United Kingdom- UK) and Tanzania. It adopts an inductive approach to enquiry for which both qualitative and quantitative data were collect from the three case studies: The first case study is Leicester-based Tanzanian diaspora (the remittances senders), the second case study is remittance receivers in Tanzania (the remittances users), and third case study is Tanzanian government officials (i.e. researchers, policy makers and regulatory bodies). The significance of this study is that it is a two-way process conducted from the remittance senders’ (the Leicester-based Tanzanian diaspora) and remittance the receivers’ perspectives (the remittance users in Tanzania). The study, therefore, involve tracking of remittances from Leicester to Tanzania. The study provides better insight and understanding of the effects of remittances on poverty reduction and development in Tanzania. It help to understand how best to harness diaspora and remittances through the understanding of diaspora’s capabilities and interests, as well as types of remittances sent to Tanzania, channels of sending, and any obstacles that hamper the effectiveness of remittances on poverty reduction and development in Tanzania. The study also offers insight into why the Tanzanian diaspora continues to remit. Amongst other reasons, it includes the retained belief in the Ujamaa ideology (family-hood or brother-hood). In turn, this adds significant contributions on the theories of migration and development, and motives to remit. The overall finding of this study is that remittances remain important to Tanzanian society, because they help to increase the amount of disposable money for spending on education, health, consumption, business formation, and investments. Unlike other international aid, remittances go directly to receivers. Thus, remittances tend to have immediate and direct effects on the livelihoods of the receivers. Remittances received from Leicester, therefore, help to improve the quality of lives of the recipients. Hence, they help to reduce depth and severity of poverty on the receiving communities. Nevertheless, the findings of this study clearly show that from a developmental perspective, one of the major challenges to the effects of remittances on poverty reduction and development in Tanzania is…

Subjects/Keywords: 362.5; Diaspora; Poverty; Remittance

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APA (6^th Edition):

Msuya, A. M. (2017). The perceived and actual effects of remittances on poverty reduction and development in Tanzania : case study of Leicester-based Tanzanian diaspora. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/622060

Chicago Manual of Style (16^th Edition):

Msuya, Asmahan Mssami. “The perceived and actual effects of remittances on poverty reduction and development in Tanzania : case study of Leicester-based Tanzanian diaspora.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/622060.

MLA Handbook (7^th Edition):

Msuya, Asmahan Mssami. “The perceived and actual effects of remittances on poverty reduction and development in Tanzania : case study of Leicester-based Tanzanian diaspora.” 2017. Web. 27 Feb 2021.

Vancouver:

Msuya AM. The perceived and actual effects of remittances on poverty reduction and development in Tanzania : case study of Leicester-based Tanzanian diaspora. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/622060.

Council of Science Editors:

Msuya AM. The perceived and actual effects of remittances on poverty reduction and development in Tanzania : case study of Leicester-based Tanzanian diaspora. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/622060

19. Pantelidi, Irene C. The evaluation of a cognitive behavioural treatment protocol on perfectionism & low self-esteem amongst clients with mood and anxiety disorders : an interpretative phenomenological approach.

Degree: PhD, 2015, University of Derby

URL: http://hdl.handle.net/10545/337575

► Perfectionism can be constructed as a trans diagnostic concept that co exists and probably contributes to the onset development and maintenance of a number of… (more)

▼ Perfectionism can be constructed as a trans diagnostic concept that co exists and probably contributes to the onset development and maintenance of a number of Axis 1 disorders. There is also a significant relationship between perfectionism and low self- esteem. There is considerable theoretical debate in the literature concerning whether perfectionism is uni or multi-dimensional with most therapies being based upon uni dimensional conceptualisations and thus overlooking interpersonal factors. This is also reflected in the relative absence of qualitative studies that explore perfectionism from a lived experience perspective. Aims: This study aims to explore the experiences of perfectionism and low self-esteem in different life domains. It also aims to evaluate the client’s experiences and efficacy of a proposed treatment protocol that targets perfectionism from a multidimensional perspective. Method: The study is divided into three phases. A Multiple baseline design is used to evaluate the treatment protocol including cognitive and behavioural interventions, compassionate mind training and assertiveness training to target perfectionism and low self-esteem. Two clinical groups experiencing Axis 1 disorders and high perfectionism are divided amongst the different phases of this study, 13 and 8 participants respectively. Mixed methods are administered to analyse the data with greater emphasis on the qualitative ones. Measures administered include the Beck Depression & Anxiety Inventories; the Rosenberg Self Esteem Scale; the Dysfunctional Attitudes Scale; the Multidimensional Perfectionism Scale by Frost and the Perfectionistic Self Presentation Scale. 8 semi-structured interviews are analysed utilising Interpretative Phenomenological Approach (IPA). Results: from the analysis of data it is evident that perfectionism is a multidimensional construct with strong interpersonal features that affect several different life domains. The proposed treatment protocol appears significantly effective in reducing perfectionism and Axis 1 disorder symptomatology. Additionally, there is a significant increase in self- esteem. Interventions that appear most helpful are behavioural experiments, assertiveness training, compassionate mind training, continuum and positive logging.

Subjects/Keywords: 616.89; Perfectionism; Clinical perfectionism; IPA; Phenomenology; Mixed methods methodology; Cognitive behaviour therapy; Multiphase design; Treatment of perfectionism; Self- esteem; Low self- esteem and perfectionism

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APA (6^th Edition):

Pantelidi, I. C. (2015). The evaluation of a cognitive behavioural treatment protocol on perfectionism & low self-esteem amongst clients with mood and anxiety disorders : an interpretative phenomenological approach. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/337575

Chicago Manual of Style (16^th Edition):

Pantelidi, Irene C. “The evaluation of a cognitive behavioural treatment protocol on perfectionism & low self-esteem amongst clients with mood and anxiety disorders : an interpretative phenomenological approach.” 2015. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/337575.

MLA Handbook (7^th Edition):

Pantelidi, Irene C. “The evaluation of a cognitive behavioural treatment protocol on perfectionism & low self-esteem amongst clients with mood and anxiety disorders : an interpretative phenomenological approach.” 2015. Web. 27 Feb 2021.

Vancouver:

Pantelidi IC. The evaluation of a cognitive behavioural treatment protocol on perfectionism & low self-esteem amongst clients with mood and anxiety disorders : an interpretative phenomenological approach. [Internet] [Doctoral dissertation]. University of Derby; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/337575.

Council of Science Editors:

Pantelidi IC. The evaluation of a cognitive behavioural treatment protocol on perfectionism & low self-esteem amongst clients with mood and anxiety disorders : an interpretative phenomenological approach. [Doctoral Dissertation]. University of Derby; 2015. Available from: http://hdl.handle.net/10545/337575

20. Marriott, Laura-Lee. Degrees of virtue : inculcating a professional academic habitus in the field of post 1992 higher education.

Degree: PhD, 2012, University of Derby

URL: http://hdl.handle.net/10545/322740

► This study aims to contribute original knowledge of the identity ofpost-1992 academics to inform the debate surrounding the professionalization of higher education teachers. The setting… (more)

▼ This study aims to contribute original knowledge of the identity ofpost-1992 academics to inform the debate surrounding the professionalization of higher education teachers. The setting was a modem university in the East Midlands. Bourdieusian theoretical conceptualizations of the mediated relations between agency and structure (habitus/field theory) were applied to deconstruct/reconstruct the nature of these relations within the university's academic workforce. This investigation revealed disjunctions amongst staff members. The study's findings suggest that these might be addressed through structured training in the logic of practice for recruits. Bourdieu [1930-2002] developed a mixed methods methodology, combining positivist and phenomenological research paradigms to ensure breadth and depth in ethical data interrogations. This approach informed the sequential mixed design of the study. The first phase (survey) elicited profile and benchmarking data and perceptions of field forces and conditions from sixty respondents. Most lacked teaching qualifications or experience on entry. The second phase (fifteen interviews) captured personal narratives for subsequent thematic analysis. Current evaluation of primary data indicates three significant trajectories analyses: effective actionlbehaviour arising from the meaningful convergence of the individual's competences (mapped as habitus), the organizational environment (field) and the job's demands (practice). Data filtration through these lenses uncovered destabilizing divergences. Significantly, most participants eschewed identification as an 'academic'; seeing themselves as first and foremost a teacher. Their key concerns were negative perceptions of management and student demands as threats to personal efficacy, thus an accredited teacher training programme instilling a dual professionalism was broadly welcomed. This study provides timely sociological perspectives on the government's recent positive correlation between funding and new staff accreditation. Institutional reliance upon existing and contract staff, however, suggests their training needs warrant further investigation. This thesis argues for such training to make explicit the science of pedagogy and the art of teaching to all teaching staff through the conscious integration of habitus/field theory in higher education teacher training. In this way, both agent and field are strengthened, to their mutual advantage.

Subjects/Keywords: 370.711; Habitus/Field theory : Teacher training in HE : Mixed methods methodology

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APA (6^th Edition):

Marriott, L. (2012). Degrees of virtue : inculcating a professional academic habitus in the field of post 1992 higher education. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/322740

Chicago Manual of Style (16^th Edition):

Marriott, Laura-Lee. “Degrees of virtue : inculcating a professional academic habitus in the field of post 1992 higher education.” 2012. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/322740.

MLA Handbook (7^th Edition):

Marriott, Laura-Lee. “Degrees of virtue : inculcating a professional academic habitus in the field of post 1992 higher education.” 2012. Web. 27 Feb 2021.

Vancouver:

Marriott L. Degrees of virtue : inculcating a professional academic habitus in the field of post 1992 higher education. [Internet] [Doctoral dissertation]. University of Derby; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/322740.

Council of Science Editors:

Marriott L. Degrees of virtue : inculcating a professional academic habitus in the field of post 1992 higher education. [Doctoral Dissertation]. University of Derby; 2012. Available from: http://hdl.handle.net/10545/322740

21. O'Hare, Roisin. A case study to evaluate the introduction of Objective Structured Clinical Examination (OSCE) within a School of Pharmacy.

Degree: PhD, 2014, University of Derby

URL: http://hdl.handle.net/10545/337507

► Healthcare education is continually evolving to reflect therapeutic advances in patient management. Society demands assurances regarding the ongoing competence of HCPs including pharmacists. The use… (more)

Subjects/Keywords: 615.1071; Objective Structured Clinical Examination; Pharmacy; Undergraduate; Education; Qualitative methodology; case study; Documentary analysis

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APA (6^th Edition):

O'Hare, R. (2014). A case study to evaluate the introduction of Objective Structured Clinical Examination (OSCE) within a School of Pharmacy. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/337507

Chicago Manual of Style (16^th Edition):

O'Hare, Roisin. “A case study to evaluate the introduction of Objective Structured Clinical Examination (OSCE) within a School of Pharmacy.” 2014. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/337507.

MLA Handbook (7^th Edition):

O'Hare, Roisin. “A case study to evaluate the introduction of Objective Structured Clinical Examination (OSCE) within a School of Pharmacy.” 2014. Web. 27 Feb 2021.

Vancouver:

O'Hare R. A case study to evaluate the introduction of Objective Structured Clinical Examination (OSCE) within a School of Pharmacy. [Internet] [Doctoral dissertation]. University of Derby; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/337507.

Council of Science Editors:

O'Hare R. A case study to evaluate the introduction of Objective Structured Clinical Examination (OSCE) within a School of Pharmacy. [Doctoral Dissertation]. University of Derby; 2014. Available from: http://hdl.handle.net/10545/337507

22. Mitchell, Peter. The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets.

Degree: Thesis (EdD), 2016, University of Derby

URL: http://hdl.handle.net/10545/609884

► The Storyline method requires learners to create a fictive world and take on the role of characters in a story which they develop themselves. The… (more)

▼ The Storyline method requires learners to create a fictive world and take on the role of characters in a story which they develop themselves. The story, co-created with the teacher, is based around a topic in the curriculum. In the course of the story, key questions based on curriculum-mandated aims are asked by the teacher in order to engage the learners in tasks during which learning occurs. Although Storyline has been used for many years in the classroom, its applicability to the foreign language classroom has only been researched recently and not extensively. By establishing a simulated ‘real world’ and providing students with ownership of their learning, students can use and improve their language skills, developing intercultural communicative competence in a meaningful context. This action research case study investigated the impact of the Storyline method on the foreign language classroom in the context of teaching military linguist cadets at a Russian university. A fictive base of a United Nations military observation mission, invented by the students themselves, served as a meaningful context for learning. The aim of the study was to improve the effectiveness of teaching in terms of developing language skills and raising student motivation, in the context of teaching English as a foreign language to military linguist cadets. The study found that the student response was positive, with improvements in motivation and satisfaction with the teaching and learning process. Moreover, students also showed improvements in terms of English language skills. It was also discovered that Storyline could benefit from adaption to include form-focused instruction for teaching grammar points. Additionally, explicit explanations of certain Storyline activities, in particular art work, might be beneficial when working with military linguist cadets. Ultimately Storyline was found to be an effective foreign language teaching method for military linguist cadets in Russia and has potential for use in other foreign language teaching for specific purposes contexts owing to its capacity for making language learning more relevant to the real life contexts in which professionals find themselves.

Subjects/Keywords: 428.0071; Storyline Method; Foreign Language Teaching; ELT; Military Linguist; Action research; Case study

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APA (6^th Edition):

Mitchell, P. (2016). The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/609884

Chicago Manual of Style (16^th Edition):

Mitchell, Peter. “The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets.” 2016. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/609884.

MLA Handbook (7^th Edition):

Mitchell, Peter. “The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets.” 2016. Web. 27 Feb 2021.

Vancouver:

Mitchell P. The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets. [Internet] [Doctoral dissertation]. University of Derby; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/609884.

Council of Science Editors:

Mitchell P. The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets. [Doctoral Dissertation]. University of Derby; 2016. Available from: http://hdl.handle.net/10545/609884

23. Liveris, Panagiotis D. New public management reforms : an empirical study of human resources critical factors, in the context of the Greek public sector.

Degree: Thesis (D.B.A.), 2015, University of Derby

URL: http://hdl.handle.net/10545/576013

► This work is an endeavour on the subject of the Critical Success Factors imposed by Human Resources, in the process of reforms, under the context… (more)

▼ This work is an endeavour on the subject of the Critical Success Factors imposed by Human Resources, in the process of reforms, under the context of New Public Management, particularly, as this applies in the Greek Public Sector and more specifically in the cases of ISO implementation. The fundamental issues it attempts to elucidate are the Human Resources policies that must be applied, so that employees become an integral element for the successful implementation of any introduced reforms. Many scholars have pointed out the gap in literature regarding the effect of New Public Management (NPM) reforms on the human factor. Moreover, in the current Greek reality, in the context of the economic recession and the debt crisis, where public administration reforms are mandatory, the thorough examination of the vital issues, pertaining to Human Resources, consists a major priority. The qualitative research method applied with the employees of the reformed organisations has further aspired to ponder and determine what really matters during the transformational process from the employees’ point of view. The conclusions we have reached underpin the importance of Human Resources motivational factors in the reform process, taking into consideration that the employee is the catalyst for any change effort. Some of those factors were found to be also part of the ISO concept per se, thus, their implementation would boost the employees’ morale, while others must be carefully analysed, planned and implemented by all the stakeholders to further facilitate the change process. We have to bear in mind that, especially under the current dire economic environment, quality reforms could be a challenge, as they combine fiscal discipline and at the same time aspire to increase the employees’ and citizens’ satisfaction. This study goes further to suggest that, the implementation of ISO reforms could help all the participants, provided that the decision makers take into serious consideration the Critical Success Factors outlined herewith, that have been extracted from a survey conducted pertinent to our research. This study focused on the reforms/ISO process as implemented by the Intermediate Managing Authority of the Ionian Islands. Further research on the implications from the implementation of NMP doctrines on Human Resources should be conducted in other Greek governmental organisations, in order to reaffirm the results and possibly enhance the suggested model. Conclusively, our ultimate target is to assist decision makers and encourage them to utilise the arguments depicted, towards the successful implementation of NPM doctrines.

Subjects/Keywords: 351; New Public Masnagement; Greek public sector; Quality reforms; ISO; Critical Sucess Factors

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Liveris, P. D. (2015). New public management reforms : an empirical study of human resources critical factors, in the context of the Greek public sector. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/576013

Chicago Manual of Style (16^th Edition):

Liveris, Panagiotis D. “New public management reforms : an empirical study of human resources critical factors, in the context of the Greek public sector.” 2015. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/576013.

MLA Handbook (7^th Edition):

Liveris, Panagiotis D. “New public management reforms : an empirical study of human resources critical factors, in the context of the Greek public sector.” 2015. Web. 27 Feb 2021.

Vancouver:

Liveris PD. New public management reforms : an empirical study of human resources critical factors, in the context of the Greek public sector. [Internet] [Doctoral dissertation]. University of Derby; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/576013.

Council of Science Editors:

Liveris PD. New public management reforms : an empirical study of human resources critical factors, in the context of the Greek public sector. [Doctoral Dissertation]. University of Derby; 2015. Available from: http://hdl.handle.net/10545/576013

24. Petronzi, Dominic. The development of the Numeracy Apprehension Scale for children aged 4-7 years : qualitative exploration of associated factors and quantitative testing.

Degree: PhD, 2016, University of Derby

URL: http://hdl.handle.net/10545/619167

► Previous psychological literature has shown mathematics anxiety in older populations to have an association with many factors, including an adverse effect on task performance. However,… (more)

▼ Previous psychological literature has shown mathematics anxiety in older populations to have an association with many factors, including an adverse effect on task performance. However, the origins of mathematics anxiety have, until recently, received limited attention. It is now accepted that this anxiety is rooted within the early educational years, but research has not explored the associated factors in the first formal years of schooling. Based on previous focus groups with children aged 4-7 years, ‘numeracy apprehension’ is suggested in this body of work, as the foundation phase of negative emotions and experiences, in which mathematics anxiety can develop. Building on this research, the first piece of research utilized 2 interviews and 5 focus groups to obtain insight from parents (n=7), teachers (n=9) and mathematics experts (n=2), to explore how children experience numeracy and their observations of children’s attitudes and responses. Thematic and content analysis uncovered a range of factors that characterised children’s numeracy experiences. These included: stigma and peer comparisons; the difficulty of numeracy and persistent failure; a low sense of ability; feelings of inadequacy; peer evaluation; transference of teacher anxieties; the right or wrong nature of numeracy; parental influences; dependence on peers; avoidance and children being aware of a hierarchy based on numeracy performance. Key themes reflected the focus group findings of children aged 4-7 years. This contributed to an item pool for study 2, to produce a first iteration of the Numeracy Apprehension Scale (NAS) that described day-to-day numeracy lesson situations. This 44-item measure was implemented with 307 children aged 4-7 years, across 4 schools in the U.K. Exploratory factor analysis led to a 26-item iteration of the NAS, with a 2-factor structure of Prospective Numeracy Task Apprehension and On-line Number Apprehension, which related to, for example, observation and evaluation anxiety, worry and teacher anxiety. The results suggested that mathematics anxiety may stem from the initial development of numeracy apprehension and is based on consistent negative experiences throughout an educational career. The 26-item iteration of the NAS was further validated in study 3 with 163 children aged 4-7 years, across 2 schools in the U.K. The construct validity of the scale was tested by comparing scale scores against numeracy performance on a numeracy task to determine whether a relationship between scale and numeracy task scores was evident. Exploratory factor analysis was again conducted and resulted in the current 19-item iteration of the NAS that related to a single factor of On-line Number Apprehension. This related to the experience of an entire numeracy lesson, from first walking in to completing a task and was associated with, for example, explaining an answer to the teacher, making mistakes and getting work wrong. A significant negative correlation was observed between the NAS and numeracy performance scores, suggesting that…

Subjects/Keywords: 370.15; Mathematics Anxierty; Children; Qualitative; Exploratory Factor Analysis; Scale development; Item Pool; Numeracy Apprehension

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APA (6^th Edition):

Petronzi, D. (2016). The development of the Numeracy Apprehension Scale for children aged 4-7 years : qualitative exploration of associated factors and quantitative testing. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/619167

Chicago Manual of Style (16^th Edition):

Petronzi, Dominic. “The development of the Numeracy Apprehension Scale for children aged 4-7 years : qualitative exploration of associated factors and quantitative testing.” 2016. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/619167.

MLA Handbook (7^th Edition):

Petronzi, Dominic. “The development of the Numeracy Apprehension Scale for children aged 4-7 years : qualitative exploration of associated factors and quantitative testing.” 2016. Web. 27 Feb 2021.

Vancouver:

Petronzi D. The development of the Numeracy Apprehension Scale for children aged 4-7 years : qualitative exploration of associated factors and quantitative testing. [Internet] [Doctoral dissertation]. University of Derby; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/619167.

Council of Science Editors:

Petronzi D. The development of the Numeracy Apprehension Scale for children aged 4-7 years : qualitative exploration of associated factors and quantitative testing. [Doctoral Dissertation]. University of Derby; 2016. Available from: http://hdl.handle.net/10545/619167

25. Giles, David. Psychophysiological and emotional antecedents of climbing performance.

Degree: PhD, 2017, University of Derby

URL: http://hdl.handle.net/10545/621900

► Recreational sport climbing is characterised by self-selected route choices, which place participants under both physiological and psychological stress. This thesis is comprised of four studies,… (more)

▼ Recreational sport climbing is characterised by self-selected route choices, which place participants under both physiological and psychological stress. This thesis is comprised of four studies, each conducted with experienced climbers, exploring subjective psychological, objective psychophysiological and behavioural responses to anxiety-inducing stressors. Studies One and Two explored the means of protecting a climber in the event of a fall and the relative difficulty of a route. Significant and meaningful differences in self-reported anxiety and climbing performance were found in both studies. However, notably, psychophysiological measures of anticipatory heart rate and cortisol did not result in meaningful differences. Results suggested that situations, atypical of participants’ normal recreation sessions, with an increased likelihood of a climber falling or being unable to complete the route, were likely to be evaluated as threatening, elicit a negative emotional response and disrupt performance. However, the quantitative methods employed in Studies One and Two did not provide an explanation of the processes underlying participant’s anxious response and disrupted performance. Consequently, Study Three qualitatively explored individual experiences of climbers, with a focus on psychological factors that influence performance. The defining characteristics of lead climbing were discussed, as were the potential for taking falls, and/or the anticipation of falling. Further, interviewees described the choices they make, in order to increase or decrease the physical, psychological and technical challenges present. Critically, the choices made by a climber appear to potentiate or limit opportunities to perform optimally. Climber’s decisions were mediated by a number of antecedents, including a climber’s background in the sport, climbing partners and training status. Data suggests that while decisions made by the climbers allow them to engage with the sport on their own terms and exert a level of control over the challenges of their climbing sessions, it is often at the expense of performance. Interestingly, while interviewees were aware of techniques to reduce anxiety and improve performance, few regularly used these in training. Study Four examined the effectiveness of clip drops and repeat practice to reduce anxiety. Results indicated that neither technique resulted in reduced anxiety or improved performance when compared to the control group. While there were small differences in the success rate of participants in the intervention groups, they were less anxious and interpreted their level of self-confidence as more positive, compared to control, it was not possible to differentiate between the two interventions. However, when the combined means were considered there were significant and meaningful differences observed in the post-intervention red-point ascent compared to the initial on-sight. This thesis highlights the difficulty that arises in attempting to quantitatively examine anxiety. While there might not be (a)…

Subjects/Keywords: 796.552; Rock climbing; Psychophysiology; Physiology; Psychology; Challenge and threat; Cortisol; Anxiety

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APA (6^th Edition):

Giles, D. (2017). Psychophysiological and emotional antecedents of climbing performance. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621900

Chicago Manual of Style (16^th Edition):

Giles, David. “Psychophysiological and emotional antecedents of climbing performance.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/621900.

MLA Handbook (7^th Edition):

Giles, David. “Psychophysiological and emotional antecedents of climbing performance.” 2017. Web. 27 Feb 2021.

Vancouver:

Giles D. Psychophysiological and emotional antecedents of climbing performance. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/621900.

Council of Science Editors:

Giles D. Psychophysiological and emotional antecedents of climbing performance. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621900

26. McEwan, Kirsten. An exploration of the processing of compassionate and critical faces.

Degree: PhD, 2012, University of Derby

URL: http://hdl.handle.net/10545/312333

► Relationships are of vital importance to our survival and well-being (Baumeister & Leary, 1995; Bowlby, 1969, 1973; Buss, 2003; Gilbert, 1989). One way in which… (more)

▼ Relationships are of vital importance to our survival and well-being (Baumeister & Leary, 1995; Bowlby, 1969, 1973; Buss, 2003; Gilbert, 1989). One way in which we monitor the quality of our relationships and whether we are likely to be accepted or rejected by others is through non-verbal communications, primarily facial expressions (Darwin, 1872; Ekman & Friesen, 1971). Whilst there is much research on the processing of social threat signals and threatening facial expressions (Mogg & Bradley, 2002), research on the processing of facial expressions which convey safeness and altruism is scant. It is known that certain individuals have attentional biases toward threatening cues especially those conveyed through facial expressions. These same individuals tend to have diminished attentional focus toward positive cues such as happy facial expressions. This thesis explores how people process socially affiliative facial expressions, in particular those deemed compassionate. The processing of these facial expressions will be explored in relation to a variety of individual differences in mood, attachment, self-evaluation (namely self-criticism) and social rank. Chapters 1-3 of this thesis outline the background, aims and methodologies. Chapters 4-7 outline the four studies of this thesis which explore facial attentional processing in light of individual differences and primed positive and negative moods. Study 1 explores the processing of accepting and rejecting faces when participants are primed with compassionate, critical or no mental imagery; Study 2 develops and validates a new facial stimulus set displaying compassionate, critical and neutral facial expressions; Study 3 explores the attentional processing of these new compassionate and critical stimuli; Study 4 explores the attentional processing of compassionate and critical expressions when participants are primed with compassionate or critical Imagery. The first study showed that different types of imagery task and individual differences in self-esteem were associated with different attentional processing of accepting and rejecting facial expressions. However, participant feedback suggested that some of the stimuli may have been threatening. Hence Study 2 produced a validated stimulus set of compassionate and critical expressions to be used in further studies of this thesis. Studies 3 and 4 found that individual differences in self-criticism (and to a lesser degree anxiety) influence the way in which compassionate expressions are attended to. The key findings were that high self-critics showed diminished attention to compassionate faces (Study 3) however, when given critical imagery (Study 4), high self-critics showed enhanced attention to compassionate faces. This reversal in attentional processing may be due to finding the compassionate faces threatening or alternatively could reflect participant's attempts to reduce distress through seeking affiliation. Self-criticism is a transdiagnostic factor characterising a variety of mental health difficulties and has been…

Subjects/Keywords: 153.69

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APA (6^th Edition):

McEwan, K. (2012). An exploration of the processing of compassionate and critical faces. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/312333

Chicago Manual of Style (16^th Edition):

McEwan, Kirsten. “An exploration of the processing of compassionate and critical faces.” 2012. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/312333.

MLA Handbook (7^th Edition):

McEwan, Kirsten. “An exploration of the processing of compassionate and critical faces.” 2012. Web. 27 Feb 2021.

Vancouver:

McEwan K. An exploration of the processing of compassionate and critical faces. [Internet] [Doctoral dissertation]. University of Derby; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/312333.

Council of Science Editors:

McEwan K. An exploration of the processing of compassionate and critical faces. [Doctoral Dissertation]. University of Derby; 2012. Available from: http://hdl.handle.net/10545/312333

27. Rathnala, Prasanthi. Power efficient and power attacks resistant system design and analysis using aggressive scaling with timing speculation.

Degree: PhD, 2017, University of Derby

URL: http://hdl.handle.net/10545/621716

► Growing usage of smart and portable electronic devices demands embedded system designers to provide solutions with better performance and reduced power consumption. Due to the… (more)

▼ Growing usage of smart and portable electronic devices demands embedded system designers to provide solutions with better performance and reduced power consumption. Due to the new development of IoT and embedded systems usage, not only power and performance of these devices but also security of them is becoming an important design constraint. In this work, a novel aggressive scaling based on timing speculation is proposed to overcome the drawbacks of traditional DVFS and provide security from power analysis attacks at the same time. Dynamic voltage and frequency scaling (DVFS) is proven to be the most suitable technique for power efficiency in processor designs. Due to its promising benefits, the technique is still getting researchers attention to trade off power and performance of modern processor designs. The issues of traditional DVFS are: 1) Due to its pre-calculated operating points, the system is not able to suit to modern process variations. 2) Since Process Voltage and Temperature (PVT) variations are not considered, large timing margins are added to guarantee a safe operation in the presence of variations. The research work presented here addresses these issues by employing aggressive scaling mechanisms to achieve more power savings with increased performance. This approach uses in-situ timing error monitoring and recovering mechanisms to reduce extra timing margins and to account for process variations. A novel timing error detection and correction mechanism, to achieve more power savings or high performance, is presented. This novel technique has also been shown to improve security of processors against differential power analysis attacks technique. Differential power analysis attacks can extract secret information from embedded systems without knowing much details about the internal architecture of the device. Simulated and experimental data show that the novel technique can provide a performance improvement of 24% or power savings of 44% while occupying less area and power overhead. Overall, the proposed aggressive scaling technique provides an improvement in power consumption and performance while increasing the security of processors from power analysis attacks.

Subjects/Keywords: 004.67; Differential power analysis; Dynamic voltage and frequency scaling; Internet of things; S-Box; Low power performance improvement; Time-Borrowing; Timing Error; Aggressive Scaling; Process voltage and temperature

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rathnala, P. (2017). Power efficient and power attacks resistant system design and analysis using aggressive scaling with timing speculation. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621716

Chicago Manual of Style (16^th Edition):

Rathnala, Prasanthi. “Power efficient and power attacks resistant system design and analysis using aggressive scaling with timing speculation.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/621716.

MLA Handbook (7^th Edition):

Rathnala, Prasanthi. “Power efficient and power attacks resistant system design and analysis using aggressive scaling with timing speculation.” 2017. Web. 27 Feb 2021.

Vancouver:

Rathnala P. Power efficient and power attacks resistant system design and analysis using aggressive scaling with timing speculation. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/621716.

Council of Science Editors:

Rathnala P. Power efficient and power attacks resistant system design and analysis using aggressive scaling with timing speculation. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621716

28. Wiltshier, Peter. Managing tourism across boundaries through communities.

Degree: PhD, 2019, University of Derby

URL: http://hdl.handle.net/10545/623992

► Over more than a decade, observations of community based tourism inspired in me a series of publications that are detailed in this meta-analysis. These twenty… (more)

▼ Over more than a decade, observations of community based tourism inspired in me a series of publications that are detailed in this meta-analysis. These twenty five publications deal with the relationship between supply and demand in tourism from a socially constructed heuristic and hermeneutic perspective. Heuristic, as the work conducted was based around observations, even participation, in problem solving action with a wide range of stakeholders. Hermeneutic, as the research observations and participation undertaken identified root causes and opportunities pertinent to community development . Therefore this represents a study of tourism management designed to resolve complex, somewhat chaotic and wicked problems centred around the agendas for suppliers of tourism that challenged the existing management practices and perceived solutions. Solutions have been constructed built around an interpretation of habitus and beliefs that are predicated on a four component model. The first is the accrual of case studies with which to benchmark achievement that might be seen as best practice and worthy of emulation. The second is cohesion with fervently held beliefs and habitus adopted in parallel business cases, quite possibly in a competitive and quality-driven service sector. The third is enduring benchmarks in good practices that can be re-visited and adapted to meet the changing complex needs of communities. The fourth component is sharing the knowledge obtained, and maximising uptake of scarce resources used, across the varying sectors and destinations. These shared new experiences in learning are becoming embedded in education but now also need embedding in accessible repositories that conceivably are available at very low cost to a much wider range of interested stakeholders. "Being, thinking and doing" are the words that come to mind when I reflect on my publishing journey in academia from 2005 to the present day (Kassel, Rimanoczy, and Mitchell, 2016). "Being", as I am a researcher with a passion for all that concerns the community and my role informing and advising the various stakeholders charged or expected to deliver for the visitor. "Thinking" as I am actively identifying practices for future consideration that incorporate identified exemplars of sustainable development that we can all learn from. "Doing", as a measure of our achievements as communities and how we can embed both tacit and explicit knowledge in learning in the community and in Higher Education. My work embeds that knowledge in those stakeholders deemed jointly responsible for managing the tourism experience. Tourism can be a force for good in any community and typically relies on starting with beliefs, values and identity. Stakeholders should accept learning about the changing face of responsibility for development as that community evolves. This approach is both emancipatory and inclusive in the twenty first century and it is reflective of critical endogenous decision-making in academia and praxis. My studies in New Zealand and in the United…

Subjects/Keywords: managing tourism; boundaries; communities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wiltshier, P. (2019). Managing tourism across boundaries through communities. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/623992

Chicago Manual of Style (16^th Edition):

Wiltshier, Peter. “Managing tourism across boundaries through communities.” 2019. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/623992.

MLA Handbook (7^th Edition):

Wiltshier, Peter. “Managing tourism across boundaries through communities.” 2019. Web. 27 Feb 2021.

Vancouver:

Wiltshier P. Managing tourism across boundaries through communities. [Internet] [Doctoral dissertation]. University of Derby; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/623992.

Council of Science Editors:

Wiltshier P. Managing tourism across boundaries through communities. [Doctoral Dissertation]. University of Derby; 2019. Available from: http://hdl.handle.net/10545/623992

29. Hudrog-Shalan, Hana. Testing the efficacy of a counselling intervention : facilitating the motivation to learn among Arab high school students and teachers in Israel.

Degree: PhD, 2017, University of Derby

URL: http://hdl.handle.net/10545/621957

► The motivation of students to learn is one of the most investigated topics in education. Abu Asba (2007) and Assor (2005) have tried to understand… (more)

Subjects/Keywords: 370.15; Motivation; Self image; Teaching styles; Students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hudrog-Shalan, H. (2017). Testing the efficacy of a counselling intervention : facilitating the motivation to learn among Arab high school students and teachers in Israel. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621957

Chicago Manual of Style (16^th Edition):

Hudrog-Shalan, Hana. “Testing the efficacy of a counselling intervention : facilitating the motivation to learn among Arab high school students and teachers in Israel.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/621957.

MLA Handbook (7^th Edition):

Hudrog-Shalan, Hana. “Testing the efficacy of a counselling intervention : facilitating the motivation to learn among Arab high school students and teachers in Israel.” 2017. Web. 27 Feb 2021.

Vancouver:

Hudrog-Shalan H. Testing the efficacy of a counselling intervention : facilitating the motivation to learn among Arab high school students and teachers in Israel. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/621957.

Council of Science Editors:

Hudrog-Shalan H. Testing the efficacy of a counselling intervention : facilitating the motivation to learn among Arab high school students and teachers in Israel. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621957

30. Subryan, Shubhashnee. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.

Degree: PhD, 2017, University of Derby

URL: http://hdl.handle.net/10545/621337

► International test results posed concerns about the future of science education in Canada, the UK, and the USA. Stakeholders such as Let's Talk Science and… (more)

▼ International test results posed concerns about the future of science education in Canada, the UK, and the USA. Stakeholders such as Let's Talk Science and AMGEN Canada and The Royal Society, UK observed that fewer students were pursuing post-secondary studies and careers in science, technology, engineering, and mathematics (STEM) related fields in their countries, compared to their counterparts in China, India and Singapore. These stakeholders contended that science teachers required the agency to enhance their classroom efficacy and to challenge their students to pursue post-secondary studies and careers in STEM related fields. Reform initiatives, including professional development programmes, have been established across western countries to support science teachers' agency to act as change agents. This study was based on two assumptions; first, science teachers need professional development, experiences to shape their professional identity to act as change agents in science education reform, and secondly, science teachers' professional identity may be influenced and reshaped through experiences during professional development. This research explored the influence on secondary school science teachers' professional identity by their experiences of professional development programmes. A methodological approach of hermeneutic phenomenology facilitated the understanding of science teachers' experiences, while a sociocultural theoretical framework based on Wenger's community of practice, underpinned the research. Narrative interviews, semi-structured interviews, and a questionnaire provided evidence from thirteen purposefully selected science teachers in one school board in Canada for this study. Interpretive phenomenological analysis of interviews and qualitative survey analysis of the questionnaire, identified cognitive development, social interactions, emotional changes, and change in beliefs and classroom practice as the science teacher's experiences of their professional development programme. Such experiences are regarded as indicators of influence on professional identity. The cognitive development, social interactions, and emotional changes experienced by the science teachers, are considered as their dimensions of experiences during learning. Although nine science teachers experienced change in their practice, two of the reported change sin their professional beliefs. It is significant that eleven science teachers did not experience a change in their beliefs, despite changes in their classroom practice. The science teachers who did not experience a change in their beliefs were confident of their existing professional identities that influenced their learning and their views regarding changes in their beliefs and practice. It appears that science teachers' prior professional identity was a determining factor in influencing and reshaping their professional identities. Nevertheless, findings from this study imply that, to some extent, science teachers' professional identity was influenced, perhaps not reshaped, by…

Subjects/Keywords: 507.1; Professional Identity; Science teacher professional identity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Subryan, S. (2017). Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621337

Chicago Manual of Style (16^th Edition):

Subryan, Shubhashnee. “Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.” 2017. Doctoral Dissertation, University of Derby. Accessed February 27, 2021. http://hdl.handle.net/10545/621337.

MLA Handbook (7^th Edition):

Subryan, Shubhashnee. “Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.” 2017. Web. 27 Feb 2021.

Vancouver:

Subryan S. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10545/621337.

Council of Science Editors:

Subryan S. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621337

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