http://repository-intralibrary.leedsmet.ac.uk http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n242853t Tutorial: Key concepts - The way people organise and present themselves and the environment around them has both social and symbolic meaning. Includes observation exercises Mon, 20 May 2013 11:43:12 GMT oai:com.intralibrary.leedsmet:8095 2013-05-20T11:43:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n162102t Tue, 14 May 2013 09:41:23 GMT oai:com.intralibrary.leedsmet:8105 2013-05-14T09:41:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n81011t Xerte SCORM test. Mon, 13 May 2013 15:10:13 GMT oai:com.intralibrary.leedsmet:8101 2013-05-13T15:10:13Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n243063t This is an (unfinished - 13/05/13) SCORM adaption of the MyRI (Measuring your Research Impact) online tutorial - http://www.ndlr.ie/myri/ At this stage I'm interested if the SCORM package (exported from xerte) works correctly as it has displayed some unusual behaviour. If you notice any problems please contact n.e.sheppard@leedsmet.ac.uk When complete it will comprise three modules. It is designed so you can work through the entire tutorial module by module or, if you simply want to know how to calculate your h-index, or how many times your publications have been cited, you can select these options from the menu on the left-hand-side of the screen. The tutorial includes video interviews with research staff and a senior university administrator; a large number of demonstrations; links to other MyRI materials and links to relevant external resources and readings. The tutorial is aimed at post-graduate research students and staff across all disciplines. It acknowledges the limitations of using the main citation analysis tools in a number of disciplines. One such discipline, computer science, is highlighted throughout the tutorial where appropriate. Module 1: Introduction to Bibliometrics: This module provides an overview of bibliometrics; the context for the use of publication and citation analysis in higher education; a look at the main metrics used; the main tools available to research staff and students and a look at the issues and limitation of bibliometrics. Module 2: Track Your Research Impact: This module focuses in detail on the use of the main bibliometric tools (and resources) available to track and assess research performance at individual, departmental, institutional and country level. Module 3: Journal Ranking and Analysis: This module highlights the main journal metrics used to evaluate journals. It looks in detail at the ‘Journal Impact Factor’ (JIF) and how it is calculated as well as highlighting additional journal metrics and emerging journal ranking tools. Mon, 13 May 2013 11:38:25 GMT oai:com.intralibrary.leedsmet:8102 2013-05-13T11:38:25Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n133942t The MyRI (Measuring your Research Impact) online tutorial comprises three modules. It is designed so you can work through the entire tutorial module by module or, if you simply want to know how to calculate your h-index, or how many times your publications have been cited, you can select these options from the menu on the left-hand-side of the screen. The tutorial includes video interviews with research staff and a senior university administrator; a large number of demonstrations; links to other MyRI materials and links to relevant external resources and readings. The tutorial is aimed at post-graduate research students and staff across all disciplines. It acknowledges the limitations of using the main citation analysis tools in a number of disciplines. One such discipline, computer science, is highlighted throughout the tutorial where appropriate. Module 1: Introduction to Bibliometrics: This module provides an overview of bibliometrics; the context for the use of publication and citation analysis in higher education; a look at the main metrics used; the main tools available to research staff and students and a look at the issues and limitation of bibliometrics.   Module 2: Track Your Research Impact: This module focuses in detail on the use of the main bibliometric tools (and resources) available to track and assess research performance at individual, departmental, institutional and country level.    Module 3: Journal Ranking and Analysis: This module highlights the main journal metrics used to evaluate journals. It looks in detail at the ‘Journal Impact Factor’ (JIF) and how it is calculated as well as highlighting additional journal metrics and emerging journal ranking tools. Mon, 13 May 2013 11:38:25 GMT oai:com.intralibrary.leedsmet:6697 2013-05-13T11:38:25Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n80961t Concerns about “men's health”, particularly men's shorter life expectancy, first became an issue of significance in1993. In the UK, men's average life expectancy remains four years behind that of women. There are high rates of male suicide and an anxiety that mental distress often goes undetected in men until a crisis occurs. Men also have higher rates of premature death across a range of conditions. The reasons for gender differences in health practices, health experiences, and health outcomes are undoubtedly complex. 'Masculinity' is frequently presented as the villain in the story. This lecture will explore how understanding the relationship between men and health in a more nuanced way provides greater insight into the factors that generate health damaging and health promoting practices. It aims to disrupt some of the 'common-sense' assumptions that underpin much of the current rhetoric. In particular, it raises questions about the homogeneity of men, about the pejorative view of masculinity that prevails and about the problems associated with individualistic approaches to health promotion work with men. I begin by reflecting on my own journey into the “men's health” field. Using work from research projects completed over the last fifteen years, I will then explore some of the main contributions this work has made to the field. These contributions include recognising the dilemmas men face in relation to help-seeking, understanding the role men's health promotion initiatives can play in replicating aspects of hegemonic masculinity and highlighting emerging issues about men and emotional wellbeing. I conclude by considering what the programme of research for men's health in the next ten years could look like and what contribution I might make to this. Professor Steve Robertson Steve joined Leeds Metropolitan University in 2008 as Co-Director of the Centre for Men's Health. His main research centralises around social theories of gender and their application to health and illness but he has also worked on: masculinity and disability; the sociology of (male) bodies; fathers and fathering; men, emotions and mental well-being; men, sport and health; and evaluations of men's health promotion interventions. Steve has collaborated internationally with fellow academics, policy makers and practitioners. He has acted as a consultant on gender and men’s health to the Department of Health and WHO (Europe) and is Editor-in-Chief of the International Journal of Men's Health. Wed, 08 May 2013 14:42:05 GMT oai:com.intralibrary.leedsmet:8096 2013-05-08T14:42:05Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n727389t This unit is part of a collaboratively produced set of 5 units, created using the Xerte toolkit, aimed at academic researchers to enable them to enhance the dissemination of their research outputs. Through a mixture of text, videos and reflective activities, 'Other forms of publishing' allows participants to reflect on their current publishing style; consider alternative methods for communicating scholarly research including, such as posters, exhibitions, creative works, website authoring and open access publishing. Tue, 30 Apr 2013 11:05:07 GMT oai:com.intralibrary.leedsmet:8082 2013-04-30T11:05:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n323204t The work of ALPS is based on the hypothesis that if students receive feedback from different assessors (including other professionals, peers, service-users etc) in diverse practice situations, then confidence, competence, assessment reliability and interprofessional working skills will all be improved. Communication skills, Team Working and Ethical Practice were selected as the initial competences to focus on as they are common across the QAA benchmarks and professional bodies’ regulatory occupational standards for all 16 professions covered by ALPS. The three Common Competency Maps have been used as a framework from which the assessment tools have been built. If you would like to learn more about the process of creating Common Competency Maps, or you are interested in adapting the ALPS Maps to suit your requirements, please email alps@leeds.ac.uk Fri, 26 Apr 2013 15:16:49 GMT oai:com.intralibrary.leedsmet:8080 2013-04-26T15:16:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n645608t The work of ALPS is based on the hypothesis that if students receive feedback from different assessors (including other professionals, peers, service-users etc) in diverse practice situations, then confidence, competence, assessment reliability and interprofessional working skills will all be improved. Communication skills, Team Working and Ethical Practice were selected as the initial competences to focus on as they are common across the QAA benchmarks and professional bodies’ regulatory occupational standards for all 16 professions covered by ALPS. The three Common Competency Maps have been used as a framework from which the assessment tools have been built. If you would like to learn more about the process of creating Common Competency Maps, or you are interested in adapting the ALPS Maps to suit your requirements, please email alps@leeds.ac.uk Fri, 26 Apr 2013 15:13:47 GMT oai:com.intralibrary.leedsmet:8070 2013-04-26T15:13:47Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n80811t The work of ALPS is based on the hypothesis that if students receive feedback from different assessors (including other professionals, peers, service-users etc) in diverse practice situations, then confidence, competence, assessment reliability and interprofessional working skills will all be improved. Communication skills, Team Working and Ethical Practice were selected as the initial competences to focus on as they are common across the QAA benchmarks and professional bodies’ regulatory occupational standards for all 16 professions covered by ALPS. The three Common Competency Maps have been used as a framework from which the assessment tools have been built. If you would like to learn more about the process of creating Common Competency Maps, or you are interested in adapting the ALPS Maps to suit your requirements, please email alps@leeds.ac.uk Fri, 26 Apr 2013 15:08:30 GMT oai:com.intralibrary.leedsmet:8081 2013-04-26T15:08:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n230406t The work of ALPS is based on the hypothesis that if students receive feedback from different assessors (including other professionals, peers, service-users etc) in diverse practice situations, then confidence, competence, assessment reliability and interprofessional working skills will all be improved. Communication skills, Team Working and Ethical Practice were selected as the initial competences to focus on as they are common across the QAA benchmarks and professional bodies’ regulatory occupational standards for all 16 professions covered by ALPS. The three Common Competency Maps have been used as a framework from which the assessment tools have been built. If you would like to learn more about the process of creating Common Competency Maps, or you are interested in adapting the ALPS Maps to suit your requirements, please email alps@leeds.ac.uk Fri, 26 Apr 2013 15:01:26 GMT oai:com.intralibrary.leedsmet:3840 2013-04-26T15:01:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n345699t The work of ALPS is based on the hypothesis that if students receive feedback from different assessors (including other professionals, peers, service-users etc) in diverse practice situations, then confidence, competence, assessment reliability and interprofessional working skills will all be improved. Communication skills, Team Working and Ethical Practice were selected as the initial competences to focus on as they are common across the QAA benchmarks and professional bodies’ regulatory occupational standards for all 16 professions covered by ALPS. The three Common Competency Maps have been used as a framework from which the assessment tools have been built. If you would like to learn more about the process of creating Common Competency Maps, or you are interested in adapting the ALPS Maps to suit your requirements, please email alps@leeds.ac.uk Fri, 26 Apr 2013 14:52:52 GMT oai:com.intralibrary.leedsmet:3841 2013-04-26T14:52:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n268737t The work of ALPS is based on the hypothesis that if students receive feedback from different assessors (including other professionals, peers, service-users etc) in diverse practice situations, then confidence, competence, assessment reliability and interprofessional working skills will all be improved. Communication skills, Team Working and Ethical Practice were selected as the initial competences to focus on as they are common across the QAA benchmarks and professional bodies’ regulatory occupational standards for all 16 professions covered by ALPS. The three Common Competency Maps have been used as a framework from which the assessment tools have been built. If you would like to learn more about the process of creating Common Competency Maps, or you are interested in adapting the ALPS Maps to suit your requirements, please email alps@leeds.ac.uk Wed, 24 Apr 2013 14:54:57 GMT oai:com.intralibrary.leedsmet:3839 2013-04-24T14:54:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n483966t Slides delivered as a Lightning Talk at OER13 at the University of Nottingham on 27th March 2013. Tue, 23 Apr 2013 10:16:12 GMT oai:com.intralibrary.leedsmet:8066 2013-04-23T10:16:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n80281t There has been a great deal of interest in the potential for e-portfolios to support learning, and an extensive and growing body of literature gives testament to the power of e-portfolios to aid the reflective learning process (Doig et. al, 2006; Riedinger, 2006; Jenson, 2011), to encourage personalised independent learning (Blackburn and Hakel, 2006; Chau and Chen, 2010), and to support and evidence professional development, lifelong learning and transitions between courses of study and periods of employment (Howes et. al., 2011; Joyes et. al.; 2009; Cambridge, 2010 Stefani et. al., 2007). Use of e-portfolios has grown rapidly in the Higher Education (HE) sector across the USA, Europe and Australasia fuelled by ‘top-down’ government policies and ‘bottom-up’ growth within Universities themselves (Australian ePortfolio Project, 2008). In the United Kingdom, a growing number of HE institutions have made e-portfolio tools available to all students and, during the research process for this project, Leeds Metropolitan University (Leeds Met), was in the process of evaluating options with the aim of recommending a similar institutional implementation of an e-portfolio tool. Despite expectations that an eportfolio would be made available in 2010-11, this was delayed until the 2011-12 academic year when Pebblepad was selected for introduction across the University. Fri, 15 Mar 2013 16:27:54 GMT oai:com.intralibrary.leedsmet:8028 2013-03-15T16:27:54Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n320964t Pebblepad is the University's e-portfolio tool and it is available to all students and staff. It is widely used across Higher Education Institutions and Professional Bodies across the UK and beyond (http://www.pebblepad.co.uk) and it is typical of the e-portfolio tools that are becoming increasingly common in education, work and professional development. Fri, 15 Mar 2013 16:27:53 GMT oai:com.intralibrary.leedsmet:8024 2013-03-15T16:27:53Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n240873t This report outlines the results of piloting of the Pebblepad e-portfolio in the Faculty of Health and Social Sciences at Leeds Metropolitan University 2011-12. Fri, 15 Mar 2013 16:20:38 GMT oai:com.intralibrary.leedsmet:8029 2013-03-15T16:20:38Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n481566t This provides a checklist for course teams to use in order to prepare for and plan the introduction and use of an e-portfolio. This checklist draws on the results of the latest research into e-portfolios and covers the key issues that need to be considered for success. Thu, 14 Mar 2013 12:35:52 GMT oai:com.intralibrary.leedsmet:8026 2013-03-14T12:35:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n240753t This provides a brief overview of Pebblepad, its two main components Pebble+ (Personal learning space) and ATLAS (institutional space for assessment and feedback) and how it differs from the VLE (Blackboard/X-stream). Thu, 14 Mar 2013 12:33:29 GMT oai:com.intralibrary.leedsmet:8025 2013-03-14T12:33:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n346805t This resource sets out to help staff supporting learning to develop inclusive learning activities, environments and programmes to support the development of a global outlook. A global outlook is broadly defined as the capabilities for “effective and responsible engagement in a multicultural and globalising world” and comprises the two inter-related dimensions of inclusivity and global relevance (D Killick, 2011). The focus in this resource is specifically upon helping domestic and international students to develop the willingness, the confidence, and the skills to study together and so to live and work together after graduation – but all the principles which are explored here should serve to bring students together across the broader range of diversity represented on our campuses. In an era when peer learning is finding strong advocates in higher education, it may be that cross-cultural interactions will (at long last) find their place. Rather than only providing tips and techniques for bringing students together, the resource seeks to give a broad outline of why this is a matter which all staff concerned with student learning should consider part of their own work with students. It is therefore divided into three components which collectively set out to show why connections with those we see as different to ourselves are difficult and need deliberate structured intervention if they are to take place, what objectives we might have and the benefits which can derive from our efforts to make this happen, and how we can structure our learning and teaching work to facilitate the process. As a brief guide covering a lot of ground, topics are not covered in great depth, and colleagues with specialist knowledge in, for example, social or cognitive psychology are asked to be understanding of the short cuts taken and areas of contested theory unexplored. It is hoped that this resource will help challenge those deficit models and demonstrate the common issues faced by home and international students which it comes to crossing cultural boundaries, the common benefits which can be derived from successful cross-cultural interactions, and some of the mechanisms by which those responsible for facilitating student learning might contribute to their success (or, at the very least, not conspire in their failure). Helping students connect across their cultural boundaries is not the only mechanism through which we might help them develop a global outlook, but it has the potential to be a powerful one, and the continuing neglect not only misses that opportunity, but serves to negate or dilute the potential of whatever other work we might undertake. “We need to move away from deficit models of engagement, which position international students as interculturally deficient and home students as interculturally efficient, when in reality both need support and encouragement and both have skills and knowledge relevant to the task” (Leask, 2009, p. 218). You will find reflective questions at regular points throughout the resource. They are directed at you as a member of university staff, but in the main they echo the questions which students also need to engage with if they are to leave university prepared to live and work in a diverse, globalising world. This resource has been produced in conjuntion with the HEA(Higher Education Academy) and UKCISA (UK Council for International Student Affairs) Fri, 08 Mar 2013 16:15:24 GMT oai:com.intralibrary.leedsmet:6936 2013-03-08T16:15:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n487557t This resource sets out to help staff supporting learning to develop inclusive learning activities, environments and programmes to support the development of a global outlook. A global outlook is broadly defined as the capabilities for “effective and responsible engagement in a multicultural and globalising world” and comprises the two inter-related dimensions of inclusivity and global relevance (D Killick, 2011). The focus in this resource is specifically upon helping domestic and international students to develop the willingness, the confidence, and the skills to study together and so to live and work together after graduation – but all the principles which are explored here should serve to bring students together across the broader range of diversity represented on our campuses. In an era when peer learning is finding strong advocates in higher education, it may be that cross-cultural interactions will (at long last) find their place. Rather than only providing tips and techniques for bringing students together, the resource seeks to give a broad outline of why this is a matter which all staff concerned with student learning should consider part of their own work with students. It is therefore divided into three components which collectively set out to show why connections with those we see as different to ourselves are difficult and need deliberate structured intervention if they are to take place, what objectives we might have and the benefits which can derive from our efforts to make this happen, and how we can structure our learning and teaching work to facilitate the process. As a brief guide covering a lot of ground, topics are not covered in great depth, and colleagues with specialist knowledge in, for example, social or cognitive psychology are asked to be understanding of the short cuts taken and areas of contested theory unexplored. It is hoped that this resource will help challenge those deficit models and demonstrate the common issues faced by home and international students which it comes to crossing cultural boundaries, the common benefits which can be derived from successful cross-cultural interactions, and some of the mechanisms by which those responsible for facilitating student learning might contribute to their success (or, at the very least, not conspire in their failure). Helping students connect across their cultural boundaries is not the only mechanism through which we might help them develop a global outlook, but it has the potential to be a powerful one, and the continuing neglect not only misses that opportunity, but serves to negate or dilute the potential of whatever other work we might undertake. “We need to move away from deficit models of engagement, which position international students as interculturally deficient and home students as interculturally efficient, when in reality both need support and encouragement and both have skills and knowledge relevant to the task” (Leask, 2009, p. 218). You will find reflective questions at regular points throughout the resource. They are directed at you as a member of university staff, but in the main they echo the questions which students also need to engage with if they are to leave university prepared to live and work in a diverse, globalising world. This resource has been produced in conjuntion with the HEA(Higher Education Academy) and UKCISA (UK Council for International Student Affairs) Fri, 08 Mar 2013 16:14:30 GMT oai:com.intralibrary.leedsmet:6965 2013-03-08T16:14:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n208537t A wild west game, whereby the player is asked to convert a number to binary code by positioning a catapult to fire a stone at one of five bottles hitting a bottle showing a 0 changes it to a 1 and vice versa. Tue, 12 Feb 2013 12:26:43 GMT oai:com.intralibrary.leedsmet:2979 2013-02-12T12:26:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n452889t This and related video clips were originally part of a PowerPoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 12 Feb 2013 11:49:17 GMT oai:com.intralibrary.leedsmet:5032 2013-02-12T11:49:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n140102t The inaugural lecture of Alan White PhD RN, the world's first Professor of Men’s Health. A member of the board of the European Men's Health Forum and author of its landmark publication Men's Health Across 17 European Countries, Alan was appointed to the post at Leeds Metropolitan University in England in 2004. In April he gave his inaugural lecture, a wide-ranging and thoughtful discussion entitled 'Being male in the twenty-first century – the emergence of men’s health as a major public health concern.' Tue, 12 Feb 2013 11:33:45 GMT oai:com.intralibrary.leedsmet:7005 2013-02-12T11:33:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n175357t AFFIRM Research Methods Question Bank - a collection of 57 Research Methods questions covering 9 topics (Fallacies; Qualitative research; Referencing; Research Design; Sampling; Statistics; Surveys; Miscellaneous). These questions are available as a Blackboard VISTA import file. You need to download the zip files named ‘AFFIRM Research Methods Question Bank’ and ‘AFFIRM_images1’. Please also see ‘AFFIRM Instructions for Importing Research Methods Questions’, ‘Good Practice Guide in Question and Test Design’ and ‘AFFIRM Literature Review’. Tue, 12 Feb 2013 11:30:13 GMT oai:com.intralibrary.leedsmet:2505 2013-02-12T11:30:13Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n194253t A lecture on sustainable tourism Wed, 06 Feb 2013 16:39:14 GMT oai:com.intralibrary.leedsmet:6475 2013-02-06T16:39:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n323655t A lecture on sustainable tourism delivered in Spanish. Wed, 06 Feb 2013 16:38:30 GMT oai:com.intralibrary.leedsmet:6473 2013-02-06T16:38:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n236043t Professor Robbins is widely published and her research has ranged across Victorian and early twentieth-century cultures; autobiography and identity; feminism and contemporary women's fictions. As she explains: "In the late nineteenth century, images of dancing girls were everywhere. Edgar Degas famously produced his distorted sculpture, 'The Little Dancer'. The dancer was also to be found as an image in multiple, much more ephemeral productions - the adverts of Alfred Mucha, of Henri de Toulouse-Lautrec and a host of more anonymous commercial artists. In the pages of novels, plays and poems, the orientalist fantasy of Salomé and her dance of the seven veils became very popular and was recreated in fiction, poetry and a famously banned play by Oscar Wilde. "My lecture pursued the dancer Jane Avril (1868-1943), who danced on the stages and dance floors of Paris nightclubs and London music-halls in the 1890s. It considers the images that proliferated of her strange, contorted movements, her indifference to her audiences, and even of her life beyond the stage. Telling the dancer from the dance requires a complex unravelling of the relationships between the dancing woman, her images, and the texts that are based on her." Mon, 28 Jan 2013 11:04:43 GMT oai:com.intralibrary.leedsmet:7868 2013-01-28T11:04:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n38421t ALPS has produced three Common Competency Maps which can be used across 16 health and social care professions to assess competence. The Maps cover Communication, Team Working and Ethical Practice. ALPS has received feedback from other professions who have expressed an interest in using the Maps to demonstrate skills and abilities of students. It is with this in mind that the following Globalised Communication Skills and Attributes Map is produced for use outside health and social care. It is recognised that both across professions and universities the terminology may differ; in using the Maps you may wish to substitute words with those more appropriate to your profession or organisation. This Map has, where possible, been mapped to the skills and attributes which students are encouraged to develop as undergraduates at ALPS partners’ universities. Wed, 23 Jan 2013 11:49:07 GMT oai:com.intralibrary.leedsmet:3842 2013-01-23T11:49:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n115293t ALPS has produced three Common Competency Maps which can be used across 16 health and social care professions to assess competence. The Maps cover Communication, Team Working and Ethical Practice. ALPS has received feedback from other professions who have expressed an interest in using the Maps to demonstrate skills and abilities of students. It is with this in mind that the following Globalised Ethical Awareness Skills and Attributes Map is produced for use outside health and social care. It is recognised that both across professions and universities the terminology may differ; in using the Maps you may wish to substitute words with those more appropriate to your profession or organisation. This Map has, where possible, been mapped to the skills and attributes which students are encouraged to develop as undergraduates at ALPS partners’ universities. Wed, 23 Jan 2013 11:48:19 GMT oai:com.intralibrary.leedsmet:3843 2013-01-23T11:48:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n38441t ALPS has produced three Common Competency Maps which can be used across 16 health and social care professions to assess competence. The Maps cover Communication, Team Working and Ethical Practice. ALPS has received feedback from other professions who have expressed an interest in using the Maps to demonstrate skills and abilities of students. It is with this in mind that the following Globalised Team Working Skills and Attributes Map is produced for use outside health and social care. It is recognised that both across professions and universities the terminology may differ; in using the Maps you may wish to substitute words with those more appropriate to your profession or organisation. This Map has, where possible, been mapped to the skills and attributes which students are encouraged to develop as undergraduates at ALPS partners’ universities. Wed, 23 Jan 2013 11:47:25 GMT oai:com.intralibrary.leedsmet:3844 2013-01-23T11:47:25Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n64531t (Sport) Coaching: Blinded or blended in a changing world? Professor Duffy's research work focuses on policy and sport coaching, as well as applied work in sport-business transfer, which is part of a long-term project with Morrisons PLC. Patrick will address the policy and research backgrounds to developments in professional practice in this area. The traditional view of sport coaching as an emerging profession will be challenged, suggesting that sport coaching should position itself as a blended professional area as part of the wider profession of sport and physical activity. Thu, 20 Dec 2012 13:06:39 GMT oai:com.intralibrary.leedsmet:6453 2012-12-20T13:06:39Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n197048t JAMES (Joint Audio Media Education Services) Conference - Steve Lawson Keynote Wed, 12 Dec 2012 07:23:35 GMT oai:com.intralibrary.leedsmet:2463 2012-12-12T07:23:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n144186t In this module section, you consider the intellectual framework in which to evaluate your personal ethics in business. You will also consider implications of national cultures for ethical values in business, expressed in attitudes to commercial situations. Mon, 05 Nov 2012 15:42:36 GMT oai:com.intralibrary.leedsmet:2403 2012-11-05T15:42:36Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n237444t Welcome to this Futures workbook on work experience. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises, or the output from them in your personal development plan or e-portfolio. Mon, 05 Nov 2012 15:35:49 GMT oai:com.intralibrary.leedsmet:5936 2012-11-05T15:35:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n25141t This powerPoint presentation demonstrates the importance of assistive technology and considers how computer systems are used by disabled people Mon, 05 Nov 2012 15:35:49 GMT oai:com.intralibrary.leedsmet:2514 2012-11-05T15:35:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n161497t These workbooks form a major part of the class programme in European Business Culture and Practice. They provide a framework within which we explore concepts of national (or regional) culture and the way it translates into organisational or business culture. They combine individual and group work, as understanding and working within cultural differences is necessarily a group activity. As your group progresses through the workbooks, you may evaluate the effectiveness of this framework for yourselves in managing cross-cultural differences in business and in social life. The key areas of study are: •Concepts of culture and cultural characteristics •Critical Thinking about cultures Learning Outcomes: The specific learning objective for this section are that you will be able to individually and through group discussion: •Define and interpret the concept of culture Mon, 05 Nov 2012 15:35:48 GMT oai:com.intralibrary.leedsmet:2307 2012-11-05T15:35:48Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n46262t What this workbook is about: - In this book, we consider the some of the better known models of cultural difference and their usefulness. The key areas of study • Models of cultural difference • Business attitudes and doing business across cultures Learning Outcomes: The specific learning objective for this section are that you will be able to individually and through group discussion: • Analyse models for identifying and measuring cultural difference. • Describe business culture in some countries • Analyse different management styles in relation to culture. Mon, 05 Nov 2012 15:35:48 GMT oai:com.intralibrary.leedsmet:2313 2012-11-05T15:35:48Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n61471t The Little Book of Information Skills Online. Referencing and plagiarism. Worksheet 1 - avoiding plagiarism exercise. Mon, 05 Nov 2012 15:35:47 GMT oai:com.intralibrary.leedsmet:6147 2012-11-05T15:35:47Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n553149t The Little Book of Information Skills Online . Referencing and plagiarism. Worksheet 2 - Paraphrasing - good and bad examples. Mon, 05 Nov 2012 15:35:47 GMT oai:com.intralibrary.leedsmet:6146 2012-11-05T15:35:47Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n430087t The Little Book of Information Skills Online. Journal articles: how to find them. Guide 2 - find full text from a reference. Mon, 05 Nov 2012 15:35:46 GMT oai:com.intralibrary.leedsmet:6144 2012-11-05T15:35:46Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n307105t The Little Book of Information Skills Online. Journal articles: how to find them. Worksheet 2 - reference recording sheets. Mon, 05 Nov 2012 15:35:46 GMT oai:com.intralibrary.leedsmet:6142 2012-11-05T15:35:46Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n491208t The Little Book of Information Skills Online. Journal articles: how to find them. Guide 1 – researching for your assignments. Mon, 05 Nov 2012 15:35:45 GMT oai:com.intralibrary.leedsmet:6140 2012-11-05T15:35:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n306605t The Little Book of Information Skills Online Library Catalogue: finding resources Worksheet 1 – Finding resources on the Library Catalogue Mon, 05 Nov 2012 15:35:45 GMT oai:com.intralibrary.leedsmet:6132 2012-11-05T15:35:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n368886t The Little Book of Information Skills Online. Referencing and plagiarism. Guide 2 - Paraphrasing - good and bad examples. Mon, 05 Nov 2012 15:35:45 GMT oai:com.intralibrary.leedsmet:6148 2012-11-05T15:35:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n306905t The Little Book of Information Skills Online. Evaluating information. Worksheet 1 - web page evaluation checklist. Mon, 05 Nov 2012 15:35:36 GMT oai:com.intralibrary.leedsmet:6138 2012-11-05T15:35:36Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n184353t The Little Book of Information Skills Online. Referencing and plagiarism. Guide 1 - Ten tips for effective paraphrasing and summarising. Mon, 05 Nov 2012 15:35:35 GMT oai:com.intralibrary.leedsmet:6145 2012-11-05T15:35:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n124122t Leeds Metropolitan University Library Little Book of Information Skills. Mon, 05 Nov 2012 15:35:35 GMT oai:com.intralibrary.leedsmet:6206 2012-11-05T15:35:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n186153t Leeds Metropolitan University Library Little Book of Information Skills. Mon, 05 Nov 2012 15:35:35 GMT oai:com.intralibrary.leedsmet:6205 2012-11-05T15:35:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n124082t Leeds Metropolitan University Library Little Book of Information Skills. Mon, 05 Nov 2012 15:35:34 GMT oai:com.intralibrary.leedsmet:6204 2012-11-05T15:35:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n310155t Leeds Metropolitan University Library Little Book of Information Skills. Mon, 05 Nov 2012 15:35:34 GMT oai:com.intralibrary.leedsmet:6203 2012-11-05T15:35:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n248084t Leeds Metropolitan University Library Little Book of Information Skills. Mon, 05 Nov 2012 15:35:34 GMT oai:com.intralibrary.leedsmet:6202 2012-11-05T15:35:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n123162t The Little Book of Information Skills Online. Library Catalogue: managing your account. Mon, 05 Nov 2012 15:35:33 GMT oai:com.intralibrary.leedsmet:6158 2012-11-05T15:35:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n245724t The Little Book of Information Skills Online Journal articles: how to find them Worksheet 1 – finding and using Journals Mon, 05 Nov 2012 15:35:33 GMT oai:com.intralibrary.leedsmet:6143 2012-11-05T15:35:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n184233t The Little Book of Information Skills Online Journal articles: how to find them Worksheet 3 - information source evaluation matrix Mon, 05 Nov 2012 15:35:33 GMT oai:com.intralibrary.leedsmet:6141 2012-11-05T15:35:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n248044t Leeds Metropolitan University Library Little Book of Information Skills. Mon, 05 Nov 2012 15:35:32 GMT oai:com.intralibrary.leedsmet:6201 2012-11-05T15:35:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n184173t The Little Book of Information Skills Online. Evaluating information. Worksheet 2 - information source evaluation table. Mon, 05 Nov 2012 15:35:31 GMT oai:com.intralibrary.leedsmet:6139 2012-11-05T15:35:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n118044t The aim of this workbook is to introduce you to the concept of graduate job skills and enterprise, looking at which career path you decides to follow. It’s not just about starting a business; enterprise skills or attributes are as useful in employment as they are in self employment. Mon, 05 Nov 2012 15:35:31 GMT oai:com.intralibrary.leedsmet:2951 2012-11-05T15:35:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n85608t Graduate Skills is one of the series of Futures workbooks, which help students choose and prepare for their careers. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises or the output in your personal development plan or e-portfolio. The aim of this workbook is to introduce you to the concept of graduate job skills and enterprise, looking at which career path you decides to follow. It’s not just about starting a business; enterprise skills or attributes are as useful in employment as they are in self employment. Mon, 05 Nov 2012 15:35:31 GMT oai:com.intralibrary.leedsmet:1070 2012-11-05T15:35:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n100324t This resource offers guidance for staff on introducing students to portfolios to be used for learning and assessment. It is based on experience gained while working on an FDTL Project “Promoting the Development of key skills through the use of portfolios” (2002 - 2005). The outlined Portfolio Workshops in this handbook have been developed as a result of the Project activities at Leeds Metropolitan University, but are also supported by the findings from the project as a whole. There are 2 accompanying files in the repository: Using Portfolio's - Introduction to the Portfolio and Using Portfolio's - The Learning Contract Mon, 05 Nov 2012 15:35:30 GMT oai:com.intralibrary.leedsmet:2508 2012-11-05T15:35:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n468237t Digital literacy is one of our University’s graduate attributes. It is an essential life skill preparing students for life as a graduate and getting a job after University. Employers value really good digital skills. A graduate attribute is an amalgamation of skills, knowledge and attitudes, built up through a student's time at university, which they are capable of articulating and demonstrating to the wider world, for example when seeking employment and when working. In consultation with student focus groups across all Faculties, these attributes have been chosen in order to enhance a student's employability prospects and provide skills for the graduate to cope in the wider world in the future, as well as to enhance each student's learning experience. All our undergraduate students will develop three graduate attributes. Students will be: ‣ enterprising; ‣ digitally literate; and ‣ have a global outlook ________________________________ This book has been produced as an innovative form of report to the HEA Change Academy about the work undertaken at Leeds Metropolitan University about digital literacy. This work will continue over the next few months and further versions of this book will be updated as digital literacy grows in our University. We intend to make it available in a variety of formats, all of which will be released on a share-alike Creative Commons licence available from this repository. Mon, 05 Nov 2012 15:35:30 GMT oai:com.intralibrary.leedsmet:6689 2012-11-05T15:35:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n334505t Digital literacy is one of our University’s graduate attributes. It is an essential life skill preparing students for life as a graduate and getting a job after University. Employers value really good digital skills. A graduate attribute is an amalgamation of skills, knowledge and attitudes, built up through a student's time at university, which they are capable of articulating and demonstrating to the wider world, for example when seeking employment and when working. In consultation with student focus groups across all Faculties, these attributes have been chosen in order to enhance a student's employability prospects and provide skills for the graduate to cope in the wider world in the future, as well as to enhance each student's learning experience. All our undergraduate students will develop three graduate attributes. Students will be: ‣ enterprising; ‣ digitally literate; and ‣ have a global outlook ________________________________ This book has been produced as an innovative form of report to the HEA Change Academy about the work undertaken at Leeds Metropolitan University about digital literacy. This work will continue over the next few months and further versions of this book will be updated as digital literacy grows in our University. We intend to make it available in a variety of formats, all of which will be released on a share-alike Creative Commons licence available from this repository. Mon, 05 Nov 2012 15:35:30 GMT oai:com.intralibrary.leedsmet:6690 2012-11-05T15:35:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n50822t This annotated bibliography comprises a selection of books, journal articles, conference papers and other resources on the subject of the internationalised curriculum. It has been compiled initially from a library of global sources originally brought together as part of the review of literature in the field, commissioned by the Higher Education Academy in 2006 (Caruana, V. and Spurling, N., 2007). This has been up-dated to include more recent work. The central criterion for selection of material, other than books, has been accessibility – only resources readily available in electronic form via the WWW are cited along with articles appearing in HE journals to which Nottingham Trent University currently subscribes. The works included originate from various parts of the globe reflecting particular regional interests, traditions and perspectives. The Australian literature boasts a high level of engagement with considerations of diversity and inclusivity within the curriculum. Similarly, the American literature has long been pre-occupied with multiculturalism and multiple perspectives within the context of liberal education and more recently the trend towards globalisation has engendered a sharper focus on service or community learning and study abroad. The Netherlands is acknowledged as the birthplace of ‘Internationalisation at Home’ a concept that is gaining ground within the UK literature having been subordinate to traditional notions of internationalisation focused on recruitment of international students and experience abroad. Indeed, as evidenced in this bibliography having perhaps started to engage later, there is increasing research interest among UK HE practitioners in all aspects of the internationalised curriculum. The selection of books cited has been compiled with a view to giving the reader a solid grounding in the field and to appeal to particular interests and contexts. The electronic resources and journal articles similarly cover a number of perspectives and are thus organised under eight themes. Readers may browse by theme or search the resources using suggested key terms. Mon, 05 Nov 2012 15:27:44 GMT oai:com.intralibrary.leedsmet:2541 2012-11-05T15:27:44Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n76083t 101 page workbook (see also Decision Making and Problem Solving for Business Success reading pack to accompany workbook). This study pack has been written on the assumption that you may know nothing at all about decision support techniques. The key assumption is that by understanding and applying decision making and problem solving within your organisation, you will become a better manager. By studying the pack and the accompanying readings you should begin to understand decision support techniques and be able to transfer this understanding into better management of the processes that occur within your organisation. LEARNING OUTCOMES: After using this pack you will: Appreciate the importance of using decision support techniques; Understand when decision support techniques could be used; Develop your knowledge of a range of techniques; Apply techniques to practical situations; Understand the advantages and limitations of decision support techniques; Analyse and evaluate opportunities arising for an organisation through the use of tools and techniques applied in a systematic method. Mon, 05 Nov 2012 15:27:44 GMT oai:com.intralibrary.leedsmet:2536 2012-11-05T15:27:44Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n182466t In a world-class teaching-led university, the quality of the student learning experience is paramount. There are, however, many different ways of making learning happen effectively, efficiently and enjoyably. So what is 'excellent' teaching? What do such teachers do with their students? What are the professional and personal characteristics which hallmark excellent teachers? How do such teachers keep track of how their students are learning? How do students know when they're on the receiving end of excellent teaching? In this interactive lecture, I will propose that smarter teaching is about tuning in everything we do when we teach to five factors underpinning successful student learning. We need to: 1. Strive to enhance our students' want to learn. 2. Help our students to develop ownership of the targets represented by intended learning outcomes in our provision, and of their need to work towards these targets; 3. Keep our students learning by doing - and give them plenty of opportunity for practice, learning through mistakes, and repetition where appropriate; 4. Ensure our students get quick and useful feedback on their learning - from us, from each other, and from learning resources; 5. Help our students to make sense of what they learn - to get their heads round ideas, concepts, theories and models. In this lecture, we will share our experience to explore how we can focus teaching on making learning happen, paving the way towards our students' success, and on how we can 'teach smarter': causing optimum learning payoff as efficiently as we can. Mon, 05 Nov 2012 15:27:43 GMT oai:com.intralibrary.leedsmet:3041 2012-11-05T15:27:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n76113t Reading pack to accompany Decision Making and Problem Solving for Business Success workbook. Mon, 05 Nov 2012 15:27:43 GMT oai:com.intralibrary.leedsmet:2537 2012-11-05T15:27:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n415457t This guide will provide you with an overview of the graduate employment market in the UK, practical advice about when and where to look for vacancies, as well as useful hints and tips for international student jobseekers. It also has information about working outside the UK, post graduate study and the support available from the Jobs&Careers Service. Mon, 05 Nov 2012 15:27:42 GMT oai:com.intralibrary.leedsmet:5935 2012-11-05T15:27:42Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n21362t Welcome to this Futures workbook on finding work. It is split into several sections describing different techniques for finding work. You can dip in and out of the different sections; however it is not wise to rely on only one mechanism for finding work. It is a competitive market for final year students and new graduates and so you should try many alternate ways to find work. Mon, 05 Nov 2012 15:27:41 GMT oai:com.intralibrary.leedsmet:1068 2012-11-05T15:27:41Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n116684t The text only version of the Staff Guide to OER. Mon, 05 Nov 2012 15:27:40 GMT oai:com.intralibrary.leedsmet:2917 2012-11-05T15:27:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n27111t Comprehensive staff guide to OER's in booklet format (7 pages). Includes 'What are OER's?'; How can OER benefit academic staff?; A quick guide to IPR, copyright and Creative Commons; Guidance on developing OER material; Examples of OER repositories. Easy to use format with 10 key points for each section. Mon, 05 Nov 2012 15:27:40 GMT oai:com.intralibrary.leedsmet:2711 2012-11-05T15:27:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n119766t A well written advertisement can dramatically improve the effectiveness of your campaign. While writing a great advertisement is an art, the key principles are easy to understand – helping you either to prepare your own advertisement or evaluate the work of an agency or copywriter working for you. This briefing covers: - How to write an effective advertisement. - How to prepare the advertisement for publication. - How to check your advertisement. - Who can help you Mon, 05 Nov 2012 15:27:39 GMT oai:com.intralibrary.leedsmet:1996 2012-11-05T15:27:39Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n99755t Business case study: Colossal Schuhs is a mail order and Internet business, which sells size 12 or above men’s footwear to the public. The target market is males between the ages of 16-30, who have large sized feet but want to be at the height of fashion. The company will buy footwear from four different manufacturers, and sell these trainers and shoes on to the public. The manufacturers include: • I will be the only employee of the company. The business will rent a small warehouse. Mon, 05 Nov 2012 15:27:39 GMT oai:com.intralibrary.leedsmet:1995 2012-11-05T15:27:39Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n40755t Introduction to philosophical issues in research and questions to help you draw out the philosophical underpinnings of your own research. It will also help you identify those adopted by existing research that you read. Mon, 05 Nov 2012 15:27:38 GMT oai:com.intralibrary.leedsmet:815 2012-11-05T15:27:38Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n72284t Main aim: To provide experience in running a company & an opportunity to build on and use business skills Objectives: Strategic Analysis make key decisions & manage outcomes pitfalls successes teambuilding & communication leadership skills planned & unplanned events Mon, 05 Nov 2012 15:27:37 GMT oai:com.intralibrary.leedsmet:1807 2012-11-05T15:27:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n98804t Tre Azam talks about his motivations to enter The Apprentice', low points in his working career and inspirations of being an entrepreneur. He comments the most important tactic in developing your business is to have clear goals and plan each step he also elaborated on the five core values by which he lives his life, creativity, knowledge, integrity and value. Tre also commented about why he chose to talk at this event. Leeds Met has a very good reputation and I am impressed with their Institute for Enterprise '. Many of the messages Tre concentrated on were in keeping with Leeds Met's own visions as he spoke of not being afraid to go against the prevailing winds to achieve his goals and his own interpretation of Leeds Met's low charging high impact was that all customers whether spending £50 or £5000 should receive the same level of service. Tre continue to emphasis the need for people to continue to learn throughout their careers and lives Mon, 05 Nov 2012 15:27:37 GMT oai:com.intralibrary.leedsmet:2470 2012-11-05T15:27:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n17591t Title ISKRA New Product Session Creative Thinking for new product ideas Learning Outcomes At the end of this session students will have had the opportunity to apply creative thinking techniques in search of new product ideas. Activity Yes, group based open-ended problem Case Study ??? Yes, based on a true entrepreneurial experience Teachers Notes Yes, word document Support Material PowerPoint slides, Case study Assessment Presentation Mon, 05 Nov 2012 15:27:37 GMT oai:com.intralibrary.leedsmet:1759 2012-11-05T15:27:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n179829t business plan checklist, as used by typical High Street banks Mon, 05 Nov 2012 15:27:36 GMT oai:com.intralibrary.leedsmet:1998 2012-11-05T15:27:36Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n119826t handout considering main aspects of business planning, includes: Business; Personnel; Market; Finance; Stake/Security Mon, 05 Nov 2012 15:27:36 GMT oai:com.intralibrary.leedsmet:1997 2012-11-05T15:27:36Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n87555t This workshop will allow us to collaboratively explore the notion of the brain as an innovative learning space, and will provide models and examples that might encourage students to more actively engage in deep learning and broad investigation, as well as develop confidence in their independent acquisition of knowledge. Mon, 05 Nov 2012 15:27:34 GMT oai:com.intralibrary.leedsmet:1751 2012-11-05T15:27:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n53013t staff workshop - introduces 'A PBL Approach to Enterprise in the Curriculum' Mon, 05 Nov 2012 15:27:34 GMT oai:com.intralibrary.leedsmet:1767 2012-11-05T15:27:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n140568t Title ISKRA Market Research Session - Market Research to determine viability of product idea Learning Outcomes - At the end of this session students will have had the opportunity to perform initial market research on a new product idea with a view to creating a business or social enterprise. Activity - Yes, group based open-ended problem Case Study - Yes, based on a true entrepreneurial experience Teachers Notes -Yes, word document Support Material - PowerPoint slides, Case study Suggested Prerequisite - ISKRA New Product Assessment - Written report or presentation Mon, 05 Nov 2012 15:27:33 GMT oai:com.intralibrary.leedsmet:1757 2012-11-05T15:27:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n52743t student exercise. Team meeting scenario (see also ISKRA New Product teachers notes) Mon, 05 Nov 2012 15:27:32 GMT oai:com.intralibrary.leedsmet:1758 2012-11-05T15:27:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n75603t PESTEL analysis considers political, economic, sociological, technological, environmental and legal factors on business Mon, 05 Nov 2012 15:27:31 GMT oai:com.intralibrary.leedsmet:2520 2012-11-05T15:27:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n122647t This presentation will attempt to map EBL tutors’ skills and behaviours against those typically associated with ‘coaching’ and will make close reference to student and tutor commentary gathered as part of a funded EBL research project. Mon, 05 Nov 2012 15:27:31 GMT oai:com.intralibrary.leedsmet:1752 2012-11-05T15:27:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n31131t This paper shows academic tutors take on a multitude of roles in their current positions at university and while teaching is expected, from most, it is often assumed that the tutor will apply appropriate pedagogical tools to convey knowledge to the students. This view is now being challenged as many students are being actively encouraged to voice their views of the teaching and learning experience this paper shows Mon, 05 Nov 2012 15:27:31 GMT oai:com.intralibrary.leedsmet:3113 2012-11-05T15:27:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n36122t Enterprise is how people behave in different circumstances to make the most of their own abilities and capabilities - contextual examples of entrepreneurial behaviour Mon, 05 Nov 2012 15:27:30 GMT oai:com.intralibrary.leedsmet:1806 2012-11-05T15:27:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n31141t This paper reports on the experience of the researchers in designing and applying a research approach for evaluating a project using a longitudinal design Mon, 05 Nov 2012 15:27:30 GMT oai:com.intralibrary.leedsmet:3114 2012-11-05T15:27:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n31351t This report outlines the process and findings from an innovative project for students. This work was part of the curriculum and involved students working with West Yorkshire Police as part of the safer Leeds project in designing and making a film for students n crime prevention and personal safety in Leeds Mon, 05 Nov 2012 15:27:29 GMT oai:com.intralibrary.leedsmet:3135 2012-11-05T15:27:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n281889t This presentation explores the challenges encountered in researching the impact of enterprise modules in HE on students own perceptions of self efficacy and motivation to particular career intentions Mon, 05 Nov 2012 15:27:29 GMT oai:com.intralibrary.leedsmet:3132 2012-11-05T15:27:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n62562t This presentation discusses Drucker's thesis that failure is a "good thing" if the opportunities that arise from such failure allow the development of personal and enterprise skills Mon, 05 Nov 2012 15:27:28 GMT oai:com.intralibrary.leedsmet:3128 2012-11-05T15:27:28Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n17541t 1. Description of the content of this workshop (200 words) This will be used as an abstract for the Conference Programme What skills do employers want from graduates? How does the Institute for Enterprise contribute to enhancing these skills at Leeds Met? This participatory session will explore the range of graduate skills regarded as important by employers and will highlight the ways in which the Institute is supporting the embedding of these skills across the University. Together we will contextualise broader issues which might impact on developing enterprise skills in students and in the wider community. Mon, 05 Nov 2012 15:27:28 GMT oai:com.intralibrary.leedsmet:1754 2012-11-05T15:27:28Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n156705t A presentation which provides an overview of key research questions relating to the development of fit for purpose learning spaces Mon, 05 Nov 2012 15:27:27 GMT oai:com.intralibrary.leedsmet:3134 2012-11-05T15:27:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n145266t Ben Keene visits Leeds Met during Enterprise Week to share his knowledge of building a successful business from scratch. Mon, 05 Nov 2012 15:27:26 GMT oai:com.intralibrary.leedsmet:2421 2012-11-05T15:27:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n93723t This case study reports on enhancing the first year student experience by engaging students in the practise of business through provision of a coherent and relevant set of learning activities Mon, 05 Nov 2012 15:27:26 GMT oai:com.intralibrary.leedsmet:3124 2012-11-05T15:27:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n124924t This case study describes the use of pod casts to support and enhance student decision making in the development and running of a new simulated company using business simulation software Mon, 05 Nov 2012 15:27:25 GMT oai:com.intralibrary.leedsmet:3123 2012-11-05T15:27:25Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n156105t This case study outlines an investigation into the acceptance of a new pedagogical paradigm aiming to engage and inspire students in ethical and entrepreneurial activity Mon, 05 Nov 2012 15:27:25 GMT oai:com.intralibrary.leedsmet:3122 2012-11-05T15:27:25Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n249688t The subject of physical learning space has in recent years become increasingly complex This reflection examines what evidence exists in this area Mon, 05 Nov 2012 15:27:25 GMT oai:com.intralibrary.leedsmet:3121 2012-11-05T15:27:25Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n62382t This paper discusses the value of providing a simulated experience of how organisations work enabling skills and knowledge from disparate subject areas to be synthesised and assimilated in solving complex business problem Mon, 05 Nov 2012 15:27:24 GMT oai:com.intralibrary.leedsmet:3119 2012-11-05T15:27:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n40002t community projects centre, downloadable toolkit. Community Projects Centre is a self-supporting community development charity which provides services to the voluntary, charitable, and public sectors. Areas of special interest for CPC include: community enterprise development;the Community First Programme; tenant participation; writing, editing and publishing. Mon, 05 Nov 2012 15:27:24 GMT oai:com.intralibrary.leedsmet:2000 2012-11-05T15:27:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n119106t Flyer advertising Enterprise in Practice module with overview of contents: Would you like to encourage your students to be more enterprising, learn how to work in a freelance environment and be a change agent within a public organisation or even start a business? Mon, 05 Nov 2012 15:27:23 GMT oai:com.intralibrary.leedsmet:1985 2012-11-05T15:27:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n93483t This edition showcases key areas of work catalysed by the Institute for Enterprise and comprises a range of articles research papers, case studies and reflections by staff, students and stakeholders. Mon, 05 Nov 2012 15:27:23 GMT oai:com.intralibrary.leedsmet:3116 2012-11-05T15:27:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n62742t This artefact outlines the creation of a new website for Innovation North students holding details of all work placements (short, long term, voluntary, paid).The Institute for Enterprise funded the project and the money helped pay a student to maintain the website for a year Mon, 05 Nov 2012 15:27:22 GMT oai:com.intralibrary.leedsmet:3137 2012-11-05T15:27:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n156805t This artefact outlines the creation of a new website for Innovation North students holding details of all work placements (short, long term, voluntary, paid).The Institute for Enterprise funded the project and the money helped pay a student to maintain the website for a year Mon, 05 Nov 2012 15:27:21 GMT oai:com.intralibrary.leedsmet:3136 2012-11-05T15:27:21Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n250088t This reflective case study and poster relates to a specific event staged by students and examines the phases and critical points within the whole process. It identifies some key learning outcomes for all involved Mon, 05 Nov 2012 15:27:21 GMT oai:com.intralibrary.leedsmet:3126 2012-11-05T15:27:21Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n93753t This case study describes the current trend for crime scene investigation drama and news stories of personal tragedies involving incorrect or missing data have been harnessed to capture the attention and inspire learning and enterprise skills in students studying database compilation Mon, 05 Nov 2012 15:27:21 GMT oai:com.intralibrary.leedsmet:3125 2012-11-05T15:27:21Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n249368t This paper focuses on a) to reflect on an approach, decisions and subsequent knowledge with regard to non response and b) to discuss the "attrition survey", rather than discussing the actual results of an overall longitudinal study. This should be linked to the paper "student experiences of enterprise education" Mon, 05 Nov 2012 15:27:20 GMT oai:com.intralibrary.leedsmet:3117 2012-11-05T15:27:20Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n148088t Festival of Assessment, Innovation, Learning, Teaching and Enterprise The Institute for Enterprise, one of the Leeds Met Centres for Excellence in teaching and Learning, is hosting an event to celebrate, communicate, stimulate and generate different approaches that impact on the student learning experience. Mon, 05 Nov 2012 15:27:20 GMT oai:com.intralibrary.leedsmet:1851 2012-11-05T15:27:20Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n187806t This presentation discusses the various elements that deem enterprise education spaces as fit for purpose Mon, 05 Nov 2012 15:27:19 GMT oai:com.intralibrary.leedsmet:3130 2012-11-05T15:27:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n140808t ISKRA Market Research You are required to produce a report outlining the viability of your product idea as a potential business/social enterprise idea. Your report should be no more than 10 pages including the executive summary. Mon, 05 Nov 2012 15:27:19 GMT oai:com.intralibrary.leedsmet:1760 2012-11-05T15:27:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n144408t Abstract: Three easily confused concepts - Enterprise – having an idea, and taking advantage of the opportunities to make things happen Entrepreneurship – an activity which leads to the creation and management of a new organisation designed to pursue a unique, innovative opportunity (Hindle & Rushworth, 2000) Intrapreneurs are "dreamers who do," those who take hands-on responsibility for creating innovation of any kind within an organization’. (Pinchot 1999) It’s not about starting a business – its about developing better students Mon, 05 Nov 2012 15:27:18 GMT oai:com.intralibrary.leedsmet:1805 2012-11-05T15:27:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n93993t This presentation outlines the use of a tested research instrument (Bandura's self efficacy theory) and students own perceptions of their enterprise skills and abilities Mon, 05 Nov 2012 15:27:18 GMT oai:com.intralibrary.leedsmet:3133 2012-11-05T15:27:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n87655t Discussion topics will include • What is ‘enterprise’ and why does it matter? • Mapping of enterprise values to EBL principles • The role of EBL in developing enterprenerurship and intrapreneurship • Enterprise across the disciplines • Messiness and complexity – challenges, opportunities, integration and embedding Mon, 05 Nov 2012 15:27:17 GMT oai:com.intralibrary.leedsmet:1753 2012-11-05T15:27:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n167049t Enterprise Week has begun at Leeds Met - Old Broadcasting House is hosting a series of events to promote enterprise education. Tonights event welcomes Ben Keene from Tribewanted to Old Broadcasting House to talk about his experiences and to inspire budding entrepreneurs. Category: People & Blogs Tags: Leeds Met Enterprise Week Ben Keene Tribewanted Mon, 05 Nov 2012 15:27:17 GMT oai:com.intralibrary.leedsmet:1856 2012-11-05T15:27:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n219037t This presentation examines the impact of enterprise education on the career aspiration, decisions and intentions of HE students Mon, 05 Nov 2012 15:27:16 GMT oai:com.intralibrary.leedsmet:3129 2012-11-05T15:27:16Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n250488t This presentation discusses the pioneering approach to the embedding of enterprise in the curriculum through people and pedagogy Mon, 05 Nov 2012 15:27:16 GMT oai:com.intralibrary.leedsmet:3131 2012-11-05T15:27:16Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n187626t This presentation outlines the background, context and transferability of a competency mapping tool originally developed in health but suitable for enterprise Mon, 05 Nov 2012 15:27:15 GMT oai:com.intralibrary.leedsmet:3127 2012-11-05T15:27:15Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n93543t This paper focuses on a discussion on the approach taken in analysing evaluation design for a specific faculty module on enterprise education Mon, 05 Nov 2012 15:27:15 GMT oai:com.intralibrary.leedsmet:3118 2012-11-05T15:27:15Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n105666t Presentation. Overview of how CETL Enterprise embeds enterprise at Leeds Met including assessment teaching and learning, education, employability and structure of key players. Mon, 05 Nov 2012 15:27:14 GMT oai:com.intralibrary.leedsmet:1761 2012-11-05T15:27:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n105006t Editor’s Forward We hope you enjoy this “little book” and fi nd it useful. We believe that enterprise skills can be learnt, and by improving your enterprise skills, increase your potential for creating and identifying opportunities. As a student you have many opportunities to develop your enterprise skills further at Leeds Metropolitan University. This book is a guide to some of the resources and activities here at the University to help develop and maximise your talents. This Little Book of Enterprise also provides an opportunity for you to have some fun along the way, in building your confi dence and increasing your potential at making opportunities! Mon, 05 Nov 2012 15:27:14 GMT oai:com.intralibrary.leedsmet:1750 2012-11-05T15:27:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n249208t This report outlines data collected from students across a broad range of subject areas across all Faculties of Leeds Met University. This data was generated in response to a questionnaire designed to obtain information on students experiences of enterprise education Mon, 05 Nov 2012 15:27:12 GMT oai:com.intralibrary.leedsmet:3115 2012-11-05T15:27:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n282519t This report describes and theorises the findings of a workshop discussion, commissioned by WYLLN, into the views of arts organizations on the challenges they face in becoming more enterprising and less grant dependent. Mon, 05 Nov 2012 15:27:12 GMT oai:com.intralibrary.leedsmet:3139 2012-11-05T15:27:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n219667t This case study outlines a project to embed social enterprise activities in the Faculty of Health inter-professional learning curriculum Mon, 05 Nov 2012 15:27:12 GMT oai:com.intralibrary.leedsmet:3138 2012-11-05T15:27:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n79964t list of recommended text books related to teaching enterprise in HE environment, and business planning Mon, 05 Nov 2012 15:27:11 GMT oai:com.intralibrary.leedsmet:1999 2012-11-05T15:27:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n74853t The Institute for Enterprise is currently undertaking a project to collate and publish all of the educational resources created over the past 5 years related to teaching and embedding enterprise in education. The website provides an extensive number of downloadable resources cateorised into 4 sections: Learning Materials; Publications; AV Resources; and Web Links. Includes interactive toolkits; session plans; video's; posters; presentations; case studies; enterprise projects and exemplars. Mon, 05 Nov 2012 15:27:11 GMT oai:com.intralibrary.leedsmet:2495 2012-11-05T15:27:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n249608t This report outlines a process of evaluation for a business enterprise module. This exploratory research investigates the impact of 'contextual' based evaluation of enterprise education curricula Mon, 05 Nov 2012 15:27:10 GMT oai:com.intralibrary.leedsmet:3120 2012-11-05T15:27:10Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n593048t Q methodology is a technique for modelling viewpoints, that was developed by William Stephenson (1902-1989). This animation, intended for a general audience, provides a short non-technical introduction to the methodology, outlining the different stages involved in conducting a Q study. The animation was funded by the UK Higher Education Academy, as part of the National Teaching Fellow 'Assessing Students at Masters level' project, Assimilate. Wed, 17 Oct 2012 15:00:56 GMT oai:com.intralibrary.leedsmet:7413 2012-10-17T15:00:56Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n67921t Faraday Centre for Retail Excellence Professor Cathy Barnes delivered her inaugural lecture to celebrate the launch of the Faraday Centre for Retail Excellence at Leeds Metropolitan University. The lecture took place on Tuesday 29 May 2012 at Leeds Metropolitan University’s Rose Bowl and looked at how rigorous and robust consumer research can be used as a platform to create and identify opportunities for retail innovation. The lecture also included guest speakers; Land Securities’ Retail Portfolio Director, Gerald Jennings, and Nestlé’s UK Head of Packaging, David Wiggins. The UK has the third largest retail industry in the world after the USA and Japan, accounting for 8% of gross domestic product and roughly 10% of employment. In the lecture, Professor Barnes demonstrated how her research has impacted upon products and resulted in better consumer experiences. With the aid of case studies, she showed how designing for all five of our senses can provide businesses with a unique way of communicating to customers, something she calls ‘feel appeal’. To conclude the lecture, Professor Barnes proposed a research agenda for the whole retail supply chain which includes consideration of the growing use of technology that is changing the sector. Wed, 19 Sep 2012 13:42:09 GMT oai:com.intralibrary.leedsmet:6792 2012-09-19T13:42:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n142662t A collection of over 40 resources to support courses and events on learning and teaching in higher education from the HEA/JISC-funded 'Academic Practice in Context' project The materials feature the equivalent of 300 study hours worth of Masters Level resources intended to aid educational developers in the design and delivery of PGCert courses and professional development workshops. Presented mainly as Word documents and PowerPoint files, the materials are flexible and adaptable. They have been produced by experienced educational developers with input and feedback from colleagues nationally and internationally. The materials are categorised under 8 themes including feedback, learning spaces, e-learning and values, and are mapped to the UKPSF for ease of use by accredited programmes; they are designed to elicit dialogue and reflection on disciplinary ways of thinking and practising. Fri, 07 Sep 2012 10:48:37 GMT oai:com.intralibrary.leedsmet:7133 2012-09-07T10:48:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n175368t Link to Youtube video showing how to make a do-it-yourself clinometer Wed, 05 Sep 2012 15:31:11 GMT oai:com.intralibrary.leedsmet:2192 2012-09-05T15:31:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n65883t Interactive simulation, rearranging formulae (letters and numbers) Wed, 05 Sep 2012 15:19:20 GMT oai:com.intralibrary.leedsmet:2196 2012-09-05T15:19:20Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n213873t Virtual Maths is a free to use online resource that encourages innovative teaching and learning of functional mathematics. Using links to real life problems, our animation and graphics provide a new perspective on maths. Wed, 05 Sep 2012 15:15:22 GMT oai:com.intralibrary.leedsmet:7129 2012-09-05T15:15:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n569928t The inaugural lecture of Professor Malcolm Bell, Downing Chair in Surveying and Sustainable Housing, was held on Tuesday 18 May 2010. Professor Bell's lecture titled "Of Visions, Dreams and Reality; Sustainable Housing in Perspective" explored the issues and challenges of making very large reductions in carbon emissions from housing. It drew on some 20 years of research work in the Buildings, Energy and Sustainability research group, which is part of the Centre for the Built Environment (CeBE) at Leeds Metropolitan University. The lecture explored the issues involved in meeting the government's target for zero carbon new housing by 2016 and the challenges presented by improving the older housing stock. Research at Leeds Met and elsewhere provides a considerable body of evidence of a large gap between the predicted energy performance of new housing and that achieved in practice. Similar evidence is beginning to emerge in relation to attempts to improve the existing housing stock. Measurements of whole house heat loss made by the group in a number of field trials have recorded levels that are over 100% higher than predicted from design calculations. The existence of such a large gap between the vision and the reality has significant implications for government policy in general and building regulation in particular. The lecture presents some of the evidence and discusses the implications for the house building and refurbishment industry (including its supply chain and supporting infrastructure) and the UK and other governments as they grapple with the difficulties of reducing carbon emissions from their housing stocks. Wed, 05 Sep 2012 11:23:26 GMT oai:com.intralibrary.leedsmet:7124 2012-09-05T11:23:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n569368t Leeds Met seminar delivered by Trevor Hopkins ‘The public health move to local authorities- opportunities and challenges’. Held at Leeds Metropolitan University on the 21st March 2012 Fri, 31 Aug 2012 13:13:29 GMT oai:com.intralibrary.leedsmet:7117 2012-08-31T13:13:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n183246t Professor Anne Flintoff has delivered delivered her inaugural lecture at Headingley Campus on 4th June 2009. Speaking ahead of the lecture Professor Anne Flintoff said: "The lecture will explore the contribution of feminist thought to Physical Education and school sport. Drawing on the concept of difference, it will trace three main theoretical shifts in this work, and assess their significance for gender equitable practice. "In calling for a greater engagement by the profession with feminist work, it will also suggest that Physical Education, as a specifically embodied school subject, has a unique contribution to make to wider feminist debates." Wed, 15 Aug 2012 13:23:32 GMT oai:com.intralibrary.leedsmet:3054 2012-08-15T13:23:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n135189t Reinhold Behringer, Professor in Creative Technology, considers how technology can be used for creative purposes, during his inaugural lecture ‘Creative Technology – An Oxymoron?’ on Wednesday 15 March. Professor Behringer begins his lecture by discussing his work and background in the technology sector, drawing on his experience of autonomous road vehicles, augmented reality, computer vision and software development for intelligent systems. Following on from this, Professor Behringer then examines creative areas in which technology is used, including the making of classical music performances, based solely on computers and synthesisers. The lecture concludes with Professor Behringer looking ahead to future projects, ideas and activities in creative technology at Leeds Met. Wed, 15 Aug 2012 08:24:08 GMT oai:com.intralibrary.leedsmet:1502 2012-08-15T08:24:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n278484t This document presents guidelines for curriculum review, as discussed in Aim 5 of the Leeds Metropolitan University Corporate Plan1. It has been reviewed in response to: feedback, the new Education Strategy for Assessment, Learning and Teaching2, and other developments within the University. In particular, the document makes more specific the linkages between cross-cultural capability and global perspectives, and indicates how these relate to internationalisation, diversity, widening participation and sustainability. The document has three sections: 1. An introduction to cross-cultural capability and global perspectives, and their relevance as graduate attributes for the twenty-first century in a university seeking to achieve an ethos which is both international and multi-cultural. 2. Key questions for course review, supported by example responses. 3. Practical help for course review teams, which includes a proforma for review, practical tips provided by Teacher Fellows from across the University, and related internet links. This document and the review process it supports are intended to stimulate debate on the ethical and educational issues raised, as well as providing a practical stepping stone to facilitate the incorporation of cross-cultural capability and global perspectives across our assessment, learning and teaching practices. This in turn will support and be supported more broadly through non-academic practices, such as improving the sustainability of our facilities, applying ethical purchasing policies, widening participation, and engaging in support work with communities, both regional and international. Curriculum review, the recruitment of students from diverse cultural backgrounds, both home and international, and increasing opportunities for international and intercultural experiences for students and staff, are essential elements in providing an environment to support the development of world-wide horizons and promotion of global citizenship. Tue, 14 Aug 2012 12:37:53 GMT oai:com.intralibrary.leedsmet:6962 2012-08-14T12:37:53Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n120455t Inaugural Lecture - Ieuan Eliis - Health Care Education in the Long Run Mon, 13 Aug 2012 12:35:33 GMT oai:com.intralibrary.leedsmet:2409 2012-08-13T12:35:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n218079t Inaugural Lecture - Prof. Mike Robinson Other Worlds and Endless Journeys: Living and Learning Tourism Mon, 13 Aug 2012 12:34:49 GMT oai:com.intralibrary.leedsmet:2423 2012-08-13T12:34:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n169757t Inaugural Lecture - Dr Adam Carey: A nutritional path to improved human performance Mon, 13 Aug 2012 12:33:56 GMT oai:com.intralibrary.leedsmet:2425 2012-08-13T12:33:56Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n97044t This lecture explored the contemporary policy agenda for children and young people living in England. The major focus of the lecture was on the relationship between the state and modern childhood. The lecture then moved on to examine the state of contemporary British childhood. A series of recent research and policy reports have suggested that British children inhabit a world that compares negatively to children in otherwise comparable societies. Childhood and youth are also a high profile and frequent concern of the mass media headlines and political debate. The lecture then focused on this seeming tension between the interventionist Every Child Matters agenda and the poor outcomes for children in England. The lecture drew on some of Nicks research and his experience as a consultant and teacher in the field of child welfare. Mon, 13 Aug 2012 12:33:19 GMT oai:com.intralibrary.leedsmet:2426 2012-08-13T12:33:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n97204t Visiting Professor, Ray Russell delivered his inaugural lecture on Thursday 25 March in Gandhi Hall. Ray's lecture, entitled 'A Life in Music' covered highlights from his 40-year career in the music industry ranging from his first professional job with the John Barry Seven to working with Tina Turner and on classic television theme tunes including Bergerac and A Touch of Frost. The lecture was delivered in a unique format that saw Ray backed by a band including his sons, Charlie and George, on bass and drums and his friend, Geoff Castle, on keyboards, to perform various pieces from throughout Ray's career. Ray's warm and humorous delivery was full of interesting and funny anecdotes and the audience of students, staff and industry guests thoroughly enjoyed the evening. Mon, 13 Aug 2012 12:32:34 GMT oai:com.intralibrary.leedsmet:2430 2012-08-13T12:32:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n173607t Professor Rhodri Thomas delivered his inaugural lecture 'Reflections on Tourism Policy and Policy-Making in Yorkshire' to an audience of students, staff and friends of Leeds Met in the Gandhi Hall at Headingley Campus. Professor Thomas was appointed as the Institute of Travel & Tourism's first University Chair in 2007 Mon, 13 Aug 2012 12:31:19 GMT oai:com.intralibrary.leedsmet:2480 2012-08-13T12:31:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n64591t The aim of the lecture will be to do demonstrate the need to challenge continuing traditional images of leaders, often depicted at the apex of things, on top of a hill or at the centre of a complex web of activity. I will argue that those nominated as leaders MUST become aware of what I will call the leader's conundrum and complement their inspiration with 99 x perspiration. To appreciate this call, attendees to the lecture as respectfully asked to do the following just before the lecture: a. Use google and find as many definitions of leadership as you can b. stop when you have found 10 definitions Research suggests that we have spent too long focussing on 'heroic' models of leaders, thereby equating leadership with individual leaders and that this rather misses the possibility of other views of leadership that are concerned with the working of groups, teams and whole units or organisations. This does raise something of a difficulty, especially those who are tasked with a role as leader and responsibility to act as a leader. If we regard leadership as something different from nominated leaders, this is bound to create problems. I refer to this situation as the leader's conundrum which I see as a position where a nominated leader is expected to be a leader while power and influence are significantly distributed throughout and between organisations. However, my aim in the lecture is not to spread disillusion and hopelessness for those in leader positions; instead, I will argue that there is a need for leaders to become 'hands-on' and 'heads-in' by accessing intelligence from the whole organisation and adopting an inclusive stance on talent - a return to basics perhaps, and in so doing, become an inspirational force for organisation learning. Mon, 13 Aug 2012 12:26:40 GMT oai:com.intralibrary.leedsmet:6459 2012-08-13T12:26:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n194043t Terry has led the Regional Development Agency, Yorkshire Forward, as its Chair for seven years, overseeing the Agency in growing the economy of the Yorkshire and Humber region. He was honoured in the Queen’s Birthday Honours 2010 with the award of a CBE for services to business and regeneration and was recently appointed as a Deputy Lieutenant for West Yorkshire. He has recently launched his new business, entitled ‘Inspiration for Industry Education and Regeneration’. He holds a Visiting Professorship at our University, affiliated to the School of Business and Law and the Faculty of Arts, Environment and Technology. Terry believes that the best leaders surround themselves with people who are better than themselves – but that few leaders actually do so. Mon, 13 Aug 2012 12:25:43 GMT oai:com.intralibrary.leedsmet:6468 2012-08-13T12:25:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n418206t In a world-class teaching-led university, the quality of the student learning experience is paramount. There are, however, many different ways of making learning happen effectively, efficiently and enjoyably. So what is 'excellent' teaching? What do such teachers do with their students? What are the professional and personal characteristics which hallmark excellent teachers? How do such teachers keep track of how their students are learning? How do students know when they're on the receiving end of excellent teaching? In this interactive lecture, I will propose that smarter teaching is about tuning in everything we do when we teach to five factors underpinning successful student learning. We need to: 1. Strive to enhance our students' want to learn. 2. Help our students to develop ownership of the targets represented by intended learning outcomes in our provision, and of their need to work towards these targets; 3. Keep our students learning by doing - and give them plenty of opportunity for practice, learning through mistakes, and repetition where appropriate; 4. Ensure our students get quick and useful feedback on their learning - from us, from each other, and from learning resources; 5. Help our students to make sense of what they learn - to get their heads round ideas, concepts, theories and models. In this lecture, we will share our experience to explore how we can focus teaching on making learning happen, paving the way towards our students' success, and on how we can 'teach smarter': causing optimum learning payoff as efficiently as we can. Mon, 13 Aug 2012 12:24:18 GMT oai:com.intralibrary.leedsmet:6970 2012-08-13T12:24:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n549528t Men’s and women’s health have tended to be treated in rather stereotypical ways – as if all men are careless about their health, simply by virtue of their masculinity; and women’s health, when it comes down to it, is all about their gynaecology. This lecture will introduce the radically new approaches to gender and health being taken by the Centre for Men’s Health and the Feminism and Health Research Group at Leeds Metropolitan University. Their work acknowledges that, even in these days of greater equality, men and women usually live their lives differently. The patterns of their working days are different, as are the ways they mother and father their children and/or care for their relatives and neighbours. They face different pressures and have different concerns about their bodies and their fitness. And all of these things are also deeply affected by other factors like class, income, ethnic and religious heritage; the conditions of their daily lives, where they live, and the communities to which they do and do not belong. And these influence the health challenges they face, the obstacles they have to overcome, the support they can call on and the strategies they can use. One thing is for sure – the interplay of gender and health is really complicated! Research and theorising currently being undertaken by the groups here at the University explore some of the gendered ways in which health can be understood, matters to us and gets built into who we are – as women and as men – and what we do. They aim to gain insight into how gender, intersecting with these other factors, influences our habits, our lifestyles and how we engage with services intended to improve our health and wellbeing. New theories and new kinds of research like this contributed to recommendations recently made by NICE (National Institute for Health & Clinical Excellence) on interventions to promote health and enable greater wellbeing. The lecture will end by looking at ways the work of the groups can provide an evidence-base for policy, service delivery and ‘good practice’ across a wide diversity of health services and healthcare professions. Mon, 13 Aug 2012 12:24:17 GMT oai:com.intralibrary.leedsmet:6869 2012-08-13T12:24:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n243208t Initially trained as a health and physical education teacher, Lori has been working in the field of education for thirty years, in schools, in the public education lobby, and in teacher education. Prior to joining Leeds Metropolitan University in February 2006, she was Senior Lecturer in the Faculty of Education, University of Technology, Sydney (UTS), where she coordinated and taught in the Personal Development, Health and Physical Education (PDHPE) teacher education program. Before her appointment to UTS, Lori was p/t research assistant to Professor Bob Connell and worked p/t in teacher education at the University of Sydney, and p/t in teacher education at the University of Wollongong. Lori's teaching experience was interrupted by a work-related accident teaching gymnastics, but this presented other possibilities like post-graduate study at Deakin University, where she got valuable research experience in critical curriculum studies and social theory. Lori's experience embraces teaching, active research mostly in disadvantaged school communities, and policy activism, where she lobbies on educational, health and social disadvantage. She worked on syllabus development and gender equity policy development, notably with the NSW Board of Studies Syllabus Advisory Committee for the Years 7-10 PDHPE syllabuses; the NSW Gender Equity Consultative Committee; and the national Ministerial Council for Employment Education, Training and Youth Affairs (MCEETYA) Gender Equity Taskforce. She worked as a consultant on the Commonwealth Department of Education Science and Training (DEST) funded project, Addressing the Educational Needs of Boys, with Professor Bob Lingard et al, and as a Principal Investigator on the Australian Research Council (ARC) project, Productive pedagogies, Productive Schools and Gender Reform, also with Professor Bob Lingard et al. During the last three years, Lori was academic partner to schools in the NSW Department of Education and Training (DET) Priority Action Schools program, and to schools working to make a difference. She continues to take seriously her role as a public intellectual, most recently last year when she was invited to Canberra by the Commonwealth Department of Education, Science and Training (DEST) to review and respond to the new draft national Gender Equity Framework and support materials. This was a very prestigious invitation, but she was asked because of her balanced perspective and experience working for the education bureaucracies, on state and national committees but also doing contract research, and as a teacher, researcher, and member of the parent and teacher organisations. Lori continues this work in the quest for a national youth education strategy, in the Australian and English settings. Mon, 13 Aug 2012 12:24:15 GMT oai:com.intralibrary.leedsmet:3040 2012-08-13T12:24:15Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n90663t Trained as a biochemist at Bath and obtaining a doctorate in medical biochemistry at Leeds, Rod has spent over 35 years in academic life both as a lecturer and a researcher. His first research post (MRC) was with Professor Monty Lowsowsky at Jimmy's studying lipid metabolism but soon moved across the city to work with Professor John Golligher at Surgery LGI Leeds. Working with a dynamic team engaged upon surgical research proved to be too irresistible to contemplate thought of movement elsewhere or other discipline. He has extensive experience of research with human subjects as patients and also subjects in normal health in a variety of clinical contexts. Rod progressed from senior biochemist in Surgery at Leeds LGI to principal research fellow at Leeds Medical School. During this period he gained considerable ability and expertise in the design, implementation and analysis of data gained from many research investigations in the clinical area. Rod specialised on wet chemistry techniques and led the laboratory team within the academic unit at the LGI. He was fortunate to work on quantitative research with Professor Morgan in Chemical Pathology, with Dr Burkinshaw in the MRC neutron activation facility at Leeds and with Professors Johnston, Hill and McMahon in Surgical Research. A consequence of such activity is the variety of networks developed, not only academically but also with commercial organisations. Whilst working within clinical nutrition an idea was developed into a company through the help of ULIS (Innovations, Leeds University) and also LeedsMet. To achieve this necessitated comprehensive technical, industrial and commercial involvement between and with patent agents, suppliers, plant manufacturers, ingredient producers, marketing agents, product consultants, retail organisations and others on a national and international scale. He also worked with the Open University both as a tutor and consultant gaining experience with distance learning techniques and the teaching of science. Rod joined the School of Leisure and Sports Studies in 2000. He moved to the School from Leeds University where he had already worked in close collaboration with colleagues in this School. He was appointed as a Reader in 2004 and Professor in September 2004. This lecture was recorded on 9 March 2006. Mon, 13 Aug 2012 12:24:14 GMT oai:com.intralibrary.leedsmet:3022 2012-08-13T12:24:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n90813t Physical inactivity is a major public health concern. Up to 40% of all premature deaths are attributable to inactivity-related conditions and 20 of the major reasons for attending medical services are directly associated with sedentary behaviour. Frustratingly, activity seems to be so easy to achieve by those who are already active, yet for those who want to become more active, it is often little more than an elusive aspiration. While this points to the motivational issues, it over-simplifies the difficulties associated with sustaining regular frequent involvement in exercise-based living and addresses the need for new avenues for more effective promotion by instructors, coaches, friends and health professionals. The presentation will focus on two main issues. The first will address and expand the current rationale for exercise-based living using evidence relating to disease prevention, to primary and secondary prevention in adults. In recent years physical activity promotion has undergone a paradigm shift away from concerns for fitness towards active living. Emphasis will be placed on distinguishing the health benefits of activity versus fitness and for understanding the relative contributions of physical activity, exercise and training in improving public health. Further, this paradigm shift has been accompanied by a surprising shift away from individual counselling-based interventions to environmental approaches, in the belief that individuals will respond better to appropriately encouraging spaces. This underlines the importance of socio-spatial geography and the role of pathogenic environments. The potential of this ‘environmental’ approach will be considered using examples from workplaces and general practice. Further, evidence from work-based interventions, from the growing literature regarding psycho-neuro-immunology and social connectedness, will be used to consider the substantial psychological and social advantages that can be gained from active living. The second focus will address the how to enact the paradigm shift, based on research that was not available as new understanding was emerging. Findings will be used to propose under-explored avenues for physical activity promotion and to stimulate further thinking about how to make exercise-based living more relevant and rewarding to a wider range of population groups and individuals. Mon, 13 Aug 2012 12:24:11 GMT oai:com.intralibrary.leedsmet:3027 2012-08-13T12:24:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n243848t Over my time in education, I have seen play in educational settings lose its status, more especially as children progress into reception classes and into key stage one. I have seen young, active learners, often boys but not always, labelled as ‘naughty’ and ‘inattentive’ when the requirements of educators, fuelled by government policy, have required that they become ‘stationary learners’. As play is once again becoming ‘fashionable’, (evidenced by its recurring status in the media alongside the spotlight now on it from policy makers) I decided to take this opportunity to explore and examine its status and our knowledge. In recent years, my own research has been undertaken in early years classrooms, working with practitioners; observing together and bringing our individual knowledge and understanding of learning through play and of individual children’s experiences, knowledge and potential together in joint reflections. One of the key findings from my work is the extent to which open-ended role play promotes cooperative play, with its higher cognitive challenge for interacting peers. Although apparently simple in concept, open-ended role play is a challenging provision for educators to make because, without associated personal development opportunities, they find it difficult to see how its provision and children’s autonomy ‘meshes’ with their own role as educator. It’s an age-old challenge for education, now framed within a renewal of interest in learning through play – facilitator or instructor. Real insights will only come when we engage children, as learners through play, in our research. From their perspectives will come our insights into the meshing of roles and responsibilities in seeing and understanding the relationship between teacher-directed and child-initiated learning through play. Mon, 13 Aug 2012 12:24:10 GMT oai:com.intralibrary.leedsmet:3048 2012-08-13T12:24:10Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n59062t Professor Carlton Cooke joined Leeds Met in 1990, whilst working as a principal investigator on the pioneering Allied Dunbar National Fitness Survey. He became a Reader in 1993 and Carnegie Professor of Sport and Exercise Science in 1998, followed by his appointment in 2004 as Associate Dean and Head of the School of Sport, Exercise & Physical Education. His research interests range from physiological and biomechanical aspects of high level sports performance to physical activity, exercise and health in adults and children. Pro-Vice-Chancellor Professor Sally Brown said: "The University is delighted to recognise Carlton Cooke's work over many years as a researcher, research supervisor, research champion and advocate of research to support teaching by his appointment as Director of Research for the University." This lecture was recorded on 16th February 2006. Mon, 13 Aug 2012 12:24:06 GMT oai:com.intralibrary.leedsmet:2953 2012-08-13T12:24:06Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n222579t The Faculty of Health's Professor Rachael Dixey delivered her inaugural lecture in the iconic Rose Bowl. The lecture 'Health, Social Justice and Access to Learning' considered the relationships globally between health inequalities and education, exploring ideas of education as liberatory and empowering, and consequently how this impacts on the politics of health. Professor Dixey is the head of Health Promotion at Leeds Met. She has a lifelong interest in Africa, doing PhD research in the 1970s on access to primary schooling in Botswana. Inspired by the politics of health inequalities, Rachael is committed to improving health globally. Mon, 13 Aug 2012 12:24:01 GMT oai:com.intralibrary.leedsmet:2473 2012-08-13T12:24:01Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n60982t Professor Paul Gately's inaugural lecture - delivered on 21st March 2007 Mon, 13 Aug 2012 12:23:58 GMT oai:com.intralibrary.leedsmet:3049 2012-08-13T12:23:58Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n152105t Inuagural Lecture of Prof. John Lyle - 28 November 2006 Mon, 13 Aug 2012 12:23:56 GMT oai:com.intralibrary.leedsmet:3042 2012-08-13T12:23:56Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n173747t Franco Bianchini's Inaugural Lecture: Cities for Citizens Mon, 13 Aug 2012 12:23:55 GMT oai:com.intralibrary.leedsmet:2482 2012-08-13T12:23:55Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n213647t The inaugural lecture of Professor Tony Collins delivered on 29th August 2007 Mon, 13 Aug 2012 12:23:53 GMT oai:com.intralibrary.leedsmet:3052 2012-08-13T12:23:53Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n30531t The inaugural Lecture of Professor Anne Campbell delivered on 9th October 2007 Mon, 13 Aug 2012 12:23:52 GMT oai:com.intralibrary.leedsmet:3053 2012-08-13T12:23:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n50602t online resources from the JISC funded Sounds Good project. Can digital audio be used to give students quicker, better feedback on their work? That was the central question for the ‘Sounds Good’ project. We were based at Leeds Metropolitan University and operated between January 2008 and February 2009. Originally intended as a six-month pilot project, funded by the Joint Information Systems Committee (JISC), we started with a team of about 15 teachers in a range of disciplines exploring the use of digital audio to give feedback on students' coursework. Could it save staff time? Would the feedback to students be improved? The early results were very encouraging and further JISC support enabled the project to be extended till February 2009. In this second phase, the Leeds Met team expanded. In addition, three other higher education institutions joined us, beginning to use digital audio for feedback. They were York St John University, Newman University College, Birmingham and the University of Northampton. Taking the two phases together, 38 lecturers gave audio feedback to over 1,200 students at all levels from first-year undergraduate and foundation degree to doctoral. Overall, it worked very well and delivered an excellent return on JISC's modest investment. Sounds Good has now ended but audio feedback work continues, unfunded, in a growing number of institutions. With the experience of leading the project, I think most higher education teachers should give audio feedback an extended trial. It probably won't be the magic bullet for their assessment woes but it is likely to be worth adopting with at least some of their students. Have a look at some of the documents in the Downloads section to see what we learned. The final report and the practice tips on audio feedback are good places to start. Tue, 31 Jul 2012 07:10:23 GMT oai:com.intralibrary.leedsmet:2530 2012-07-31T07:10:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n192328t 1 hour video lecture introducing students to module about Health Promotion - key ideas, models, concepts, reading, literature sources Mon, 30 Jul 2012 13:06:32 GMT oai:com.intralibrary.leedsmet:2404 2012-07-30T13:06:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n57617t Although this video refers to students on a particular course it is applicable to all students who are doing a piece of reflective writing. To view this you will need a broadband internet connection, Windows Media Player, and speakers or headphones. Mon, 30 Jul 2012 13:00:28 GMT oai:com.intralibrary.leedsmet:823 2012-07-30T13:00:28Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n91533t In her inaugural lecture Professor Clegg argues the case for extending boundaries of research into higher education in terms of: * the questions it asks - including those about what Erica McWilliam’s calls the ‘charming absurdities’ of higher education * the theoretical resources it draws on - in Alex Callinicos’ evocative phrase developing ‘resources of critique’ * the different disciplines across which we engage in conversation. The lecture demonstrates that not only does Professor Clegg think boundaries should be extended but she believes that to a large extent they are being, and that the field is an exhilarating one to be working in. The lecture includes examples of Professor Clegg's own research and she spoke about the relationship of research knowledge to existing practices and policies, and to our capacity to imagine and develop new ones. Mon, 30 Jul 2012 12:37:29 GMT oai:com.intralibrary.leedsmet:3051 2012-07-30T12:37:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n137762t Ask a non-psychologist what psychology is all about and you may get some surprising answers. Some will say psychology teaches you to read minds; others that it is not truly a science; still others that it is simply common sense. While such misconceptions abound among those without a psychology background, surprisingly two misconceptions permeate the psychology community itself regarding psychology careers. The first one is that some think that a bachelor’s degree is enough to become a psychologist. The second is many think that most psychology students become psychologists (Lantz and Reddy, 2010). While some undergraduate ’ologies (e.g. meteorology) lead directly to careers in those fields, becoming a professional psychologist requires two or three years of additional postgraduate study and supervised experience. While many students go on to pursue this goal, some students decide they do not want to invest in the additional time it takes. Others who persist find that there can be significant competition to get on postgraduate courses (Lantz and Reddy, 2010). For example, in 2010 about one in five or 21% of applicants for clinical psychology courses were successful (Clearing House for Postgraduate Courses in Clinical Psychology, 2010). While competition varies by year and by the course, some do find it challenging to gain entry. Therefore, advanced preparation is important. If you are studying psychology because you truly want to become a psychologist, this guide is not to dissuade you from that goal but to provide realistic information that can help you in the process. With this aim it provides an overview of the traditional areas of psychology along with some emerging career paths you may not have thought about. It also provides tips regarding acquiring work experience and applying to postgraduate programmes as well as exercises and information which can help you to better articulate your career goals and sell yourself both on paper and during work experience or admissions interviews. If you aren’t sure about your career goals, this guide is also for you. Many students study psychology because it’s interesting, provides many options or they are not sure what they want to do. In fact, the majority, about 80% of UK psychology graduates go on to careers related to or outside of psychology. Fri, 13 Jul 2012 12:41:57 GMT oai:com.intralibrary.leedsmet:6888 2012-07-13T12:41:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n291846t 1745-2317 Fri, 13 Jul 2012 12:09:19 GMT oai:com.intralibrary.leedsmet:4864 2012-07-13T12:09:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n618759t It is accepted good practice in higher education that all modules are reviewed to help improve the students’ experiences of the learning they engage with while they study at Leeds Metropolitan University. Mid module review is part of a systematic approach to QA/QE and a way to use verbal or written or online feedback from our students for monitoring and progressing changes particularly where there is student cause for concern often relating to organisational, teaching and learning and communication issues relating to a module. Worries over assessment mode and assessment criteria are common (Lilly et al, 2010) and these can then be dealt with promptly. This is a template for mid module review action points. [To be completed by module leader] Fri, 06 Jul 2012 14:57:23 GMT oai:com.intralibrary.leedsmet:6875 2012-07-06T14:57:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n137522t It is accepted good practice in higher education that all modules are reviewed to help improve the students’ experiences of the learning they engage with while they study at Leeds Metropolitan University. Mid module review is part of a systematic approach to QA/QE and a way to use verbal or written or online feedback from our students for monitoring and progressing changes particularly where there is student cause for concern often relating to organisational, teaching and learning and communication issues relating to a module. Worries over assessment mode and assessment criteria are common (Lilly et al, 2010) and these can then be dealt with promptly. It is important students are only asked a few questions to avoid respondent fatigue. These can be written or verbal depending on students’ needs and wishes. These are examples. Fri, 06 Jul 2012 14:56:41 GMT oai:com.intralibrary.leedsmet:6876 2012-07-06T14:56:41Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n68771t It is accepted good practice in higher education that all modules are reviewed to help improve the students’ experiences of the learning they engage with while they study at Leeds Metropolitan University. Mid module review is part of a systematic approach to QA/QE and a way to use verbal or written or online feedback from our students for monitoring and progressing changes particularly where there is student cause for concern often relating to organisational, teaching and learning and communication issues relating to a module. Worries over assessment mode and assessment criteria are common (Lilly et al, 2010) and these can then be dealt with promptly. After analysis of a University survey (Oct-Dec 2011) on module review and evaluation, a Short Life working group was set up to consider mid module review in the first instance. The Short Life Working Group on mid module review addressed i) how it is used at our University, ii) best practice iii) our University’s future approach to it. Fri, 06 Jul 2012 14:56:22 GMT oai:com.intralibrary.leedsmet:6877 2012-07-06T14:56:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n474677t This video accompanies the launch of the latest report from “million+, leading the university agenda”, 'Teaching that Matters', in it we hear the views of staff and students who are working together to ensure that innovative and high quality teaching are at the heart of their courses and their universities. Tue, 19 Jun 2012 10:28:53 GMT oai:com.intralibrary.leedsmet:6781 2012-06-19T10:28:53Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n337086t One of the key aims of ALPS is to improve the assessment of competence in practice across 16 professions, increasing the confidence of new graduates and their employers. The CIPA tool has been developed to establish measures of new graduate confidence in their ability across a number of areas of professional competence. Initially it is being piloted as a self-rating tool with new graduates with the intention of extending its use by employers of new graduates. The tool offers a way of establishing some baseline measures of confidence and competence where these do not currently exist. It will also enable comparison of confidence and competence levels in and between different professions. If used for repeated measures it also has the potential to measure changing levels of confidence and competence during career development.' Thu, 07 Jun 2012 08:20:09 GMT oai:com.intralibrary.leedsmet:5618 2012-06-07T08:20:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n67071t This orientation activity encourages the learner to think about what is important to them and what they need to do to make it happen. Wed, 06 Jun 2012 08:37:40 GMT oai:com.intralibrary.leedsmet:6707 2012-06-06T08:37:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n134162t This activity considers the nature of reflective practice and how it is used to develop a reflective journal. Wed, 06 Jun 2012 08:37:19 GMT oai:com.intralibrary.leedsmet:6708 2012-06-06T08:37:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n134182t This activity introduces the concept of coaching by comparing it to other styles of support, specifically tutoring and mentoring. Wed, 06 Jun 2012 08:37:04 GMT oai:com.intralibrary.leedsmet:6709 2012-06-06T08:37:04Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n268404t This activity explores the concept of personalisation, considering where it has originated from in education and what it might mean in a higher education context. Wed, 06 Jun 2012 08:36:47 GMT oai:com.intralibrary.leedsmet:6710 2012-06-06T08:36:47Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n402666t This activity explores the nature of adult learning, often termed "andragogy", and how it differs from children's learning (pedagogy). Wed, 06 Jun 2012 08:36:24 GMT oai:com.intralibrary.leedsmet:6711 2012-06-06T08:36:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n469847t This activity explores personal change management, focusing in particular on the Intentional Change Model proposed by Richard Boyatzis and Annie McKee. Wed, 06 Jun 2012 08:36:07 GMT oai:com.intralibrary.leedsmet:6712 2012-06-06T08:36:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n268524t This activity explores learning styles and preferences, beginning with Kolb's learning cycle and discussing Honey and Mumford's adaptation of Kolb's learning styles, as well as the more "popularist" view of learning modalities known as VAK (Visual, Auditory, Kinesthetic). Wed, 06 Jun 2012 08:35:52 GMT oai:com.intralibrary.leedsmet:6713 2012-06-06T08:35:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n201423t This activity introduces Appreciative Inquiry, an approach to change that focuses on strengths, successes and positives rather than problems and negatives. Wed, 06 Jun 2012 08:35:37 GMT oai:com.intralibrary.leedsmet:6714 2012-06-06T08:35:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n335755t This activity considers two models of change: the Prochaska and DiClemente Stages of Change model and Fisher's Process of Transition. Wed, 06 Jun 2012 08:35:17 GMT oai:com.intralibrary.leedsmet:6715 2012-06-06T08:35:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n134322t This activity considers professional competency frameworks and how they relate to professional and personal development. Wed, 06 Jun 2012 08:34:57 GMT oai:com.intralibrary.leedsmet:6716 2012-06-06T08:34:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n268684t This activity explores two models of coaching: the GROW framework and Neuro-Linguistic Programming (NLP). Wed, 06 Jun 2012 08:34:33 GMT oai:com.intralibrary.leedsmet:6717 2012-06-06T08:34:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n67181t This activity introduces a selection of tools and techniques, used to support the coaching process. Wed, 06 Jun 2012 08:34:13 GMT oai:com.intralibrary.leedsmet:6718 2012-06-06T08:34:13Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n403146t This activity looks at the Inner Game and Emotional Intelligence, which are both focused on raising self-awareness. Wed, 06 Jun 2012 08:32:08 GMT oai:com.intralibrary.leedsmet:6719 2012-06-06T08:32:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n134122t This Coaching for Learning Toolkit has been produced by the JISC-funded Personalised Curriculum Creation through Coaching (PC3) project, in order to provide information, evidence and resources to support the use of coaching within higher and further education. Wed, 06 Jun 2012 08:32:08 GMT oai:com.intralibrary.leedsmet:6706 2012-06-06T08:32:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n172697t JAMES (Joint Audio Media Education Services) Conference - Dennis Weinreich Keynote Mon, 21 May 2012 13:40:06 GMT oai:com.intralibrary.leedsmet:2467 2012-05-21T13:40:06Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n123005t Innovation North Music Production graduate Samuel Nicholls, aka Whiskas, came to Headingley Campus on Wednesday 18th November, to talk about his experience of working in the music industry. Samuel has toured in bands and worked as a promoter, manager, producer and record label boss. Whiskas began promoting bands by setting up Transmission with Andy Roberts, putting on bands that included The Artic Monkeys, Good Life and The Subways. The success of the partnership evolved into record label, Dance to the Radio. The Leeds-based label has released records by artists including The Pigeon Detectives, Grammatics, Forward Russia and iLIKETRAiNS. Whiskas is also the guitarist in Forward Russia and has gigged extensively around the world. Whilst studying towards his Music Production masters, Whiskas has been able to develop his own production style and has utilised this to produce bands whilst based at The House of Mook. With the desire to understand and learn more about the producing roles, Whiskas' final masters project was entitled 'The Function & Sustainability of Artist as Producer and Performer', which has enabled him to creatively produce music for artists including Mi Mye and Duels and he is currently working on his solo project, Honour Before Glory. Mon, 21 May 2012 13:36:33 GMT oai:com.intralibrary.leedsmet:2460 2012-05-21T13:36:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n98444t Leeds Business School opened the fourth year of its CIPR guest lecture series in great style, with Carl Christopher offering a fascinating insight into his vast experiences in the communications industry. The lecture, which took place on Monday 5 October 2009, was the first to be held in the new state of the art business school home, the Rose Bowl. Carl's experience includes working with major organisations such as Kiss FM, New Musical Express (NME) and Sony Computer Entertainment UK (SCE UK). His lecture focused mainly on his time with SCE UK and his success with PlayStation. Working as part of a team that helped to make the brand iconic, as well as selling over 10 million PS2s, Carl was well equipped to provide guests with credible advice that will undoubtedly be of use in the future. Carl revealed that the crucial secret to the PlayStation campaign had been focus. He emphasised that the message was not about technology, but more about the PlayStation experience. The strategy was to embrace counter and pop culture, utilising the cult atmosphere of action sports, music, design and the arts. By targeting niche events such as music festivals and skate park events through sponsorship, Sony managed to push the brand out and position PlayStation as culturally valid. Carl went on to share his thoughts on the changes in mass communication, commenting on how the news is now celebrity-driven and how brand lifecycle models are becoming increasingly obsolete. The lecture concluded with a lengthy Q&A session and one final piece of advice: [that] it is vital to create new stories of quality and value. Mon, 21 May 2012 13:34:55 GMT oai:com.intralibrary.leedsmet:2461 2012-05-21T13:34:55Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n522168t A pdf of the slides used in Lawrence Bailey's guest lecture on Market Segmentation, Qualitative Research and Conversations Across the Garden Wall at Leeds Metropolitan University on 27 January 2011. Wed, 09 May 2012 11:05:39 GMT oai:com.intralibrary.leedsmet:6527 2012-05-09T11:05:39Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n65251t Colleagues from both academia and business were present on 27 January 2011 for Lawrence Bailey's guest lecture on Market Segmentation, Qualitative Research and Conversations Across the Garden Wall. The garden wall of the lecture's title was Lawrence's metaphor for the potential divide between the two sectors. The lecture reflected Lawrence's career-long wish to get qualitative researchers in the commercial world to talk to their counterparts in the academic world, and vice versa. He discussed the differing assumptions with regard to qualitative research practice that exist across the proverbial garden wall. Drawing upon highlights from a long and successful career in market research, Lawrence examined how qualitative research can be effective in achieving market segmentation. He focussed on pioneering work on the psychographic segmentation of potential users of services as diverse as the American Express card and the DAB digital radio. Effective working between market researchers and their clients, he believes, will result in more focussed marketing through better understanding of the messages to which different markets are receptive, their underlying motivations and their desired outcomes. He ended with a warning to "beware the rise of the dreaded Survey Monkey" and what he termed DIY market research and with a wish to see the enhanced professional standing of the market research community. Wed, 09 May 2012 11:05:39 GMT oai:com.intralibrary.leedsmet:6525 2012-05-09T11:05:39Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n24581t John Dennis from Team 17 visited Leeds Met to deliver a guest lecture offering exclusive insights into the games industry. John offers insights and tips on what it takes to create an engaging and enjoyable game play experience. Team 17 were responsible for the classic 'Worms' games series amongst other popular titles and most recently are developing the new game Alien Breed Evolution Mon, 30 Apr 2012 13:22:16 GMT oai:com.intralibrary.leedsmet:2458 2012-04-30T13:22:16Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n98204t Professor Germaine Greer delivered the 2010 Winifred Mercier public lecture at Leeds Met on Tuesday March 23. Born in Melbourne and educated in Australia and at Cambridge University, Professor Greer's first book, The Female Eunuch (1969), took the world by storm and remains one of the most influential texts of the feminist movement. She has had a distinguished academic career in Britain and the USA and makes regular appearances in print and other media as a broadcaster, journalist, columnist and reviewer. Since 1988, Germaine has been Director (and financier) of Stump Cross Books, a publishing house specialising in lesser-known works by early women writers. Mon, 30 Apr 2012 13:01:27 GMT oai:com.intralibrary.leedsmet:2455 2012-04-30T13:01:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n328005t Warning: Explicit Content Professor Germaine Greer delivered the 2010 Winifred Mercier public lecture at Leeds Met on Tuesday March 23. Born in Melbourne and educated in Australia and at Cambridge University, Professor Greer's first book, The Female Eunuch (1969), took the world by storm and remains one of the most influential texts of the feminist movement. She has had a distinguished academic career in Britain and the USA and makes regular appearances in print and other media as a broadcaster, journalist, columnist and reviewer. Since 1988, Germaine has been Director (and financier) of Stump Cross Books, a publishing house specialising in lesser-known works by early women writers. The lecture is available to view online (see Linked Resource below) Mon, 30 Apr 2012 13:01:26 GMT oai:com.intralibrary.leedsmet:6560 2012-04-30T13:01:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n130722t The University of Surrey Skills Portal is a classified collection of quality materials designed to enable students to develop information literacy, research and study skills. It has been built using Openly licensed resources including several from Leeds Metropolitan University. Thu, 26 Apr 2012 09:48:11 GMT oai:com.intralibrary.leedsmet:6536 2012-04-26T09:48:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n21422t CV’s and Letters to Employers is one of several Futures workbooks which help students choose and prepare for their careers. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises or the output in your personal development plan or e-portfolio. Thu, 26 Apr 2012 09:25:15 GMT oai:com.intralibrary.leedsmet:1071 2012-04-26T09:25:15Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n173817t Cities on the Edge? Issues in culture-led urban regeneration and the cultural politics of geographical peripherality - Liverpool, Marseille and Naples Thu, 12 Apr 2012 13:41:19 GMT oai:com.intralibrary.leedsmet:2483 2012-04-12T13:41:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n583029t This event was the second in a series of master class lectures jointly staged by the University of Leeds and Leeds Metropolitan University bringing together relevant senior figures and academics from across the city and surrounding region. The twenty-first century has seen a growth in political, environmental and economic insecurity in the context of global recession, population ageing and climate change. Responding to these threats involves rethinking how we work together, care for ourselves, our families and friends, and live in secure and supportive communities, locally and globally. We need to meet people's needs for work, security, health and social care in the context of diminishing resources and widening inequalities whilst building sustainable societies for the longer term. In this series of lectures key figures addressed these issues, offering expert knowledge and insight into major challenges facing front line service providers in the context of reduced public sector finances. In this lecture, Professor Paul Johnstone, Regional Director of Public Health reflects on the radically changing public policy and service direction and offer his insights on "Where next for public health in the era of austerity?" Wed, 04 Apr 2012 13:13:01 GMT oai:com.intralibrary.leedsmet:6478 2012-04-04T13:13:01Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n518168t As part of a submission for the IMS Global Award, this film discusses the outputs of the ALPS CETL and demonstrates the impact that they have had on learning and assessment in practice settings, particularly focussing on the development of competency maps, 360degree multiprofessional asessment tools and the use of mobile technology to deliver these innovative assessment processes to the Health and Social Care students on placement. Wed, 04 Apr 2012 12:39:31 GMT oai:com.intralibrary.leedsmet:6477 2012-04-04T12:39:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n64691t From implicit to explicit: Enhancing graduate inter-cultural capability and embedding IoC at Griffith Universlty, Australia. Professor Michelle Barker of Griffith University, Brisbane Australia and Dr Viv Caruana of CAPRI, Leeds Met University UK discuss recent work in embedding internationalisation of the curriculum across the full range of disciplines and programmes of study at Griffith. Professor Barker also shares insights from a recent ALTC-funded project focused on intercultural or cross-cultural capability as a key factor in producing the graduates of today who will become the professionals of tomorrow. Key messages include the usefulness of a framework of graduate attributes to facilitate embedding IoC and the importance of 'cultural validation' in enhancing the sense of belonging at uni for students from diverse backgrounds. Tue, 03 Apr 2012 10:29:19 GMT oai:com.intralibrary.leedsmet:6469 2012-04-03T10:29:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n50842t This theme includes papers and articles which explore the meanings attributed to key phrases and attempt to define key concepts within the field of internationalisation as it relates specifically to learning, teaching and assessment practice and curriculum design and delivery in higher education. Many contributions provide concrete examples of activities to support multicultural learning and embed international dimensions in curricula. The student voice is apparent in research that engages student expectations, attitudes and behaviours. For the international student in particular, transition emerges as a key theme and for example, the reader is encouraged to consider how to incorporate critical thinking skills in learning and support structures without adopting either a deficit or assimilationist approach. Authors represented here are similarly concerned with how the home student experiences internationalisation and the issues intercultural communication creates for them. Given the outcomes of such work it is perhaps unsurprising that in terms of curriculum design the major issues emerging are how to design effective multicultural group work encounters and how to promote engagement, interaction and integration between home and international students on campuses across the globe. Tue, 03 Apr 2012 09:44:48 GMT oai:com.intralibrary.leedsmet:2542 2012-04-03T09:44:48Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n193983t Leeds is a major city in the UK and as such is a magnet for shoppers from the surrounding region. Around 1.7 to 1.9 million people are in the catchment area as shoppers in Leeds city centre. Consequently retail is an important business for Leeds. John Temperley Senior Lecturer in Marketing in the Business School and a retail specialist, explains the choices that face consumers and what their preferences are, based on research by students sponsored by Leeds city centre management. The results are highlighted by John Ebo, Deputy City Centre manager and illustrate the complex choices facing consumers when they are deciding where and how to shop. Tue, 03 Apr 2012 08:28:15 GMT oai:com.intralibrary.leedsmet:6466 2012-04-03T08:28:15Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n194328t On Thursday 19 November, double Ivor Novello Award winner Chris Difford delivered on song writing to a full lecture theatre. It was a moment to remember for all in attendance, with one member of staff commenting, "I've worked here for sixteen years and that was the best hour yet". Chris' anecdotes and advice were especially appreciated by the song writers and music production students in the audience. With over 25 years of experience, and a single-minded attitude, Chris has become one of the most successful lyricists of recent times. He first found success as a member of Squeeze with their hit singles including, Cool for Cats, Black Coffee In Bed, Up the Junction and Hourglass. As a young boy, Chris wrote poetry, inventing stories that would allow him to exercise his vivid imagination and this would later bring him to song writing. When asked about his style of song writing, Chris commented, "Songs are like having kids. If you look after them, some will grow up and become successful. Keep a sharp pencil and a sense of humour. It's like a muscle that needs exercising to keep fit. Writing two or three lyrics a week, my inspiration comes from many places, like when I was down the gym the other day." During the lecture, Chris played Fat as a Fiddle, a humorous, witty lyrical song, that later brought questions about whether he writes other types of songs. Chris talked about Battersea Boys, a sadder song inspired by a family who put their son into a care home because they thought he was gay. Chris' anecdotes included stories about being on tour, appearing on Top of the Pops and never being very fashionable, "Squeeze got back together recently, it looked like a bunch of cab drivers having their photo taken". He also talked about some of his collaborations, which have included working with Elton John. He described that particular experience as an amazing process that saw a song idea turn into a melody and lyrics in 3 minutes and was then, recorded and then produced by 5pm on the same day. Questions from the audience followed remarks Chris had made during the talk, including who he thought were the top song writers of today (Lilly Allen and Jay-Z). The engaging interview style lecture, ended with news on Chris' next project called "Saturday Morning Music Club". Finally, a real treat was in store as Chris played an acoustic live performance of 'Up The Junction' to end the session. Tue, 13 Mar 2012 09:07:07 GMT oai:com.intralibrary.leedsmet:2429 2012-03-13T09:07:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n149166t Alan Wood discusses Siberia Tue, 13 Mar 2012 08:58:08 GMT oai:com.intralibrary.leedsmet:2486 2012-03-13T08:58:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n224019t 'There's one of us daft and I'm all right': English comedy and the geography of vulgarity- Andy Medhurst, Sussex University TATN Mon, 12 Mar 2012 14:42:01 GMT oai:com.intralibrary.leedsmet:2489 2012-03-12T14:42:01Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n24881t J B Priestley and the North - John Baxendale, Sheffield Hallam University Mon, 12 Mar 2012 14:41:59 GMT oai:com.intralibrary.leedsmet:2488 2012-03-12T14:41:59Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n49742t 'The Californian and Australian gold-rushes: a northern diaspora?' Katie Wales, Sheffield University Mon, 12 Mar 2012 14:41:58 GMT oai:com.intralibrary.leedsmet:2487 2012-03-12T14:41:58Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n149106t The North East - a Unique English Region. Bill Lancaster Northumbria University Mon, 12 Mar 2012 14:41:56 GMT oai:com.intralibrary.leedsmet:2485 2012-03-12T14:41:56Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n24841t Andrew Martin - Railways, the North & the condition of England Mon, 12 Mar 2012 14:41:55 GMT oai:com.intralibrary.leedsmet:2484 2012-03-12T14:41:55Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n223119t CIPR Guest Lecture - David Child - Quest PR Mon, 12 Mar 2012 14:41:51 GMT oai:com.intralibrary.leedsmet:2479 2012-03-12T14:41:51Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n98964t REVISITING THE FIFTIES A Transitional Decade' The British Seaside in the 1950s Professor Dave Russell, Professor of History and Northern Studies and Q & A Professor Dave Russell, Professor of History and Northern Studies, Institute of Northern Studies, Leeds Metropolitan University Discovering the English North, 1957-1964 Mon, 12 Mar 2012 14:41:50 GMT oai:com.intralibrary.leedsmet:2474 2012-03-12T14:41:50Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n24711t In May 2006, Dee became the first woman to sail solo, non-stop around the world against the prevailing winds and currents, completing the Aviva Challenge. Having won the 2007 Raymarine YJA Yachtsman of the Year Award, Dee plans to enter the 2008/9 Vendée Globe round-the-world yacht race. Leeds Met is delighted that Dee has chosen a team of sport scientists from Leeds Met's Centre for Performance Sport to support her physiological, nutritional and psychological preparations for the challenge. The team, led by Professor Carlton Cooke and with performance coaching advice from Malcolm Brown, will work with Dee in the build up to one of the world's most physically gruelling sailing races. Mon, 12 Mar 2012 14:41:48 GMT oai:com.intralibrary.leedsmet:2471 2012-03-12T14:41:48Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n24681t The University, in association with Leeds City Council and Leeds Peace Links groups, recently hosted the Leeds International Olof Palme Memorial Peace Lecture. CND Vice-President, Bruce Kent, delivered this year's lecture, The Global Elimination of Nuclear Weapons - Possibilities & Practicalities, at the Banqueting Suite at Leeds Civic Hall. Bruce Kent has been a life-long advocate for the campaign of total nuclear disarmament. At 80 years of age he remains dedicated to global peace being also the founder Chair for the Movement of the Abolition of War (MAW). Previous lectures have been given by the former US Senator George Mitchell and visiting Professor at Leeds Met, actor Patrick Stewart, and the Nobel Peace Laureate, John Hume. Dave Webb, Associate Director of the Praxis Peace Centre at Leeds Metropolitan University comments, "Bruce Kent's delivery of this year's peace lecture is crucial in bringing forward the issue of nuclear disarmament, especially in light of the Nuclear Non-Proliferation Treaty (NPT) 2010 review next year. It highlights how it is as important as ever to get theses issues on the agenda in achieving the goal towards nuclear disarmament." The Leeds International Peace Lecture is held in memory of the late Swedish Prime Minister, Olof Palme, a leader and campaigner for peace and human rights, who was assassinated in 1986. Mon, 12 Mar 2012 14:41:45 GMT oai:com.intralibrary.leedsmet:2468 2012-03-12T14:41:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n197208t As part of the Senator George Mitchell Seminar Series, John Chillag delivered a powerful and moving speech to mark the 64th anniversary of the Nazi occupation of Hungary. The audience first heard the impressions of two students from Abbey Grange School, who visited Auschwitz-Birkenau in late February. Rebakah commented, "Although a traumatic experience, I'm glad I had the chance to visit Auschwitz - to learn what atrocities had happened and make me realise that situations like the Holocaust should never happen again". John's seminar analysed those involved in the Holocaust and genocides, with talk of perpetrators, interveners, rescuers and bystanders. John described how silent bystanders' 'inaction' allowed mass murder to flourish and went on to add that everybody has a choice and responsibility to act. He developed ideas from this year's Holocaust Memorial Day, where the theme was 'IMAGINE.remember the past, reflect on the present, react to create a better future', emphasizing the importance of learning from history, through education in schools, universities, prisons, and the population at large "we can't change the past, but by challenging prejudice and racism, we can change the future!" John concluded with a quote by the Senator George Mitchell himself, "Conflicts are created by human beings; they can be ended by human beings". Mon, 12 Mar 2012 14:41:44 GMT oai:com.intralibrary.leedsmet:2465 2012-03-12T14:41:44Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n49282t The repertoire played by bands has altered radically over many years. However, commissioning bodies have always been governed by a desire to attract the leading mainstream composers of the day to write original material for the medium. The so-called 'Golden Period', spanning the period between the Great Depression and the Second World War, encapsulates this ambition at its most successful. A sequence of seminal works, by John Ireland, Gustav Holst, Granville Bantock, Herbert Howells, and Sir Edward Elgar revitalised the repertory and placed amateur musicians in a place of honour within the British musical establishment. In an illustrated lecture, Prof. Nicholas Childs and the Black Dyke Band place this music in its wider context, from the production of the first original band compositions in 1913 up until the death of Elgar in 1934. Mon, 12 Mar 2012 14:41:43 GMT oai:com.intralibrary.leedsmet:2464 2012-03-12T14:41:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n98364t The fourth lecture in the CIPR guest lecture series was led by writing guru, Sarah McCartney. Aside from writing the LUSH Times, which is read by over one million people, Sarah has also pursued her own interests, launching her Yogateds company with her mother, as well as writing a book called The Fake Factor, which focuses on her speciality - branding Sarah centred her lecture around her work with LUSH, placing emphasis upon how all of LUSH's PR is in-house and comes from the heart. It was evident that all LUSH employees are extremely dedicated and committed to the company and that they are all involved with the communications, offering ideas for campaigns on a regular basis. The company is unique in the fact that they don't spend excessive time planning their campaigns rigorously - Sarah explained that they could brainstorm an idea one week and have finished it by the next. LUSH is a company that places huge importance upon ethical and sustainable practise. Using almost no packaging and insisting upon being green, LUSH have a strong set of values, which are reflected in part of their mission statement. We believe in making effective products from fresh, organic fruit and vegetables, the finest essential oils and safe synthetics, Sarah explained. She also stressed that LUSH's key values are consistent and don't just change with the fashions. An innovative company, who are always ahead of the law, LUSH use a new soap-based formula in their products, as an alternative to palm oil, which is used so regularly by cosmetics companies that it is directly causing deforestation in Indonesia. Sarah spoke of how the business raises awareness of the company through campaigns, whilst implementing their values. As part of a campaign to enforce the fox hunting ban, LUSH created a limited edition paw print bath bomb, which symbolised their support for the issue. They named this product Fabulous Mrs Fox, coinciding its launch with the release of the film Fantastic Mr Fox. They gained coverage by organising for an employee to dress up as a fox and bombard the red carpet at the film premier in London's Leicester Square. This campaign proved very controversial, and although it caused some members of the opposition to smash shop windows and one activist to knock down displays in a store on three occasions, LUSH stuck to their values and continued with the campaign. Other campaigns discussed included Climate Rush, where LUSH rewarded public transport users with a picnic, 'Don't Destroy Our Family Tree,' which helped people living in areas of deforestation and the 'Charity Pot,' which is a product that's profit is used to help smaller charities. Even though LUSH is a successful multi-million company worldwide, it is clear that the employees are a small, independent and dedicated unit, who work together as a family. Sarah revealed that LUSH's main communication strategy is simply for all staff to be friendly and have a strong knowledge about the products and the values behind them. From a business context, the company has no stakeholders and owns all its factories and stores, explaining why LUSH can operate in their unique way. The lecture concluded with an intense question and answer session, with Sarah giving out a range of fabulous freebies. Mon, 12 Mar 2012 14:41:42 GMT oai:com.intralibrary.leedsmet:2459 2012-03-12T14:41:42Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n98764t A demonstration of basic massage techniques used in sports therapy. Physiotherapy, Neurological Studies And Sports Therapy Mon, 12 Mar 2012 14:41:41 GMT oai:com.intralibrary.leedsmet:2469 2012-03-12T14:41:41Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n24621t A case study following the construction of one of Leeds Met's iconic new buildings, made to support courses in Quantity surveying Mon, 12 Mar 2012 14:41:40 GMT oai:com.intralibrary.leedsmet:2462 2012-03-12T14:41:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n97124t Guest Lecture from D-J Collins Head of Corporate Communications UK, Ireland and Benelux ,Google Mon, 12 Mar 2012 14:41:35 GMT oai:com.intralibrary.leedsmet:2428 2012-03-12T14:41:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n193928t CIPR Lecture: Kim Tan, Oxfam Campaigns Officer Mon, 12 Mar 2012 14:41:34 GMT oai:com.intralibrary.leedsmet:2424 2012-03-12T14:41:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n24221t Research Training 2 day Workshop -Grounded Theory Method Prof Tony Bryant Mon, 12 Mar 2012 14:41:33 GMT oai:com.intralibrary.leedsmet:2422 2012-03-12T14:41:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n145206t Hubris, Schmubris: the plot against Leeds United Antony Clavane Sunday Mirror Mon, 12 Mar 2012 14:41:31 GMT oai:com.intralibrary.leedsmet:2420 2012-03-12T14:41:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n193448t Exploring sociotechnical innovation in civil society. Facilitating change when using technology. Analyzing how trade union officers use IT technology and changing how they work Mon, 12 Mar 2012 14:41:30 GMT oai:com.intralibrary.leedsmet:2418 2012-03-12T14:41:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n72483t Looking at E-Learning in developing countries. Is it true that there are misunderstandings in E-Learning due to cultural differences Mon, 12 Mar 2012 14:41:29 GMT oai:com.intralibrary.leedsmet:2416 2012-03-12T14:41:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n193208t Investigating the use of and affordability of mobile phone technology in rural Africa particularly Nigeria Mon, 12 Mar 2012 14:41:28 GMT oai:com.intralibrary.leedsmet:2415 2012-03-12T14:41:28Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n120705t A proposal to bridge the gap between Classical music and technology looking for a means to capture conductor gestures to trigger music software Mon, 12 Mar 2012 14:41:27 GMT oai:com.intralibrary.leedsmet:2414 2012-03-12T14:41:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n144786t A running stream approach to music technology Mon, 12 Mar 2012 14:41:26 GMT oai:com.intralibrary.leedsmet:2413 2012-03-12T14:41:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n24121t Electrotherapy in Physiotherapy - Ultrasound Mon, 12 Mar 2012 14:41:24 GMT oai:com.intralibrary.leedsmet:2412 2012-03-12T14:41:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n96444t Electrotherapy in Physiotherapy - Interferential Mon, 12 Mar 2012 14:41:23 GMT oai:com.intralibrary.leedsmet:2411 2012-03-12T14:41:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n48202t Electrotherapy in Physiotherapy - Pulsed Shortwave Diathermy Mon, 12 Mar 2012 14:41:22 GMT oai:com.intralibrary.leedsmet:2410 2012-03-12T14:41:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n382026t Animation from the OER IPR Support project providing a handy 5 minute overview of IPR and licensing issues you need to be aware of when creating and repurposing Open Educational Resources. Wed, 07 Mar 2012 11:00:48 GMT oai:com.intralibrary.leedsmet:6367 2012-03-07T11:00:48Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n218979t Zip file containing animation showing a roadmap through the research process journey. Mon, 05 Mar 2012 14:45:09 GMT oai:com.intralibrary.leedsmet:2433 2012-03-05T14:45:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n24341t Zip file contains two flash movies:- 1. Animation of a dialogue between student and tutor reflecting on interaction in a group seminar situation. 2. Animation of potential scenario's and 'what if's ...' in a similar situtation. Mon, 05 Mar 2012 14:44:12 GMT oai:com.intralibrary.leedsmet:2434 2012-03-05T14:44:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n507768t Animation of potential scenario's and 'what if's ...' in a similar situtation. Mon, 05 Mar 2012 14:41:05 GMT oai:com.intralibrary.leedsmet:6347 2012-03-05T14:41:05Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n63461t Animation of a dialogue between student and tutor reflecting on interaction in a group seminar situation Mon, 05 Mar 2012 14:41:05 GMT oai:com.intralibrary.leedsmet:6346 2012-03-05T14:41:05Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n444437t Animation showing a roadmap through the research process journey. Mon, 05 Mar 2012 14:38:57 GMT oai:com.intralibrary.leedsmet:6349 2012-03-05T14:38:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n444367t Stages in the Research Process Mon, 05 Mar 2012 14:38:56 GMT oai:com.intralibrary.leedsmet:6348 2012-03-05T14:38:56Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n24351t Interactive 30 question quiz with feedback for each answer. Grammar diagnostic tool (based around entry level research processes). Download this zipped file and open the file named 'academic_comm_skin.swf' - the quiz will then run from the start. Mon, 05 Mar 2012 11:33:58 GMT oai:com.intralibrary.leedsmet:2435 2012-03-05T11:33:58Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n25281t Presentation of, and measures used to analyse, business data. Comprehensive 63 page workbook including MS Excel exercises. This is an online version that can be displayed in a browser allowing the student to select exercises - download the zip folder, extract the files, upload to your desired location (the index, or home page, is called page_01.htm) Mon, 05 Mar 2012 11:14:18 GMT oai:com.intralibrary.leedsmet:2528 2012-03-05T11:14:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n147663t A Camtasia video on how to copy files from the student shared drive to your own p: drive so that you can open them and analyse them using SNAP Mon, 05 Mar 2012 10:06:34 GMT oai:com.intralibrary.leedsmet:4922 2012-03-05T10:06:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n72963t Zip file containing several movie files and animations guiding a student through the various approaches to research. Tue, 28 Feb 2012 16:05:35 GMT oai:com.intralibrary.leedsmet:2432 2012-02-28T16:05:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n25181t Knowledge Acquisition 2 covers protocol analysis and advantages and disadvantages of knowledge acquisition Tue, 14 Feb 2012 09:30:24 GMT oai:com.intralibrary.leedsmet:2518 2012-02-14T09:30:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n415597t Welcome to Decision-Making and Problem Solving, one of the series of Futures workbooks, which help students choose and prepare for their careers. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises or the output in your personal development plan or e-portfolio Wed, 21 Dec 2011 12:42:19 GMT oai:com.intralibrary.leedsmet:5937 2011-12-21T12:42:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n407897t Carnegie Faculty Group for Equality and Diversity. PowerPoint resource for Level 4 students. Wed, 07 Dec 2011 09:37:58 GMT oai:com.intralibrary.leedsmet:5827 2011-12-07T09:37:58Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n349566t Equality and diversity presentation notes to accompany the Carnegie Faculty Group for Equality and Diversity PowerPoint resource for Level 4 students. Wed, 07 Dec 2011 09:35:53 GMT oai:com.intralibrary.leedsmet:5826 2011-12-07T09:35:53Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n353346t This module has been designed in order to model the process of course construction in career studies. It is not intended to be treated prescriptively. The process of curriculum construction is a creative and imaginative activity that involves carefully selecting certain topics and not others. It is this process of creative judgement that the material below is designed to model and support. Tue, 06 Dec 2011 11:36:44 GMT oai:com.intralibrary.leedsmet:5889 2011-12-06T11:36:44Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n395577t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:21:05 GMT oai:com.intralibrary.leedsmet:5651 2011-09-20T12:21:05Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n393547t This E-Portfolio Toolkit is based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. We use an E-Portfolio to assess our students on their period abroad because we think it encourages them to fully engage with culture(s) and language of the target country and to reflect on the resulting cultural and linguistic development. As part of our project, we have also developed a set of learning activities and materials, together with several checklists for students and supervisors. We have included in this resource the tools we consider necessary to fully implement an E-Portfolio, together with samples of learning materials which we hope you find inspiring. Tue, 20 Sep 2011 12:21:05 GMT oai:com.intralibrary.leedsmet:5622 2011-09-20T12:21:05Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n169383t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:15:57 GMT oai:com.intralibrary.leedsmet:5646 2011-09-20T12:15:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n281455t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:14:59 GMT oai:com.intralibrary.leedsmet:5629 2011-09-20T12:14:59Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n112602t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:14:43 GMT oai:com.intralibrary.leedsmet:5630 2011-09-20T12:14:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n225244t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:14:28 GMT oai:com.intralibrary.leedsmet:5631 2011-09-20T12:14:28Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n112662t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:14:12 GMT oai:com.intralibrary.leedsmet:5633 2011-09-20T12:14:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n56341t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:13:58 GMT oai:com.intralibrary.leedsmet:5634 2011-09-20T12:13:58Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n507159t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:13:15 GMT oai:com.intralibrary.leedsmet:5635 2011-09-20T12:13:15Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n338346t Tasks in the target language - French This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:12:59 GMT oai:com.intralibrary.leedsmet:5639 2011-09-20T12:12:59Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n169203t Tasks in the target language - German This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:12:47 GMT oai:com.intralibrary.leedsmet:5640 2011-09-20T12:12:47Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n394877t Tasks in the target language - French This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:12:35 GMT oai:com.intralibrary.leedsmet:5641 2011-09-20T12:12:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n112842t Tasks in the target language - German This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:12:22 GMT oai:com.intralibrary.leedsmet:5642 2011-09-20T12:12:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n507879t Tasks in the target language - Spanish This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:12:08 GMT oai:com.intralibrary.leedsmet:5643 2011-09-20T12:12:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n56441t Tasks in the target language - Spanish This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:11:54 GMT oai:com.intralibrary.leedsmet:5644 2011-09-20T12:11:54Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n225804t Tasks in the target language - Spanish This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:11:37 GMT oai:com.intralibrary.leedsmet:5645 2011-09-20T12:11:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n338826t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:10:27 GMT oai:com.intralibrary.leedsmet:5647 2011-09-20T12:10:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n452008t This is a resource released as part of the E-Portfolio Toolkit based on experience of developing the “Year Abroad E-Portfolio”, undertaken by the School of Languages at Leeds Metropolitan University. Tue, 20 Sep 2011 12:05:39 GMT oai:com.intralibrary.leedsmet:5650 2011-09-20T12:05:39Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n446049t A physical activity guide for people with mental illness Thu, 09 Jun 2011 13:01:11 GMT oai:com.intralibrary.leedsmet:4956 2011-06-09T13:01:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n58107t Networking is all about people and relationships. An individual’s network of family, friends, neighbours, colleagues and associates possesses a certain ‘organic’ quality. Like a plant or a tree, at any given moment in time, a person’s network is a certain size and even has a certain health about it. What is more, it responds positively both to positive input (nourishment) and careful cultivation (management). Mon, 06 Jun 2011 13:57:30 GMT oai:com.intralibrary.leedsmet:830 2011-06-06T13:57:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n74619t Work experience is any time spent with an employer increasing your skills and knowledge. This could be a year long placement or internship where you might complete a specific project and work in a variety of departments or a period of a few weeks where you can sample the sector/industry that you are interested in. Some students use the Christmas and Easter vacations for work experience placements or you might spend one day 'shadowing' someone at work. But work experience can still usefully be gained from situations that you set up for yourself (e.g. half a day a week working voluntarily in a school) and all the skills and experience you can gain from a part-time job. Mon, 06 Jun 2011 13:54:19 GMT oai:com.intralibrary.leedsmet:829 2011-06-06T13:54:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n8281t By the end of this section you will: - Understand the purpose of a CV, what employers are looking for and sources of support - Prepare an effective CV appropriate for work experience, part time or voluntary work, or graduate level jobs Contents: - Why bother with a CV? - Key points in CV writing - Personal Details section of the CV - Skills section of the CV - Work Experience section of the CV - Education section of the CV - Other Interests section of the CV - References section of the CV - Checking your CV - Example CVs - Further Resources Mon, 06 Jun 2011 13:52:43 GMT oai:com.intralibrary.leedsmet:828 2011-06-06T13:52:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n24813t Action Planning is about identifying medium and long-term aims and creating manageable steps to achieving those aims. Action Planning takes many forms; Appraisal Documents, Personal Reflections, etc. In this Learning Object, you will consider what factors prevent you actively planning to reach your goals; why you should action plan and; the practical steps you need to take in action planning. Mon, 06 Jun 2011 13:51:32 GMT oai:com.intralibrary.leedsmet:827 2011-06-06T13:51:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n49566t What sort of decisions have you made today, or over the last few days? Would you class any of them as big decisions? Mon, 06 Jun 2011 13:50:17 GMT oai:com.intralibrary.leedsmet:826 2011-06-06T13:50:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n85208t Welcome to Assessing Your Skills one of the series of Futures workbooks, which help students choose and prepare for their careers. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises or the output in your personal development plan or e-portfolio. The aim of this workbook is to help you to clarify or identify your skills as a first step toward choosing work that really suits you. It can also help you in the preparation stage of compiling a CV, in preparation for job interviews and for other occasions when you may want or need to analyse your skills. Mon, 06 Jun 2011 13:48:43 GMT oai:com.intralibrary.leedsmet:1065 2011-06-06T13:48:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n295386t A short video showing how to check that your browser is compatible with x-stream, the Leeds Metropolitan University system for delivering learning materials over the Internet Tue, 31 May 2011 08:30:49 GMT oai:com.intralibrary.leedsmet:4923 2011-05-31T08:30:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n292566t How to check your privacy settings, start Elluminate and use Tools Audio Setup Wizard to check your audio is working properly, so that Elluiminate is ready to use Mon, 23 May 2011 14:09:50 GMT oai:com.intralibrary.leedsmet:4876 2011-05-23T14:09:50Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n171997t Staff and students are becoming increasingly aware of the potential use and benefits of e-portfolios and social media tools. Delegates will have the opportunity to explore the use of e-portfolios and social media through three case studies: Ben Cotton will provide a student / graduate trainee perspective focusing on the explosion of social media and its potential in terms of personal development, reflection, career planning and in terms of forging a career in the PR industry. Ben conducted his own research specific to the PR industry and has some interesting findings to share. Ben is a serial blogger and tweeter and relishes the opportunity to communicate his ideas and opinions on a regular basis. Ben will journey his personal development through a technological lens. Thu, 24 Mar 2011 15:31:11 GMT oai:com.intralibrary.leedsmet:2457 2011-03-24T15:31:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n116055t This PowerPoint presentation is aimed at those teaching in HE. It explores various learning theories and styles. Wed, 23 Feb 2011 12:14:26 GMT oai:com.intralibrary.leedsmet:2321 2011-02-23T12:14:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n69513t This exercise sheet is designed for use with academic staff as part of a session on diversity and ALT. It explores diversity and ALT practices, policies and provision. Wed, 23 Feb 2011 12:13:14 GMT oai:com.intralibrary.leedsmet:2317 2011-02-23T12:13:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n116105t This is an ice-breaker activity for groups of multinational students. Follow up activities can be based around discussing the socio-cultural consequences of some of the responses in mixed groups. Wed, 23 Feb 2011 12:12:01 GMT oai:com.intralibrary.leedsmet:2322 2011-02-23T12:12:01Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n162267t This PowerPoint presentation explores student diversity and internationalisation. It is aimed at those working with students in HE. It covers ALT implications, global perspectives and working with disability. Tue, 22 Feb 2011 16:22:46 GMT oai:com.intralibrary.leedsmet:2318 2011-02-22T16:22:46Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n50062t This is a zip file containing images that you need for the AFFIRM Research Methods Question Bank. Download this file, along with the 'AFFIRM Instructions for Importing ....' and ' AFFIRM Research Methoods Question Bank'. Follow the instructions doc. Thu, 20 Jan 2011 10:59:20 GMT oai:com.intralibrary.leedsmet:2503 2011-01-20T10:59:20Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n204755t Short Jing video on using Citations and Biobliography feature of Word 2007. Covers adding a source, citing a source in the text, and building a bibliography. Wed, 19 Jan 2011 08:32:03 GMT oai:com.intralibrary.leedsmet:4095 2011-01-19T08:32:03Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n368469t Short Jing video, on adding the Citations and Bibliography icons to the Quick Access Toolbar (in case they have been removed from the toolbar) Wed, 19 Jan 2011 08:26:22 GMT oai:com.intralibrary.leedsmet:4094 2011-01-19T08:26:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n201355t Title: Apostrophes, it's and its Description: A short video on use of apostrophes - cows, cow's and cows' which is right. It's (short for it is) and its (belonging to it) Author: John Nightingale Date of contribution: 7 January 2011 Technical information: SWF video Tue, 18 Jan 2011 16:09:14 GMT oai:com.intralibrary.leedsmet:4027 2011-01-18T16:09:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n175287t Instructions for installing AFFIRM Research Methods Question Bank - a collection of 57 Research Methods questions covering 9 topics (Fallacies; Qualitative research; Referencing; Research Design; Sampling; Statistics; Surveys; Miscellaneous). These questions are available as a Blackboard VISTA import file. You need to download the zip files named ‘AFFIRM Research Methods Question Bank’ and ‘AFFIRM_images1’. Please also see ‘AFFIRM Instructions for Importing Research Methods Questions’, ‘Good Practice Guide in Question and Test Design’ and ‘AFFIRM Literature Review’. Fri, 07 Jan 2011 14:09:40 GMT oai:com.intralibrary.leedsmet:2504 2011-01-07T14:09:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n350829t At the University of Leeds, the ALPS assessment tools are being integrated within the National Occupational Standards (NOS) required for Social Work undergraduate and post graduate students. Alan Murphy, Social Work Lead at the Leeds Institute of Health and Social Work, is leading the pilot which aims to improve student learning and assessment, and enhance students’ experience on placements by providing more useful evidence of achieved skills and competences. Wed, 15 Dec 2010 14:37:08 GMT oai:com.intralibrary.leedsmet:3898 2010-12-15T14:37:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n194855t Dental Hygiene and Therapy students are using ALPS mobile devices to complete assessments during their placements. The University of Leeds offers a graduate Diploma in Dental Hygiene and Dental Therapy. The 15 module course is spread over 27 months, with students undertaking placements in clinical practice outside the University during their final year of study. The aim of the course is to train registered Dental Care Professionals (DCPs) who can work within a team framework taking on the role of both a dental hygienist and a dental therapist. The three areas of common competency identified by all 16 ALPS professions* are essential for the DCP students at Leeds, who are required to demonstrate their communication, team working and ethical practice skills. Wed, 15 Dec 2010 14:32:06 GMT oai:com.intralibrary.leedsmet:3897 2010-12-15T14:32:06Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n116883t BSc Audiology students at the University of Leeds have been participating in the ALPS programme, in collaboration with clinical educators and clinical liaison tutors. The existing BSc Audiology professional skills development objectives of; communication, team working and professionalism are reflected in the ALPS Core Competences of Communication, Team Working and Ethical Practice. The ALPS assessment in practice tool has also been identified as a potential provider of professional skills evidence gathering required for the Professional Development Portfolio (PDP) during the BSc Audiology students clinical practice. Students are trained in the use of the mobile devices and the ALPS assessment tools over three sessions. The ‘Gaining Consent’ tool was selected as it was considered to be useful to both student and educator, time efficient, and complementary to the existing PDP guidance. Wed, 15 Dec 2010 14:31:36 GMT oai:com.intralibrary.leedsmet:3896 2010-12-15T14:31:36Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n272657t The ALPS mobile devices have helped student midwives at Bradford to stay connected to their university and feel less isolated whilst out on placement. Tutors have a large number of students out on clinical placements to supervise, and with an ever increasing workload it can be hard for them to sustain communication with, and deliver support to each individual student. The advantage for students with mobile devices was that they were able to contact their tutors at any time, any place during their time away from university, potentially improving the students’ overall experience on work-based practice. One second year midwifery student at the University of Bradford commented, ‘Contacting lecturers to organise appointments or things like that…it (the mobile device) is in your pocket and you’re instantly being able to get a response from them…And so I found that I had a lot better communication with my tutors who are now increasingly hard to get hold of.’ Wed, 15 Dec 2010 14:26:44 GMT oai:com.intralibrary.leedsmet:3895 2010-12-15T14:26:44Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n74169t On line interactive resource; self contained ‘chunk’ of learning which should take you about two hours to complete; contains interactive exercises. Assessing your skills, talents and attributes is an essential part of Personal Development Planning. It is essential that you know where your strengths and weaknesses lie and how they fit with employers’ requirements so that you can plan to enhance your employability. After completing each exercise you may want to print it out and add it to your personal planning portfolio. Fri, 26 Nov 2010 13:28:18 GMT oai:com.intralibrary.leedsmet:824 2010-11-26T13:28:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n71433t Comprehensive quiz covering the full range of numeracy (mathematics) basics including multiplication, rounding, division, order of execution, maths conventions, series, surveys, summation and so on. Offers randomised questions, multiple attempts, instant feedback. Fri, 26 Nov 2010 09:07:45 GMT oai:com.intralibrary.leedsmet:2381 2010-11-26T09:07:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n245077t Part 1 of the SCORM object of the Numeracy Basics - interactive quiz split into four smaller SCORM modules tested on X-Stream VISTA. NB. No final statistics as none of the modules store the result scores as global variables, and therefore one cannot create that global statistics. SCORM 2004 supposedly supports this – one can revisit this statistic when a new LMS is out that supports SCORM 2004 (Blackboard 9 is supposed to do this, but in its current pilot setup here at LeedsMet SCORM does not yet work). Fri, 26 Nov 2010 08:59:22 GMT oai:com.intralibrary.leedsmet:3501 2010-11-26T08:59:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n280248t Part 2 of the SCORM object of the Numeracy Basics - interactive quiz split into four smaller SCORM modules tested on X-Stream VISTA. NB. No final statistics as none of the modules store the result scores as global variables, and therefore one cannot create that global statistics. SCORM 2004 supposedly supports this – one can revisit this statistic when a new LMS is out that supports SCORM 2004 (Blackboard 9 is supposed to do this, but in its current pilot setup here at LeedsMet SCORM does not yet work). Fri, 26 Nov 2010 08:59:14 GMT oai:com.intralibrary.leedsmet:3503 2010-11-26T08:59:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n35051t Part 3 of the SCORM object of the Numeracy Basics - interactive quiz split into four smaller SCORM modules tested on X-Stream VISTA. NB. No final statistics as none of the modules store the result scores as global variables, and therefore one cannot create that global statistics. SCORM 2004 supposedly supports this – one can revisit this statistic when a new LMS is out that supports SCORM 2004 (Blackboard 9 is supposed to do this, but in its current pilot setup here at LeedsMet SCORM does not yet work). Fri, 26 Nov 2010 08:59:09 GMT oai:com.intralibrary.leedsmet:3505 2010-11-26T08:59:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n105123t Part 4 of the SCORM object of the Numeracy Basics - interactive quiz split into four smaller SCORM modules tested on X-Stream VISTA. NB. No final statistics as none of the modules store the result scores as global variables, and therefore one cannot create that global statistics. SCORM 2004 supposedly supports this – one can revisit this statistic when a new LMS is out that supports SCORM 2004 (Blackboard 9 is supposed to do this, but in its current pilot setup here at LeedsMet SCORM does not yet work). Fri, 26 Nov 2010 08:58:58 GMT oai:com.intralibrary.leedsmet:3504 2010-11-26T08:58:58Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n38101t The following assessment has been designed to promote reflection, with a particular emphasis on the sharing of feedback interprofessionally. It is intended to capture immediate feedback from a variety of sources, culminating in a focussed action plan. In addition to your own self-assessment you are encouraged to seek feedback from; - the service user or carer (Always consult your practice assessor first) - a student colleague (from your own or a different profession) - a professional such as a practice assessor (from your own or a different profession) Wed, 24 Nov 2010 11:06:24 GMT oai:com.intralibrary.leedsmet:3810 2010-11-24T11:06:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n76222t The following assessment has been designed to promote reflection, with a particular emphasis on the sharing of feedback interprofessionally. It is intended to capture immediate feedback from a variety of sources, culminating in a focussed action plan. In addition to your own self-assessment you are encouraged to seek feedback from; - the service user or carer (always consult your practice assessor first) - a student colleague (from your own or a different profession) - a professional such as a practice assessor (from your own or a different profession) Wed, 24 Nov 2010 11:03:59 GMT oai:com.intralibrary.leedsmet:3811 2010-11-24T11:03:59Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n76242t The following assessment has been designed to promote reflection, with a particular emphasis on the sharing of feedback interprofessionally. It is intended to capture immediate feedback from a variety of sources, culminating in a focussed action plan. In addition to your own self-assessment you are encouraged to seek feedback from; - a student colleague (from your own or a different profession) - a professional such as a practice assessor (from your own or a different profession) Wed, 24 Nov 2010 10:59:31 GMT oai:com.intralibrary.leedsmet:3812 2010-11-24T10:59:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n114393t The following assessment has been designed to promote reflection, with a particular emphasis on the sharing of feedback interprofessionally. It is intended to capture immediate feedback from a variety of sources, culminating in a focussed action plan. In addition to your own self-assessment you are encouraged to seek feedback from; - the service user or carer (always consult your practice assessor first) - a student colleague (from your own or a different profession) - a professional such as a practice assessor (from your own or a different profession) Thu, 18 Nov 2010 15:29:23 GMT oai:com.intralibrary.leedsmet:3813 2010-11-18T15:29:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n228846t The following assessment has been designed to promote reflection, with a particular emphasis on the sharing of feedback interprofessionally. It is intended to capture immediate feedback from a variety of sources, culminating in a focussed action plan. In addition to your own self-assessment you are encouraged to seek feedback from; - the service user or carer (always consult your practice assessor first) - a student colleague (from your own or a different profession) - a professional such as a practice assessor (from your own or a different profession) Thu, 18 Nov 2010 15:26:26 GMT oai:com.intralibrary.leedsmet:3814 2010-11-18T15:26:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n228546t This and related video clips demonstrate physiotherapy techniques and have been optimised for delivery on a mobile device. Thu, 18 Nov 2010 15:08:29 GMT oai:com.intralibrary.leedsmet:3809 2010-11-18T15:08:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n38081t This and related video clips demonstrate physiotherapy techniques and have been optimised for delivery on a mobile device. Thu, 18 Nov 2010 15:08:29 GMT oai:com.intralibrary.leedsmet:3808 2010-11-18T15:08:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n114213t This and related video clips demonstrate physiotherapy techniques and have been optimised for delivery on a mobile device. Thu, 18 Nov 2010 15:08:28 GMT oai:com.intralibrary.leedsmet:3807 2010-11-18T15:08:28Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n152244t This and related video clips demonstrate physiotherapy techniques and have been optimised for delivery on a mobile device. Thu, 18 Nov 2010 15:08:27 GMT oai:com.intralibrary.leedsmet:3806 2010-11-18T15:08:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n225006t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:33:34 GMT oai:com.intralibrary.leedsmet:3750 2010-11-16T14:33:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n337689t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:32:14 GMT oai:com.intralibrary.leedsmet:3752 2010-11-16T14:32:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n37531t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:31:43 GMT oai:com.intralibrary.leedsmet:3753 2010-11-16T14:31:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n187705t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:31:12 GMT oai:com.intralibrary.leedsmet:3754 2010-11-16T14:31:12Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n187755t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:30:09 GMT oai:com.intralibrary.leedsmet:3755 2010-11-16T14:30:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n300488t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:29:24 GMT oai:com.intralibrary.leedsmet:3756 2010-11-16T14:29:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n224946t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:28:33 GMT oai:com.intralibrary.leedsmet:3749 2010-11-16T14:28:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n337599t This and related video clips demonstrate how to use a mobile sling and have been optimised for delivery on a mobile device. Tue, 16 Nov 2010 14:27:55 GMT oai:com.intralibrary.leedsmet:3751 2010-11-16T14:27:55Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n37261t This and related video clips was originally part of a PowerPoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 14:15:54 GMT oai:com.intralibrary.leedsmet:3726 2010-11-16T14:15:54Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n338859t This and related video clips were originally part of a PowerPoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 14:14:19 GMT oai:com.intralibrary.leedsmet:3765 2010-11-16T14:14:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n299128t This and related video clips were originally part of a powerpoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 10:00:41 GMT oai:com.intralibrary.leedsmet:3739 2010-11-16T10:00:41Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n299288t This and related video clips were originally part of a PowerPoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 10:00:41 GMT oai:com.intralibrary.leedsmet:3741 2010-11-16T10:00:41Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n74802t This and related video clips were originally part of a PowerPoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 10:00:40 GMT oai:com.intralibrary.leedsmet:3740 2010-11-16T10:00:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n299528t This and related video clips were originally part of a powerpoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 09:53:35 GMT oai:com.intralibrary.leedsmet:3744 2010-11-16T09:53:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n112293t This and related video clips were originally part of a powerpoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 09:53:35 GMT oai:com.intralibrary.leedsmet:3743 2010-11-16T09:53:35Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n262157t This and related video clips were originally part of a powerpoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 09:53:34 GMT oai:com.intralibrary.leedsmet:3745 2010-11-16T09:53:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n112383t This and related video clips were originally part of a powerpoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 09:53:33 GMT oai:com.intralibrary.leedsmet:3746 2010-11-16T09:53:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n261947t This and related video clips were originally part of a powerpoint presentation learning resource, developed by Maria Parks, Senior Lecturer in Occupational Therapy (YSJU) and ALPS Fellow, for her OT ergonomics module. The entire original resource package has been repurposed for mobile and VLE delivery. Tue, 16 Nov 2010 09:53:33 GMT oai:com.intralibrary.leedsmet:3742 2010-11-16T09:53:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n48622t SirLearnaLot aims to encourage development and exchange of good practice in: * design of teaching * creation of an effective learning environment * evaluation of teaching methods * raising the profile of information literacy. SirLearnaLot is a programme of individual modular units, accessible via Moodle, that are designed to be worked through at your own pace. Wed, 03 Nov 2010 12:10:46 GMT oai:com.intralibrary.leedsmet:2431 2010-11-03T12:10:46Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n28451t A zip file containing 235 resources uploaded as part of the JISC funded Unicycle project Tue, 31 Aug 2010 07:28:42 GMT oai:com.intralibrary.leedsmet:2845 2010-08-31T07:28:42Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n161567t Values Survey Module 1994 original questionnaire concerning employment Wed, 16 Jun 2010 09:25:19 GMT oai:com.intralibrary.leedsmet:2308 2010-06-16T09:25:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n138546t Reformatted version of Values Survey Module 1994 International questionnaire focussing on employment. Wed, 16 Jun 2010 09:24:34 GMT oai:com.intralibrary.leedsmet:2309 2010-06-16T09:24:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n23191t This exercise sheet is designed to be used to train teachers in peer-to-peer observation. It outlines the phases of peer-to-peer observation and gives pointers on how to give feedback to colleagues. Wed, 16 Jun 2010 09:24:14 GMT oai:com.intralibrary.leedsmet:2319 2010-06-16T09:24:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n120855t Andrea Gorra explores how mobile phone users perceive the use of location data particularly when this can be used as a tracking device and also looks at the confidentiality of data Wed, 16 Jun 2010 09:18:49 GMT oai:com.intralibrary.leedsmet:2417 2010-06-16T09:18:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n24191t Keynote speaker Professor Alan Dix from Lancaster University talks about understanding how people use things leads to better design, better systems, and increased usability Wed, 16 Jun 2010 09:18:18 GMT oai:com.intralibrary.leedsmet:2419 2010-06-16T09:18:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n169897t Transition Team Implementation Programme (TTIP) by Katie Peck Wed, 16 Jun 2010 09:13:57 GMT oai:com.intralibrary.leedsmet:2427 2010-06-16T09:13:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n196488t Miranda Thew from Leeds Met talks us through a useful breathing technique that will help to keep you relaxed and stress free. Wed, 16 Jun 2010 09:10:25 GMT oai:com.intralibrary.leedsmet:2456 2010-06-16T09:10:25Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n147966t Reframing Climate Change -Professor Kevin Anderson Wed, 16 Jun 2010 09:07:23 GMT oai:com.intralibrary.leedsmet:2466 2010-06-16T09:07:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n222489t Texas Bill Shufflebottom: Wild West impersonators in the North of England, 1880-1930 Vanessa Toulmin, Sheffield University Wed, 16 Jun 2010 09:06:03 GMT oai:com.intralibrary.leedsmet:2472 2010-06-16T09:06:03Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n123755t John Denham MP - Annual Politics Lecture with Q&A Wed, 16 Jun 2010 07:48:43 GMT oai:com.intralibrary.leedsmet:2475 2010-06-16T07:48:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n173327t Guest lecture by Hilary Benn, MP Wed, 16 Jun 2010 07:48:10 GMT oai:com.intralibrary.leedsmet:2476 2010-06-16T07:48:10Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n123855t Every business starts somewhere and theres no limit to how far it can go! was the message that Dr Gul-Nawaz Khan Akbar, the Managing Director of Mumtaz Food Industries Ltd, one of the UKs leading Asian companies in food manufacturing delivered to Leeds Met staff and students at yesterday evenings event. Dr Akbar joined the family business as Managing Director in 1992 and has overseen the expansion of the company into the manufacturing and distribution of frozen meals through many of the nations major supermarket chains. Dr Akbar explained how Mumtaz had grown from a small local take away with a turnover of around £300k when he joined in 1992, to the nationally recognised company it is now, with a multi-million pound turnover. He spoke enthusiastically about the necessity to have self belief and a determination to follow your goals. Wed, 16 Jun 2010 07:47:41 GMT oai:com.intralibrary.leedsmet:2477 2010-06-16T07:47:41Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n223029t Venepuncture explained Dominic Egan Faculty of Health Wed, 16 Jun 2010 07:44:07 GMT oai:com.intralibrary.leedsmet:2478 2010-06-16T07:44:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n223299t Nigel Jamieson Guest Lecture UK Centre for Events Management Wed, 16 Jun 2010 07:42:24 GMT oai:com.intralibrary.leedsmet:2481 2010-06-16T07:42:24Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n25191t This PowerPoint looks at supporting business decisions and a survey of models for business decisions Wed, 16 Jun 2010 07:35:27 GMT oai:com.intralibrary.leedsmet:2519 2010-06-16T07:35:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n176477t This PowerPoint considers main aspects to HCI: the pervasiveness of the technology; different theories; practical importance Wed, 16 Jun 2010 07:34:45 GMT oai:com.intralibrary.leedsmet:2521 2010-06-16T07:34:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n227079t This PowerPoint shows a case study of The Macrosoft Conference and considers the business decision options. It also covers some FAQ's Wed, 16 Jun 2010 07:34:27 GMT oai:com.intralibrary.leedsmet:2523 2010-06-16T07:34:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n201928t Data protection Acts 1998 and 1984 are discussed, defined and interpreted. the freedom of information act is also discussed Wed, 16 Jun 2010 07:33:37 GMT oai:com.intralibrary.leedsmet:2524 2010-06-16T07:33:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n50502t This document considers Artifical Intellegence (AI) and neural works Wed, 16 Jun 2010 07:32:44 GMT oai:com.intralibrary.leedsmet:2525 2010-06-16T07:32:44Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n101044t This article considers what AI is and the philosophy behind it Wed, 16 Jun 2010 07:32:17 GMT oai:com.intralibrary.leedsmet:2526 2010-06-16T07:32:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n100604t This PowerPoint presentation considers why to evaluate and different approaches to evaluation Wed, 16 Jun 2010 07:12:37 GMT oai:com.intralibrary.leedsmet:2515 2010-06-16T07:12:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n155766t Podcast designed for use in a PGCHE workshop teaching teachers to create short audio podcasts suitable for audio feedback or to explain a particular concept. Demonstrates Camtasia and Audacity. There is a deliberate error in the audio which highlights that it doesn't need to be perfect to be useful. Wed, 16 Jun 2010 07:02:23 GMT oai:com.intralibrary.leedsmet:2596 2010-06-16T07:02:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n201768t This PowerPoint prevides a definition of experts systems and discusses: inference engine, explanation generator, user interface, and Expert System Shells Thu, 27 May 2010 11:15:13 GMT oai:com.intralibrary.leedsmet:2522 2010-05-27T11:15:13Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n151986t Glossary of Accounting Terminology (accompanies 'Finance for Non-Financial Managers' and 'Decision Making and Problem Solving for Business Success' resources. Thu, 29 Apr 2010 13:06:58 GMT oai:com.intralibrary.leedsmet:2533 2010-04-29T13:06:58Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n50702t accompanies Finance for Non-Financial Managers workbook. Contains resources and case-studies on accounting, legal information, cashflow problems, and cashflow forecasts. Thu, 29 Apr 2010 12:54:17 GMT oai:com.intralibrary.leedsmet:2535 2010-04-29T12:54:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n202728t Using this guide you will: Understand the terms used in financial statements; Appreciate the role of finance in your organisation; Have knowledge of the work of the accountant; Understand how accounts are created; Be able to understand the accounts; Understand how the accounts can be improved by your actions. Learning Outcomes: This study guide has been written on the basis that you could know nothing at all about finance. The key assumption is that by appreciating the role of finance within your organisation, you will become a better manager. By studying the guide and the accompanying readings you should begin to understand finance and be able to transfer this understanding into better management of your own unit’s financial resources. Thu, 29 Apr 2010 12:53:19 GMT oai:com.intralibrary.leedsmet:2534 2010-04-29T12:53:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n25291t This online resource is intended to help staff appreciate the difficulties and frustrations that students with a variety of different impairments experience when using electronic learning materials. In particular it uses computer based assessment questions to simulate experiences that may arise and hinder students' successful interaction with computer aided assessment. Each simulation presents the user with a multiple choice question on which the simulation is imposed. The user is asked to answer the question through that simulation. Feedback on the user's response is provided and multiple attempts are allowed. The user can choose to see the question without the simulation. . What is important is that the user takes time to consider what they have learned from this experience and how this may affect their teaching and interaction with all students. Thu, 29 Apr 2010 10:42:10 GMT oai:com.intralibrary.leedsmet:2529 2010-04-29T10:42:10Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n75813t Presentation of, and measures used to analyse, business data. Comprehensive 63 page workbook including MS Excel exercises. Thu, 29 Apr 2010 10:06:02 GMT oai:com.intralibrary.leedsmet:2527 2010-04-29T10:06:02Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n176197t List of links to websites and resources that might also be useful in this subject area. Wed, 28 Apr 2010 13:25:20 GMT oai:com.intralibrary.leedsmet:2517 2010-04-28T13:25:20Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n125805t This PowerPoint discusses knowledge acquistion and knowledge elicitation techniques, particularly interviews Wed, 28 Apr 2010 13:23:50 GMT oai:com.intralibrary.leedsmet:2516 2010-04-28T13:23:50Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n150726t This draft course handbook is the development of a handbook which is intended to provide students with essential information relating to their programme of study, including: general course information, University information, information about the course, the student calendar, information about assessment and academic regulations, help, advice and other information. This has a particular focus for distance learners. Tue, 27 Apr 2010 14:09:07 GMT oai:com.intralibrary.leedsmet:2512 2010-04-27T14:09:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n75333t This paper is intended as a practical guide to help with writing Distance Learning material. This paper considers: Topic One – Introduction and an approach to writing Distance Learning Material. Topic Two – Content of the material Topic Three – Achieving the Learning Outcomes. Topic Four - Some tips on style and aspects of authoring the material. By following guidelines it will help to. • Speed up the writing process • Have a consistent style • Help the students Most of the material in this guide is based on experience from developing DL material for the MSc Facilities Management, the MSc Building Surveying, and as an Associate Lecturer for the Open University on undergraduate courses. It was originally written for staff tutoring on the MSc Facilities Management. Examples used are from modules on the MSc Facilities Management. Tue, 27 Apr 2010 14:04:40 GMT oai:com.intralibrary.leedsmet:2511 2010-04-27T14:04:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n50202t This resource accompanies the workbook 'Using Portfolio's for Learning and Assessment - a staff handbook'. This resource offers guidance for staff on introducing students to portfolios to be used for learning and assessment. It is based on experience gained while working on an FDTL Project “Promoting the Development of key skills through the use of portfolios” (2002 - 2005). The outlined Portfolio Workshops in this handbook have been developed as a result of the Project activities at Leeds Metropolitan University, but are also supported by the findings from the project as a whole. There are 2 accompanying files in the repository: Using Portfolio's - Introduction to the Portfolio and Using Portfolio's - The Learning Contract Tue, 27 Apr 2010 12:12:05 GMT oai:com.intralibrary.leedsmet:2510 2010-04-27T12:12:05Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n225819t This resource accompanies the workbook 'Using Portfolio's for Learning and Assessment - a staff handbook'. This resource offers guidance for staff on introducing students to portfolios to be used for learning and assessment. It is based on experience gained while working on an FDTL Project “Promoting the Development of key skills through the use of portfolios” (2002 - 2005). The outlined Portfolio Workshops in this handbook have been developed as a result of the Project activities at Leeds Metropolitan University, but are also supported by the findings from the project as a whole. There are 2 accompanying files in the repository: Using Portfolio's - Introduction to the Portfolio and Using Portfolio's - The Learning Contract Tue, 27 Apr 2010 12:09:03 GMT oai:com.intralibrary.leedsmet:2509 2010-04-27T12:09:03Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n150066t ‘AFFIRM’ is part of Leeds Met’s efforts to promote research-informed teaching. A pilot project, it is concerned with computer-assisted assessment (CAA) related to the teaching of research methods. Over a 12-month period in 2007-8 it will create, test and evaluate a small computerised bank of quality-checked items to support undergraduate and taught postgraduate-level research methods teaching. Although the items are likely to have several potential uses, i.e. to be ‘reusable learning objects’ (RLOs), their primary function will probably be as components of various types of formative assessment. To enhance their effectiveness in this, particular efforts will be made to ensure items provide rich formative feedback to learners. In addition, they will contain metadata’ (descriptive information about the item) to assist location and selection. This literature review, written at an early stage, is intended to inform the design and execution of the project. Mon, 26 Apr 2010 13:05:46 GMT oai:com.intralibrary.leedsmet:2501 2010-04-26T13:05:46Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n50042t This booklet will provide an introduction to good practice in question and test design. It includes the art of using objective tests to assess some aspects of student learning. At the outset you should be aware that objective tests are just one method of assessment. They are useful for assessing knowledge, comprehension and application and in some circumstances can be used to assess higher order skills such as evaluation and synthesis. They cannot be used to assess creativity, integration of ideas and the capacity to develop a sustained argument. Examples in this booklet range widely over a number of subjects and they include mathematical questions written as part of the Computer Aided Learning in Mathematics (CALM) Project at Heriot-Watt University in Edinburgh. Mon, 26 Apr 2010 12:49:40 GMT oai:com.intralibrary.leedsmet:2502 2010-04-26T12:49:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n216639t This information sheet provides an overview of the European Business Culture and Practice workbooks and includes references Wed, 14 Apr 2010 10:16:49 GMT oai:com.intralibrary.leedsmet:2407 2010-04-14T10:16:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n168567t Welcome to your study programme for the European Business Culture and Practice module. This module explores the impact of cultural differences on business in different countries through three themes: knowing yourself, knowing your culture, understanding other cultures. In doing the module, you will develop your ability to analyse and evaluate aspects of management in an international context. The module will also develop proficiency in the following skills: • Planning and Management of Learning • Communication and Presentation • Interactive and Group Skills • Knowledge and Understanding • Managing Tasks and Solving Problems • Self Appraisal and Reflection on Practice • Synthesis and Creativity • Cultural Awareness Wed, 14 Apr 2010 08:11:27 GMT oai:com.intralibrary.leedsmet:2408 2010-04-14T08:11:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n48122t The final workbook of the European Business Culture and Practice series. Workbook 5 provides guidance for students to do a mind map presentation relating to their experience of the module. Wed, 14 Apr 2010 07:55:09 GMT oai:com.intralibrary.leedsmet:2406 2010-04-14T07:55:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n144306t An example of a partnership module - comprehensive website containing links and resources: - This module is part of a suite of a number of modules developed in the Carnegie Faculty of Sport and Education at Leeds Metropolitan University. The modules are part of the Initial Teacher Education Programme(ITE). On completion of this module students will: understand and critically engage with the thinking informing recent developments in education at national and, where appropriate, international level; demonstrate an understanding of the wide variety of ways and the knowledge of the different settings in which children learn and can apply that understanding in the skilful employment of different approaches in teaching; think openly, critically and rigorously about policies and practices related to teaching, learning, curriculum and assessment, with particular reference to different settings and placements; identify and describe an appropriate range of current and relevant literature and critically examine the synthesis and practice; and be constructively critical of their own professional preparation. Tue, 13 Apr 2010 14:38:40 GMT oai:com.intralibrary.leedsmet:2405 2010-04-13T14:38:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n96084t This book considers the application of concepts of cultural differences to areas of management and communication. Mon, 12 Apr 2010 13:54:59 GMT oai:com.intralibrary.leedsmet:2402 2010-04-12T13:54:59Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n57757t On line interactive resources. Each title will take you to a self contained ‘chunk’ of learning which should take you about two hours to complete. They contain interactive exercises and you will generate material which would be useful to include in your Personal Development Plan or Progress File. Whilst they are free standing, they also build into a larger programme, so please free to try them all. Wed, 31 Mar 2010 11:39:52 GMT oai:com.intralibrary.leedsmet:825 2010-03-31T11:39:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n116005t This PowerPoint presentation explores meta-communication, non-verbal communication and social space, with a consideration of intercultural interaction Wed, 24 Mar 2010 09:44:08 GMT oai:com.intralibrary.leedsmet:2320 2010-03-24T09:44:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n87804t Interactive simulation demonstrating how to calculate the height of a building Tue, 23 Mar 2010 15:04:52 GMT oai:com.intralibrary.leedsmet:2195 2010-03-23T15:04:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n44022t Theodolite survey, information, formula, and calculation Tue, 23 Mar 2010 15:04:26 GMT oai:com.intralibrary.leedsmet:2201 2010-03-23T15:04:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n100806t 20 question quiz on company accounts and finances, covering break even diagrams, payback and cash flow topics. Although written for the applied technology and finance module within the tourism and entertainment course it is not topic specific. The questions are multiple-choice and multiple-response from 5 answers. The zipped file contains a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE, together with the required images. Text and rtf versions of the questions and answers are included. Tue, 23 Mar 2010 12:06:33 GMT oai:com.intralibrary.leedsmet:1680 2010-03-23T12:06:33Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n84155t 41 question exam on finance, covering gross profit, net profit, liquidity, acid test, trial balance, cash budget, effective internal control, return on capital, depreciation,. Although written for the applied technology and finance module within the tourism and entertainment course it is not topic specific. The questions are multiple-choice and multiple-response from 5 answers or requires short answers. The zipped file contains a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE and an MS Word document that gives the additional information required. There is also a text and rich text version of the questions and answers. Exam duration 60 mins. Tue, 23 Mar 2010 12:05:19 GMT oai:com.intralibrary.leedsmet:1683 2010-03-23T12:05:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n87805t This is one of a series of guides produced by the Imaginative Curriculum Network to stimulate thinking and promote good practice in curriculum design. This Guide focuses on ‘Enquiry-based Learning’ (EBL) – on curricula designed around processes of enquiry. It is informed by reports emerging from a programme of staff development that supported lecturers as they each carried out a small-scale project designed to impact on the learning of their students. There is a companion ‘Guide for Busy Academics’. Audience This Guide has been produced primarily for: • People who lead course curriculum design or who support other academics in developing the curriculum. • People who have institutional responsibility for leading developments in teaching and learning. • Academics wanting to develop or research their own teaching. Tue, 23 Mar 2010 12:04:32 GMT oai:com.intralibrary.leedsmet:1756 2010-03-23T12:04:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n8311t If you work through this learning object you will: - Use your personal skill audit, personal development records and knowledge of the job market to complete a range of job application forms appropriately. - Write appropriate supporting information / personal statements for a job based on the specific job description and person specification for that job as well as your own your personal profile and records. Tue, 23 Mar 2010 12:00:07 GMT oai:com.intralibrary.leedsmet:831 2010-03-23T12:00:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n63966t Welcome to ‘Personality and Values’, one of several ‘Futures’ workbooks, which help you choose and prepare a career route after graduation. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises or the output in your personal development plan or e-portfolio The aim of this workbook is to help you to clarify or identify your personality type and work values as a step toward choosing work that really suits you. It can also help you in the preparation for job selection interviews and for other occasions when you may want or need to analyse your personality type and work values. Tue, 23 Mar 2010 11:57:05 GMT oai:com.intralibrary.leedsmet:1066 2010-03-23T11:57:05Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n67044t 15 question quiz on financial terms and costs. Although written for the applied technology and finance module within the tourism and entertainment course it is not topic specific. The questions are multiple-choice and multiple-response from 5 answers. The zipped file contains a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE, together with a text and rtf version of the questions and answerw. Tue, 23 Mar 2010 11:54:19 GMT oai:com.intralibrary.leedsmet:1676 2010-03-23T11:54:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n155687t Interactive simulation demonstrating how to calculate the surface area of a cover for an astro turf pitch including the ends by using a semi (half) cylinder. Tue, 23 Mar 2010 11:35:52 GMT oai:com.intralibrary.leedsmet:2224 2010-03-23T11:35:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n22251t Diagram and template for using a semi-cylinder to calculate area Tue, 23 Mar 2010 11:35:13 GMT oai:com.intralibrary.leedsmet:2225 2010-03-23T11:35:13Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n90964t How to calculate the volume of a brick, guide (pdf) Tue, 23 Mar 2010 11:34:43 GMT oai:com.intralibrary.leedsmet:2274 2010-03-23T11:34:43Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n159257t Video demonstrating how to measure the density of a brick using the water displacement method. Tue, 23 Mar 2010 11:34:13 GMT oai:com.intralibrary.leedsmet:2275 2010-03-23T11:34:13Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n182088t Interactive simulation, density, mass, and volume calculator Tue, 23 Mar 2010 11:33:42 GMT oai:com.intralibrary.leedsmet:2276 2010-03-23T11:33:42Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n136626t Density, mass and volume interactive formula, simulation Tue, 23 Mar 2010 11:33:06 GMT oai:com.intralibrary.leedsmet:2277 2010-03-23T11:33:06Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n159467t Presentation explaining how to calculate the density of a brick using water displacement method. Tue, 23 Mar 2010 11:32:34 GMT oai:com.intralibrary.leedsmet:2278 2010-03-23T11:32:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n159537t Interactive simulation, calculating the volume of a brick Tue, 23 Mar 2010 11:32:00 GMT oai:com.intralibrary.leedsmet:2279 2010-03-23T11:32:00Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n22801t Interactive simulaton explaining how to calculate cubic capacity of a truck for carrying excavated materials Tue, 23 Mar 2010 11:31:18 GMT oai:com.intralibrary.leedsmet:2280 2010-03-23T11:31:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n182488t Video of excavation in progress, (for use with excavation quizzes 1 and 2) or your own purposes Tue, 23 Mar 2010 11:30:45 GMT oai:com.intralibrary.leedsmet:2281 2010-03-23T11:30:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n45642t Interactive quiz explaining requiring the student to calculate the time required to carry out excavation work (see also quiz 1 and video). Tue, 23 Mar 2010 11:30:01 GMT oai:com.intralibrary.leedsmet:2282 2010-03-23T11:30:01Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n68493t Interactive exercise demonstrating how to calculate the volume and height of a cylinder (includes links to other useful resources) Tue, 23 Mar 2010 11:24:22 GMT oai:com.intralibrary.leedsmet:2283 2010-03-23T11:24:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n182728t Interactive simulation with exercises and video demonstrating the use of auger piling and showing how to calculate the volume of cocrete needed to fill the cylindrical voids. Tue, 23 Mar 2010 11:23:19 GMT oai:com.intralibrary.leedsmet:2284 2010-03-23T11:23:19Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n80684t assimilate project briefing and overview for students Tue, 23 Mar 2010 11:09:09 GMT oai:com.intralibrary.leedsmet:2017 2010-03-23T11:09:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n70029t INTERPROFESSIONAL LEARNING PART ONE A Workbook for Pre-registration Health and Social Work Students Thu, 18 Mar 2010 13:02:17 GMT oai:com.intralibrary.leedsmet:778 2010-03-18T13:02:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n7791t INTERPROFESSIONAL LEARNING PART TWO A Workbook for Pre-registration Health and Social Work Students. Thu, 18 Mar 2010 13:01:52 GMT oai:com.intralibrary.leedsmet:779 2010-03-18T13:01:52Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n32644t You could use templates to begin the process of reflection. Here is a two stage template you can modify for your own use; Stage 1: A very personal consideration of events etc. You may only want to keep this for yourself to see. Stage 2: Translating your feeling and thoughts into a record that can be shown to others together with extended analysis. The entries do not need to be large but related to the topic. Thu, 18 Mar 2010 13:00:27 GMT oai:com.intralibrary.leedsmet:816 2010-03-18T13:00:27Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n32684t You could use templates to begin the process of reflection. Here is a template based on learning outcomes that you can modify for your own use. Add your own learning outcomes and appropriate questions Thu, 18 Mar 2010 12:06:01 GMT oai:com.intralibrary.leedsmet:817 2010-03-18T12:06:01Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n209079t Designed for use with academic staff in higher education. Participants divided into three groups – possibly by subject area if that works, but really a mix of subject areas is likely to be even more productive. Each person in each group given one of the task sheets (i.e. everybody in the group has the same sheet). Participants work through the exercise individually and make a few notes. Participants come together in their group and share ideas. They work towards a short agreed response to each question. Each group makes a plenary presentation: * What was the essence of their quote; * What were the issues raised in discussion; * What were their agreed statements. Thu, 18 Mar 2010 12:03:40 GMT oai:com.intralibrary.leedsmet:2323 2010-03-18T12:03:40Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n64026t Welcome to Other Selection Methods a workbook in the Futures series of workbooks, which help students choose and prepare a career route after graduation. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises or the output in your personal development plan or e-portfolio. The aim of this workbook is to introduce you to a range of common selection methods used by employers to select graduates for jobs. Thu, 18 Mar 2010 11:07:14 GMT oai:com.intralibrary.leedsmet:1067 2010-03-18T11:07:14Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n21382t Job Interviews is one of several Futures workbooks which help students choose and prepare for their careers. Like the other workbooks in the series you can dip in and out doing the exercises which are most relevant to you. You might want to include the exercises or the output in your personal development plan or e-portfolio. Interviews are still the most commonly used method for assessing a person’s suitability for a job. In the UK 99 per cent of employers use selection interviews to recruit new people. And 50 per cent of them use no other selection method. Thu, 18 Mar 2010 11:06:07 GMT oai:com.intralibrary.leedsmet:1069 2010-03-18T11:06:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n100386t 16 multiple-choice questions (1 of 5) on basic numeracy. Although written for the applied technology and finance module within the tourism and entertainment course it is not topic specific. The zip file is a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE plus text and rtf versions. Thu, 18 Mar 2010 11:04:30 GMT oai:com.intralibrary.leedsmet:1673 2010-03-18T11:04:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n83855t 40 question practice exam on sets of accounts are for years two and three of the Overseas Conference Company. Although written for the applied technology and finance module within the Tourism and entertainment course it is not topic specific. The questions. There is also a printout of the spreadsheet for year three accounts. You should use the information when answering the questions. The zip file is a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE plus text and rtf versions. Thu, 18 Mar 2010 11:03:46 GMT oai:com.intralibrary.leedsmet:1677 2010-03-18T11:03:46Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n84055t 41 question exam on finance, covering gross profit, net profit, liquidity, acid test, trial balance, cash budget, effective internal control, return on capital, depreciation,. Although written for the applied technology and finance module within the tourism and entertainment course it is not topic specific. The questions are multiple-choice and multiple-response from 5 answers or requires short answers. The zipped file contains a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE and an MS Word document that gives the additional information required. There is also a text and rich text version of the questions and answers. Exam duration 60 mins. Thu, 18 Mar 2010 10:56:46 GMT oai:com.intralibrary.leedsmet:1681 2010-03-18T10:56:46Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n134008t 17 question quiz on financial pricing. Although written for the applied technology and finance module within the Tourism and entertainment course it is not topic specific. The questions are multiple-choice and multiple-response from 5 answers. The zipped file contains a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE, together with the required images. Text and rtf formats of the questions and answers are also included. Thu, 18 Mar 2010 10:49:08 GMT oai:com.intralibrary.leedsmet:1675 2010-03-18T10:49:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n151119t 16 question quiz on company accounts and finances, covering cash flow and total profit and loss topics. Although written for the applied technology and finance module within the Tourism and entertainment course it is not topic specific. The questions are multiple-choice and multiple-response from 5 answers. The zipped file contains a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE, together with the required images. Text and rtf versions of questions and answers are included. Thu, 18 Mar 2010 10:48:17 GMT oai:com.intralibrary.leedsmet:1679 2010-03-18T10:48:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n67444t Quiz containing 13 questions on statistical measures. These are a combination of multiple-choice and multiple-response from 5 answer options. Although written for the Applied Technology and Finance module within the Tourism and Entertainment course it is not topic specific. The file is a Respondus file in WebCT/Vista 4-8 format that can be directly exported to a VLE. Text and rtf versions included. Thu, 18 Mar 2010 10:46:55 GMT oai:com.intralibrary.leedsmet:1686 2010-03-18T10:46:55Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n133928t 14 multiple-choice questions (1 of 5) on percentages. Although written for the applied technology and finance module within the tourism and entertainment course it is not topic specific. The file is a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE plus text and rtf versions. Thu, 18 Mar 2010 10:44:18 GMT oai:com.intralibrary.leedsmet:1674 2010-03-18T10:44:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n151029t 15 question quiz on financial terms and techniques, including Net preset value and balance sheets. Although written for the applied technology and finance module within the Tourism and entertainment course it is not topic specific. The questions are multiple-choice and multiple-response from 5 answers. The zipped file contains a Respondus file in WebCT/Vista 4-8 format that can be directly exported to x-stream VLE, together with the required images. Text and rtf versions of the questions and answers are also included. Thu, 18 Mar 2010 10:39:13 GMT oai:com.intralibrary.leedsmet:1678 2010-03-18T10:39:13Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n184808t Part of European Business Culture and Practice Workbook 2. These slides are concened with critical evaluation and covers: scanning sources, evaluating articles and presentations Wed, 17 Mar 2010 09:35:36 GMT oai:com.intralibrary.leedsmet:2310 2010-03-17T09:35:36Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n184888t Part of European Business Culture and Practice Workbook 2. These slides explore cultural dimensions from ethnographic and psychological perspectives, with reference to Hofstede. Wed, 17 Mar 2010 09:35:10 GMT oai:com.intralibrary.leedsmet:2311 2010-03-17T09:35:10Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n92484t Part of European Business Culture and Practice Workbook 2, these slides provide some thoughts on culture, pose questions on managing across cultures, and provides definitions, forms and characteristics of culture Wed, 17 Mar 2010 09:34:45 GMT oai:com.intralibrary.leedsmet:2312 2010-03-17T09:34:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n179469t evaluating curriculum developments: Why use Student Focus Groups?Benefits and advantages: easy produces more open responses allows responses from a diverse range of people Limitations: relies on the skills of the facilitator need to be carefully planned and executed transcription and summarisation can be time-consuming Tue, 16 Mar 2010 08:33:31 GMT oai:com.intralibrary.leedsmet:1994 2010-03-16T08:33:31Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n20071t discusses characteristics and dimensions of culture Tue, 16 Mar 2010 08:28:16 GMT oai:com.intralibrary.leedsmet:2007 2010-03-16T08:28:16Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n80324t Tutorial: Key concepts - The way people organise and present themselves and the environment around them has both social and symbolic meaning. Includes observation exercises Tue, 16 Mar 2010 08:27:18 GMT oai:com.intralibrary.leedsmet:2008 2010-03-16T08:27:18Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n40182t It can be used in lots of ways including: interpreting feedback from tutors on written work; avoiding common deficiencies in your writing and therefore avoiding the need for the comments to be written; using it as a checklist before handing written work in; for peer assessment of written work Tue, 16 Mar 2010 08:26:49 GMT oai:com.intralibrary.leedsmet:2009 2010-03-16T08:26:49Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n160968t Key things about assessment - exploring assessment at Masters degree level in the UK and internationally. Assessment driving learning -Assessment is the major driving force on learning for most students. If assessment is well-designed, there are positive effects on how students go about their learning. Global literature has confirmed this over the last 30 years. (Boud, Mentkowski, Knight and Yorke and many others). -The design of assessment shapes students patterns of studying (marks as money) and poor assessment encourages strategic (just doing what has to be done) behaviour (Kneale). Tue, 16 Mar 2010 08:25:26 GMT oai:com.intralibrary.leedsmet:2012 2010-03-16T08:25:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n120786t Extract ......... I would like confirm that I am here from Leeds Metropolitan University as part of a research project that will investigate how students on taught Masters’ level programmes are assessed. The project will involve around 50 higher education institutions, both in the UK and internationally. The interview will form part of my BA (Hons) Journalism course ........ Tue, 16 Mar 2010 08:24:34 GMT oai:com.intralibrary.leedsmet:2013 2010-03-16T08:24:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n100755t comprehensive glossary of academic terms in HE, useful for acadmics, teaching staff, students. Tue, 16 Mar 2010 08:23:08 GMT oai:com.intralibrary.leedsmet:2015 2010-03-16T08:23:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n80564t programme of half-day event introducing students to ASSIMILATE Tue, 16 Mar 2010 08:21:21 GMT oai:com.intralibrary.leedsmet:2014 2010-03-16T08:21:21Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n120966t module guide explaining learning objectives and method of assessment. Mon, 15 Mar 2010 15:12:42 GMT oai:com.intralibrary.leedsmet:2016 2010-03-15T15:12:42Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n60543t interview question set for ASSIMILATE students to ask of the programme leader at their research institution Mon, 15 Mar 2010 15:11:07 GMT oai:com.intralibrary.leedsmet:2018 2010-03-15T15:11:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n121986t introduction to object orientation including design and analysis methods, benefits, pros and cons To appreciate: what is meant by “object-orientation’ how it arose why it is a useful approach Mon, 15 Mar 2010 15:10:11 GMT oai:com.intralibrary.leedsmet:2033 2010-03-15T15:10:11Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n142387t guide to the Data Protection Acts, interpretation of, and understanding the principles Mon, 15 Mar 2010 15:09:30 GMT oai:com.intralibrary.leedsmet:2034 2010-03-15T15:09:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n41402t Exercises and resources for conducting a Light Intensity Survey. "To measure the levels of light in a particular area, we need to use a device called a Light Meter, which measures the intensity of light in the vicinity of the sensor and displays the reading." Mon, 15 Mar 2010 15:08:36 GMT oai:com.intralibrary.leedsmet:2070 2010-03-15T15:08:36Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n62133t Light Meter simulation tool Mon, 15 Mar 2010 15:07:45 GMT oai:com.intralibrary.leedsmet:2071 2010-03-15T15:07:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n82884t Light Intensity Survey worksheet, activity including resources, for bigger room Mon, 15 Mar 2010 15:06:30 GMT oai:com.intralibrary.leedsmet:2072 2010-03-15T15:06:30Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n165848t Virtual Maths Data Handling Light Survey exercise - , Example Of Light Intensity Activity in a Classroom, worksheet and activity resources Mon, 15 Mar 2010 15:05:50 GMT oai:com.intralibrary.leedsmet:2073 2010-03-15T15:05:50Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n145327t Interactive simulation tool demonstrating the formula for calculating the volume of a 3D cylinder Mon, 15 Mar 2010 15:05:07 GMT oai:com.intralibrary.leedsmet:2076 2010-03-15T15:05:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1564n166168t Interactive simulation quiz, 8 questions, Find the Angle using the simulation and enter the answers Mon, 15 Mar 2010 15:04:23 GMT oai:com.intralibrary.leedsmet:2077 2010-03-15T15:04:23Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n187029t Diagrams and forumulas for calculating area and volume of 3D shapes cube, cuboid, cylinder, sphere, hemisphere, triangular prism, frustrum, cone, pyramid Mon, 15 Mar 2010 15:03:45 GMT oai:com.intralibrary.leedsmet:2078 2010-03-15T15:03:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n145537t Diagram and formulas for are and volume of 2D shapes Mon, 15 Mar 2010 15:03:06 GMT oai:com.intralibrary.leedsmet:2079 2010-03-15T15:03:06Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n145607t Interactive simulation tool demonstrating the formula for calculating the area of a 2D rectangle Mon, 15 Mar 2010 15:01:54 GMT oai:com.intralibrary.leedsmet:2080 2010-03-15T15:01:54Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n187299t Interactive simulation tool demonstrating formula for calculating the area of an elipse Mon, 15 Mar 2010 15:01:17 GMT oai:com.intralibrary.leedsmet:2081 2010-03-15T15:01:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n166568t Images of 2D shapes with formula for calculating area square, rectangle, triangle, trapezoid, parallelogram, pythagorean theorem, circle, circular sector, circular ring Mon, 15 Mar 2010 15:00:32 GMT oai:com.intralibrary.leedsmet:2082 2010-03-15T15:00:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n83324t Interactive simulation tool demonstrating the angles on a 360 degree wheel Mon, 15 Mar 2010 14:59:45 GMT oai:com.intralibrary.leedsmet:2083 2010-03-15T14:59:45Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n105355t Diagram of 2D shapes, including formulas Mon, 15 Mar 2010 14:58:55 GMT oai:com.intralibrary.leedsmet:2107 2010-03-15T14:58:55Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n126486t Interactive simulation demonstrating calculation of area of a triangle Mon, 15 Mar 2010 14:57:17 GMT oai:com.intralibrary.leedsmet:2108 2010-03-15T14:57:17Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1173n42182t Interactive simulation demonstrating calculation of area of a rectangle Mon, 15 Mar 2010 14:55:44 GMT oai:com.intralibrary.leedsmet:2109 2010-03-15T14:55:44Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n63303t Interactive simulation demonstrating formula and calculation of area of an elipse Mon, 15 Mar 2010 14:54:57 GMT oai:com.intralibrary.leedsmet:2110 2010-03-15T14:54:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n147847t Diagram of 3D shapes with formula for calculating area (and volume) Mon, 15 Mar 2010 14:54:09 GMT oai:com.intralibrary.leedsmet:2112 2010-03-15T14:54:09Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n42262t Interactive simulation demonstrating the formula and calculation of the area of a cylinder Mon, 15 Mar 2010 14:42:08 GMT oai:com.intralibrary.leedsmet:2113 2010-03-15T14:42:08Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i782n84724t Interactive simulation demonstrating the bending moment at point of load Mon, 15 Mar 2010 14:41:34 GMT oai:com.intralibrary.leedsmet:2118 2010-03-15T14:41:34Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n169528t Interactive simulation, demonstrating shear force, uniformly distributed load Mon, 15 Mar 2010 14:40:26 GMT oai:com.intralibrary.leedsmet:2119 2010-03-15T14:40:26Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n169608t Interactive simulation demonstrating shear force at point of load Mon, 15 Mar 2010 14:39:37 GMT oai:com.intralibrary.leedsmet:2120 2010-03-15T14:39:37Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1955n148477t Interactive simulation demonstrating bending moment of uniformly distributed load Mon, 15 Mar 2010 14:38:57 GMT oai:com.intralibrary.leedsmet:2121 2010-03-15T14:38:57Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n65793t Make your own clinometer - template and instructions Mon, 15 Mar 2010 14:35:29 GMT oai:com.intralibrary.leedsmet:2193 2010-03-15T14:35:29Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2737n109705t Guide to calculating the height of a building Mon, 15 Mar 2010 14:34:56 GMT oai:com.intralibrary.leedsmet:2194 2010-03-15T14:34:56Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n175768t Interactive simulation, formulae for sine, cosine and tangent Mon, 15 Mar 2010 14:33:32 GMT oai:com.intralibrary.leedsmet:2197 2010-03-15T14:33:32Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i391n109905t Calculate the height of a building, Tan Table Mon, 15 Mar 2010 14:31:51 GMT oai:com.intralibrary.leedsmet:2198 2010-03-15T14:31:51Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n197919t Interactive tool demonstrating formulae for sine, cosine, and tangent with Theta Mon, 15 Mar 2010 14:30:48 GMT oai:com.intralibrary.leedsmet:2199 2010-03-15T14:30:48Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n66003t Using a theodolite to calculate the height of a building, demonstration 'in the field', includes interactive simulation tools and formulae Mon, 15 Mar 2010 14:30:07 GMT oai:com.intralibrary.leedsmet:2200 2010-03-15T14:30:07Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i2346n44042t Simulation of using a thodolite to calculate the height of a building. Mon, 15 Mar 2010 14:28:22 GMT oai:com.intralibrary.leedsmet:2202 2010-03-15T14:28:22Z http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3519n177688t Interactive simulation using a level to take measurements to calculate the volume of earth to be excavated to create a flat rugby pitch. Mon, 15 Mar 2010 14:27:23 GMT oai:com.intralibrary.leedsmet:2221 2010-03-15T14:27:23Z