Locating Menswear Forum, Manchester Metropolitan University, Manchester, The Space, Liverpool, Sevenstore, Liverpool, 4–5 JULY 2024

Perspectives on Social Research, Beth Humphries, Department of Applied Community Studies, Manchester Metropolitan University. 2. Collaborative Approaches to Research, Paul Wilkins, Department of Applied Community Studies, Manchester Metropolitan University. 3. Exploring Young People's Experience of Immigration Controls: The Search for an Appropriate Methodology, Adele Jones, Department of Applied Community Studies, Manchester Metropolitan University. 4. Studying `Others': Research and Representation, Mary Searle-Chatterjee, Department of Applied Community Studies, Manchester Metropolitan University. 5. Case Studying Organisations: the Use of Quantitative Approaches, Tom Cockburn, Department of Applied Community Studies, Manchester Metropolitan University. 6. Disrupting Ethics in Social Research, Beth Humphries and Marion Martin, Department of Applied Community Studies, Manchester Metropolitan University. 7. Unusual Terms: What do you mean by...? David Boulton, Department of Applied Community Studies, Manchester Metropolitan University. 8. Casing the Joint: An Illegitimate Take on a Community of Care, Philip Hodgkiss, Department of Applied Community Studies, Manchester Metropolitan University. 9. Community Auditing: Appropriate Research Methods for Effective Youth and Community Work Intervention, Carol Packham, Department of Applied Community Studies, Manchester Metropolitan University. 10. Documentary and Text Analysis: Uncovering Meaning in a Worked Example, Steve Morgan, Department of Applied Community Studies, Manchester Metropolitan University. 11. Hidden from History: Research and Romantic Friendships, Janet Batsleer, Department of Applied Community Studies, Manchester Metropolitan University. 12. Story Telling as Research, Paul Wilkins. 13. Demystifying the Doctorate: Why do a PhD? Ed Mynott, Department of Applied Community Studies, Manchester Metropolitan University. References. Index.

Children spend increasing time indoors. Exposure to environmental factors may contribute to the development or exacerbation of the asthmatic phenotype. Inter-relationships between these factors might influence the manifestation of asthma. Endotoxin exposure has been shown to have pro-inflammatory and protective effects in different situations. We investigated the exposure to several indoor pollutants (endotoxin, Der p 1, damp, ETS, PM2.5) in asthmatic and healthy children. The children were recruited from two primary care centers according to their response to a validated questionnaire. Asthmatic children were matched for sex, age and sib-ship size with children living in asthma free households. Of 90 matched pairs, higher levels of endotoxin were found in the living room carpets, but not the bedroom carpet or mattresses of the asthma compared with the control homes (STATA analysis OR: 1.88 (1.11-3.18); P=0.018). Asthmatic children were also more likely to live as part of a single parent family, in a house where the parents self-reported the presence of damp, and where the living room had been redecorated in the 12 months prior to the sampling visits. This study suggests that endotoxin in urban homes is a risk factor for the development of asthma. Moreover, this study found that there were no statistically significant interactions between environmental factors. This study has demonstrated that the home environments of English children (4-17) with asthma and without the disease do not differ greatly. With the exception of endotoxin, the parameters examined in this study, including house dust mite allergens, nitrogen dioxide, ETS and damp are unlikely to be related to the development of asthma. Avoidance of these pollutants may not be beneficial in preventing asthma in this age group.

This article describes how the Manchester Metropolitan University (MMU) Library has integrated interactivity into its information literacy (IL) training. Research has shown that interactivity is an important aspect of enhancing the learning process and this has been recognised in MMU’s InfoSkills training programme. This paper will consider the theory behind adult learners and preferred learning styles and will illustrate specific examples of how MMU has included interactivity into its sessions. InfoSkills at MMU is taught through a variety of different methods, for example, lecturing, workshops and hands-on computer work. However, each of these alone is not enough and must be combined with other practical approaches in order to make training truly effective. Regardless of environment or technology available, active participation within MMU’s InfoSkills sessions is key to enhancing students’ independent learning. Although IL trainers at MMU have access to new technologies such as interactive whiteboards and voting pods, these are not always accessible in every teaching location and so this article also refers to low- tech alternative methods. This paper hopes to provide practical ideas for engaging students in interactive IL sessions that may inspire other IL trainers. It also gives information about future developments the InfoSkills team will be making in this area.

Collecting Innovation: Innovative Collecting was a temporary exhibition at the Special Collections Museum, Manchester Metropolitan University, from 14 November 2023 to 29 February 2024. The exhibition featured objects from the museum’s pioneering Material and Process Innovation Collection, a collection of contemporary craft and design objects used in teaching, research and exhibitions across the university and beyond. The exhibition investigated what innovation means in the context of this collection and for wider museum practices. Exhibited in Special Collection’s student-led space, the exhibition was an extension of a contemporary collecting workshop with staff and researchers from across the design, art and performance departments at Manchester Metropolitan University (MMU). The museum’s student-led space connects their collections to courses across MMU and provides a dedicated space in which undergraduate and postgraduate students can develop practice-based outcomes in course units or as part of placements during their time at the university. The Collecting Innovation: Innovative Collecting exhibition was informed by my Ph.D. research in collaboration with the Science and Industry Museum (SIM), Manchester, and MMU’s Special Collections Museum (SCM) and was curated as part of my placement at SCM. My research seeks to identify a narrative of Greater Manchester’s contemporary textile industry and employs curatorial methods of interpreting these textile stories at SIM. One approach to this storytelling is using contemporary collecting to reflect the region’s contemporary textile manufacturing processes more accurately and to ensure the museum’s textile collection is sustainable for future permanent galleries at SIM. During my research, I have established a contemporary collecting framework which uses the participating organization’s existing policy documents within staff-focused workshops to craft or restructure contemporary collecting policies. This collecting framework considers the inherent risks of collecting new objects with untested legacies, questions the importance of place, and focuses on storytelling. SIM, as part of the Science Museum Group, takes a risk-averse approach to contemporary collecting. As such, the contemporary collecting policy I developed with their curatorial team reflects their desire to collect objects that represent inspiring local stories that further the museum’s existing narrative threads or for use in upcoming temporary exhibitions. In contrast, SCM has an existing contemporary craft and design collection and was keen to use my collecting framework to restructure and adjust their policy ten years after it was written. SCM provided a unique opportunity to test my collecting framework in partnership with an institution whose policies already include a pioneering approach to contemporary collecting. Through the exhibition and staff-focused workshop, my research with SCM sought to investigate the innovation at play within the collection objects themselves and also within the collecting policy and SCM’s approach to contemporary collecting.

This paper describes the user-focused approach to information skills at MMU Library. It covers the following cycle: identifying training needs at three levels (organisation, group and individual); developing a training strategy and materials; marketing information skills within MMU. Specifically, it describes how we went about discovering what our users wanted, creating and delivering what they needed, and how we ‘sold’ it back to them.

Reviews

The UK higher education (HE) information environment is amorphous. It is difficult to define and is constantly changing shape. The language that describes it can feel abstract and be difficult to grasp. The information environment is changing in form and nature. The government provides the canvas or frame that dictates the Higher Education Funding Council for England's (HEFCE) funding agenda, which in turn shapes the strategic plans and modus operandi of HE institutions. The objects within this, including the information environment, then take their shape, size and direction.

Editorial

Frontiers Events is a rapidly growing calendar management system dedicated to the scheduling of academic events. This includes announcements and invitations, participant listings and search functionality, abstract handling and publication, related events and post-event exchanges. Whether an organizer or participant, make your event a Frontiers Event!

Department of Environmental and Geographical Sciences, Manchester Metropolitan University - (Edensor, Tim)

"Green, Sir Kenneth, (7 March 1934–28 July 2010), Vice-Chancellor (formerly Director), Manchester Metropolitan University (formerly Manchester Polytechnic), 1981–97" published on by Oxford University Press.

This work reflects the collaboration between Biomedical Scientists at Manchester Metropolitan University (UK) and Artists at Turku University of Applied Sciences (Finland) to use autobiographical digital stories as means of reflection for students in their last year of the integrated Masters in Biomedical Science (MBioMedSci) at Manchester Metropolitan University, Manchester, England. Students were invited to participate voluntarily in a pilot workshop as an additional activity to support their professional development. This workshop aimed to tell their professional life story (digital story) and to associate it with their wider autobiography, to help students reflect on their student experience and clarify which path they wanted to follow after graduation. Also, importantly, the workshop was not based only on their scientific work. Students completed the workshop activities, as well as questionnaires prior and post workshop, on personal experiences and skills. Results demonstrated that the workshop helped students to increase their self-awareness, as well as to identify and clarify their career pathways. From the individual’s point of view, it was important to realise the choices they made and the options future brings. This art-based method empowered students and will be applied in future collaboration in joint biomedical studies.

DubDubDub was an educational project conducted by staff at Egerton High School, Manchester Metropolitan University and UCan.tv. It introduced a new type of musical instrument to the classroom, the DubDubDub player, which developed pupils’ musical performance and improvisation skills by using the sonic environment of the Internet. Users of DubDubDub remixed the sonic content of the Internet, arranged sounds and prioritised them in real time to form new musical works. The name DubDubDub references the three ‘w’s of internet URLs: http://www. The musical improvisations generated by DubDubDub can be combined with other instruments, as illustrated during DubDubDub’s first performance at the Discourse, Power and Resistance conference (hosted by the University of Plymouth and Manchester Metropolitan University on 21 April 2006). This paper reflects on the development of DubDubDub and this first performance, providing an insight into how technologies can facilitate new models of musical performance and improvisation that may be beneficial for educational application.

This paper examines current trends and developments in higher education (HE) and the responses of HE institutions to these changes. The contribution of Library and Information science (LIS) institutions to innovation in Europe is examined through three case studies – the Manchester Metropolitan University (MMU), the Robert Gordon University (RGU) and the Tallinn Pedagogical University (TPU). Technology, globalisation, and competition have caused the ground to shift under HE worldwide. HE institutions have had to rethink their environment in the light of new technologies. During the last five years MMU, RGU and TPU have developed new programmes and courses, new teaching and learning approaches and used information communication technology to support teaching and learning. All staff members have been actively involved in change and the innovation process. In most cases changes have been incremental and the impact of these changes has been rather positive.

April 01 2014 Inspiration and Ideation: Drawing in a Digital Age Pam Schenk Pam Schenk Pam Schenk has been involved in researching the role of drawing in the design process since the mid-1980s and has published widely on the subject. Currently a research professor at Heriot Watt University, she has managed and taught on academic programs at leading Art and Design Institutions in the United Kingdom and Singapore, including Glasgow School of Art, Manchester Metropolitan University, Dundee University, and Nanyang Technological University. Search for other works by this author on: This Site Google Scholar Author and Article Information Pam Schenk Pam Schenk has been involved in researching the role of drawing in the design process since the mid-1980s and has published widely on the subject. Currently a research professor at Heriot Watt University, she has managed and taught on academic programs at leading Art and Design Institutions in the United Kingdom and Singapore, including Glasgow School of Art, Manchester Metropolitan University, Dundee University, and Nanyang Technological University. Online Issn: 1531-4790 Print Issn: 0747-9360 © 2014 Massachusetts Institute of Technology2014 Design Issues (2014) 30 (2): 42–55. https://doi.org/10.1162/DESI_a_00261 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn MailTo Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Pam Schenk; Inspiration and Ideation: Drawing in a Digital Age. Design Issues 2014; 30 (2): 42–55. doi: https://doi.org/10.1162/DESI_a_00261 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsDesign Issues Search Advanced Search This content is only available as a PDF. © 2014 Massachusetts Institute of Technology2014 Article PDF first page preview Close Modal You do not currently have access to this content.