Education Institutions In UK Research Articles

Proposals for copyright law and education during the COVID-19 pandemic

This article asks whether the catastrophic impact of the COVID-19 pandemic justifies new limitations or interventions in copyright law so that UK educational institutions can continue to serve the needs of their students. It describes the existing copyright landscape and suggests ways in which institutions can rely on exceptions in the Copyright, Designs and Patents Act 1988 (CDPA), including fair dealing and the exemption for lending by educational establishments. It then considers the viability of other solutions. It argues that issues caused by the pandemic would not enliven a public interest defence to copyright infringement (to the extent this still exists in UK law) but may be relevant to remedies. It also argues that compulsory licensing, while permissible under international copyright law, would not be a desirable intervention, but that legislative expansion to the existing exceptions, in order to encourage voluntary collective licensing, has a number of attractions. It concludes by observing that the pandemic highlights issues with the prevailing model for academic publishing and asks whether COVID may encourage universities to embrace in-house and open access publishing more swiftly and for an even greater body of material.

The pressures for the remuneration of volunteer governors of UK educational institutions and the potential consequences

The members of the governing boards of schools, colleges which provide vocational education and training, and universities in the UK have traditionally been volunteers. In some contexts, however, for example, colleges in Northern Ireland, governors are now paid. Whether volunteer governors in other or all settings should be remunerated is the subject of debate. This article analyses the various aspects of that debate. It considers the nature of volunteering; the socio-political context of volunteering; and the growing momentum for the remuneration of governors of all UK educational institutions. The article also considers the arguments for and against governor remuneration, which include remuneration and: the way governors and the governing of educational institutions are valued; the visibility of governing; governor recruitment; the diversity of governing board membership; the quality of governing; the remuneration of other publicly funded agencies and organisations; the accountability governors experience in their role; the market for school governors; and whether a policy which implemented governor remuneration could be reversed. The article also considers aspects that would need to be resolved in practice: who would be paid and for what; the level of remuneration; the funding of governor remuneration; and the organisation of remuneration.

Proposals for copyright law and education during the COVID-19 pandemic

This article asks whether the catastrophic impact of the COVID-19 pandemic justifies new limitations or interventions in copyright law so that UK educational institutions can continue to serve the needs of their students. It describes the existing copyright landscape and suggests ways in which institutions can rely on exceptions in the Copyright, Designs and Patents Act 1988 (CDPA), including fair dealing and the exemption for lending by educational establishments. It then considers the viability of other solutions. It argues that issues caused by the pandemic would not enliven a public interest defence to copyright infringement (to the extent this still exists in UK law) but may be relevant to remedies. It also argues that compulsory licensing, while permissible under international copyright law, would not be a desirable intervention, but that legislative expansion to the existing exceptions, in order to encourage voluntary collective licensing, has a number of attractions. It concludes by observing that the pandemic highlights issues with the prevailing model for academic publishing and asks whether COVID may encourage universities to embrace in-house and open access publishing more swiftly and for an even greater body of material.

Proposals for copyright law and education during the COVID-19 pandemic

This article asks whether the catastrophic impact of the COVID-19 pandemic justifies new limitations or interventions in copyright law so that UK educational institutions can continue to serve the needs of their students. It describes the existing copyright landscape and suggests ways in which institutions can rely on exceptions in the Copyright, Designs and Patents Act 1988 (CDPA), including fair dealing and the exemption for lending by educational establishments. It then considers the viability of other solutions. It argues that issues caused by the pandemic would not enliven a public interest defence to copyright infringement (to the extent this still exists in UK law) but may be relevant to remedies. It also argues that compulsory licensing, while permissible under international copyright law, would not be a desirable intervention, but that legislative expansion to the existing exceptions, in order to encourage voluntary collective licensing, has a number of attractions. It concludes by observing that the pandemic highlights issues with the prevailing model for academic publishing and asks whether COVID may encourage universities to embrace in-house and open access publishing more swiftly and for an even greater body of material.

Proposals for Copyright Law and Education During the COVID-19 Pandemic

This article asks whether the catastrophic impact of the COVID-19 pandemic justifies new limitations or interventions in copyright law so that UK educational institutions can continue to serve the needs of their students. It describes the existing copyright landscape and suggests ways in which institutions can rely on exceptions in the CDPA, including fair dealing and the exemption for lending by educational establishments. It then considers the viability of other solutions. It argues that issues caused by the pandemic would not enliven a public interest defence to copyright infringement (to the extent this still exists in UK law) but may be relevant to remedies. It also argues that compulsory licensing, while permissible under international copyright law, would not be a desirable intervention, but that legislative expansion to the existing exceptions, in order to encourage voluntary collective licensing, has a number of attractions. It concludes by observing that the pandemic highlights issues with the prevailing model for academic publishing, and asks whether COVID may encourage universities to embrace in-house and open access publishing more swiftly and for an even greater body of material.

UNIVERSITY CYBER SECURITY AS A METHOD FOR ANTI-FISHING FRAUD

Introduction. With the rapid adoption of computer and networking technologies, educational institutions pay insufficient attention to the implementation of security measures to ensure the confidentiality, integrity and accessibility of data, and thus fall prey to cyber-attacks. Methods. The following methods were used in the process of writing the article: methods of generalization, analogy and logical analysis to determine and structure the motives for phishing attacks, ways to detect and prevent them; statistical analysis of data – to build a chronological sample of the world's largest cyber incidents and determine the economic losses suffered by educational institutions; graphical method – for visual presentation of results; abstraction and generalization – to make recommendations that would help reduce the number of cyber scams. Results. The article shows what role cyber security plays in counteracting phishing scams in the educational field. The motives for the implementation of phishing attacks, as well as methods for detecting and preventing them, have been identified and regulated. The following notions as "phishing", "submarine" and "whaling" are evaluated as the most dangerous types of fraud, targeting both small and large players in the information chain of any educational institution. An analytical review of the educational services market was conducted and a chronological sampling of the largest cyber incidents that occurred in the period 2010-2019 was made. The economic losses incurred by colleges, research institutions and leading universities in the world were described. It has been proven that the US and UK educational institutions have been the most attacked by attackers, somewhat inferior to Canada and countries in the Asia-Pacific region. It is found that education has become the top industry in terms of the number of Trojans detected on devices belonging to educational institutions and the second most listed among the most affected by the ransomware. A number of measures have been proposed to help reduce the number of cyber incidents. Discussion. The obtained results should be taken into account when formulating a strategy for the development of educational institutions, as well as raising the level of awareness of the representatives of the academic community in cybersecurity. Keywords: phishing, cyber security, cyber stalkers, insider threat, rootkit, backdoor.

‘Who cares?’ Gender, care and secondary schooling: ‘Accidental findings’ from a seclusion unit

A breadth of research explores gendered professional identities, practices and spaces across a range of UK educational institutions. One focus has been on links between gender, care and education in early years settings and primary schools, although less attention has been given to caring within secondary schools. Drawing on qualitative research conducted in London within an in‐school seclusion unit, this article brings together a Lefebvrian conceptualisation of space with feminist theorisations of care to explore how the unit (conceived as a space of control, discipline and punishment) also became an unlikely space of care. In doing so, the article explores complex intersections between gender and care and how everyday caring practices in schools are inextricably linked to and embedded within broader institutional and spatial agendas and processes.

Spirituality and Health Education: A National Survey of Academic Leaders UK.

Whole person care is deemed important within UK medical practice and is therefore fundamental in education. However, spirituality is an aspect of this often neglected. Confusion and discomfort exists regarding how care relating to issues of spirituality and health (S&H) should be delivered. Different interpretations have even led to disciplinary action with professionals seeking to address these needs [ http://www.telegraph.co.uk/health/healthnews/4409168/Nurse-suspended-for-offering-to-prayfor-patients-recovery.html ]. Previous research shows 45% of patients want spiritual needs to be addressed within their care (Jackson and Summerton 2008). Two-thirds of healthcare professionals want to do this. However, lack of knowledge is a significant barrier (Moynihan 2008). Little is known regarding how Medical schools address S&H, only one limited study exists in the literature (Koenig et al. in Int J Psychiat Med 40: 391-8, 2010). Thirty-two UK educational institutions were surveyed. The chosen survey was compiled by Koenig and Meador (Spirituality and Health in Education and Researc. Duke University, Durham, 2008). Fifty-nine academics were contacted across UK medical schools, and the response rate was 57.6%. Statistical analysis was performed using SPSS 16.0. 5.6% institutions provide required and dedicated S&H teaching, 63.4% provided it as an integrated component. Nearly 40% felt staff were not adequately trained to teach S&H but welcomed opportunities for training. S&H is given value in undergraduate education but with little evidence of formal teaching. Institutions feel that this area is addressed within other topic delivery, although previous studies have shown integrating S&H with PBL leads to poor clinical performance (Musick et al. in Acad Psychiatry 27(2):67-73, 2003). Seminars or lectures are students' preferred methods of learning (Guck and Kavan in Med Teach 28(8):702-707, 2006). Further consideration should be given towards S&H delivery and training for practice.

Legal Issues of Intellectual Property Rights and Licensing for E-Learning Content in the United Kingdom

This article focuses on the legal rules of intellectual property rights (IPR) in networked e-learning. Its purpose is to act as an awareness-raising device about IPR, especially in the public-sector e-learning community in the UK, by describing the relevant aspects of IPR, providing legal guidance on IPR in e-learning, especially on the use of third-party materials, and, finally, persuading developers about the potential benefits of including IPR management in their project planning and management activities. Also, the authors discuss the IPR knowledge gap in e-learning in UK educational institutions. Licensing and agreements that cover the transfer of copyright from one owner to another are discussed. In the end, the authors recommend providing an educationally sound guide to networked learning within the higher education structure based on the legal issues that the present article intends to deal with for people who are going to enter the e-learning environment.

Gender role and empathy within different orientations of counselling psychology

Person-centred and cognitive-behavioural therapies are two divergent theoretical orientations and students of each may offer systematically different personality traits. In this study, potential variations in empathy and gender roles between postgraduate student groups (person-centred, cognitive-behavioural and social sciences) were examined. Seventy participants from UK educational institutions completed the Bem Sex-Role Inventory and two subscales of Davis’ Interpersonal Reactivity Index. Results revealed that the person-centred group had higher empathic concern, and more individuals classified as androgynous, while the cognitive-behavioural group scored higher on perspective taking. Empathy was strongly associated with femininity, regardless of the group or gender. Knowledge of how trainee therapists differ across orientations could potentially be of use in improving the working alliance, as clients could be better matched to therapists according to their personal need.

Digital Library Collaboration: A Service-Oriented Perspective

Collaboration in the digital domain offers an opportunity to provide enhanced digital services and extended reach to the community. This article adopts a service-oriented perspective through which it considers environmental drivers for digital library collaboration; discusses emergent collaborative partnerships across UK educational institutions, social services, health services, private industry, and cultural sectors; considers associated challenges; and identifies best practices. Existing and potential synergistic relationships are explored across the broader cultural sector—in particular, with the respective processes of libraries, museums, archives, arts and broadcasting organizations comprehensively identified and mapped (commonality), and the relationship to service-oriented architecture highlighted. The degree of digital service collaboration is also explored through an indicative review of Scottish public library websites, encompassing thirty-two regional library networks and including the Nationa...

OER — the Southampton experience

The Southampton experience of OER has been successful in repurposing over 50 CAT points of climate change resources. There is evidence of culture change amongst those staff who have contributed resources when clearing third party material, and successful negotiations with publishers have depended upon establishing contacts and networking in order to side-step a standardized web process. The level of resource required to repurpose materials means it is unrealistic to expect a widespread take up in UK educational institutions unless, at a national level, the community can negotiate agreements with the major scientific publishers. The requirement of authors to relinquish their copyright when publishing journals has significantly impeded open access in this project. Local repositories offer a more user friendly interface than JorumOpen.

Teaching & Learning Guide for: Word Classes

Word classes (‘parts-of-speech’, ‘syntactic categories’, ‘lexical categories’) are the fundamental building blocks of linguistic expressions in all natural human languages. They have been investigated since antiquity and continue to play a central role in modern linguistics. Today an increasingly important role is assigned to the information that is specified in the lexical entry of a word in the lexicon (including, of course, information about its category membership), both in formal and in functional approaches to grammar. Furthermore, there is a growing awareness that the traditional set of word classes is biased towards the better studied European languages and needs to be revised to accommodate unfamiliar word classes in nonEuropean languages.

Investigating the classroom applications of computers on EFL courses at Higher Education Institutions in UK

This paper begins by documenting the positive contribution of English as a Foreign\\Second Language (EFL\\ESL) to computers in language learning and teaching and then proposes a general framework, applicable in a range of contexts, for investigating their pedagogical applications in the EFL\\ESL classroom. The paper then reports on a study which examined the impact that computers are having on the delivery of EFL courses at British Universities. The findings of a national survey based on questionnaires are documented and quantitatively analysed. These established three kinds of information: what kinds of courses are run; which kinds of computer applications are being used; the attitudes of those responsible towards the current use of computers on these courses. These questions raise a number of issues primarily regarding the role of computers in English for Academic Purposes.