Blue and Red Cathodoluminescent Emission of Y2O3:Eu Phosphor Studied as a Function of Temperature in a Transmission Electron Microscope

Combined EELS, CL and STEM imaging are used to characterize and study Y2O3:Eu to confirm the variation in CL properties and photo-luminescent properties observed. The synthetic procedures used have facilitated this material to manifest a strong blue emission at low temperature with the expected red emission dominating at room temperature

Copyright and cultural work: an exploration

This article first discusses the contemporary debate on cultural “creativity” and the economy. Second, it considers the current state of UK copyright law and how it relates to cultural work. Third, based on empirical research on British dancers and musicians, an analysis of precarious cultural work is presented. A major focus is how those who follow their art by way of “portfolio” work handle their rights in ways that diverge significantly from the current simplistic assumptions of law and cultural policy. Our conclusions underline the distance between present top-down conceptions of what drives production in the cultural field and the actual practice of dancers and musicians

Nano-cathodoluminescence reveals the effect of electron damage on the optical properties of nitride optoelectronics and the damage threshold

Nano-cathodoluminescence (Nano-CL) reveals optical emission from individual InGaN quantum wells for applications in optoelectronic devices. We show the luminescent intensity decays over time with exposure to the electron beam for energies between 80 and 200 keV. Measurements of the CL intensity over time show an exponential decline in intensity, which we propose is due to the formation of nitrogen Frenkel defects. The measured CL damage decreases with reductions in the electron accelerating voltage and we suggest that the electron induced structural damage may be suppressed below the proposed damage threshold. The electron beam induced damage leads to a non-radiative region that extends over the measured minority carrier diffusion length. Nano-CL may thus serve as a powerful technique to study III-nitride optoelectronics.This work was carried out with the support of the United Kingdom Engineering and Physical Sciences Research Council under Grant Nos. EP/NO17927/1 and EP/J003603/1. R. Oliver acknowledges funding from the European Research Council under the European Community's Seventh Framework Programme (FP7/2007-2013) ERC grant agreement number 279361 (MACONS) and the from the Royal Academy of Engineers/Leverhulme Trust senior research fellowship

The writing on the wall: the concealed communities of the East Yorkshire horselads

This paper examines the graffiti found within late nineteenth and early-twentieth century farm buildings in the Wolds of East Yorkshire. It suggests that the graffiti were created by a group of young men at the bottom of the social hierarchy - the horselads – and was one of the ways in which they constructed a distinctive sense of communal identity, at a particular stage in their lives. Whilst it tells us much about changing agricultural regimes and social structures, it also informs us about experiences and attitudes often hidden from official histories and biographies. In this way, the graffiti are argued to inform our understanding, not only of a concealed community, but also about their hidden histor

Manageable creativity

This article notes a perception in mainstream management theory and practice that creativity has shifted from being disruptive or destructive to 'manageable'. This concept of manageable creativity in business is reflected in a similar rhetoric in cultural policy, especially towards the creative industries. The article argues that the idea of 'manageable creativity' can be traced back to a 'heroic' and a 'structural' model of creativity. It is argued that the 'heroic' model of creativity is being subsumed within a 'structural' model which emphasises the systems and infrastructure around individual creativity rather than focusing on raw talent and pure content. Yet this structured approach carries problems of its own, in particular a tendency to overlook the unpredictability of creative processes, people and products. Ironically, it may be that some confusion in our policies towards creativity is inevitable, reflecting the paradoxes and transitions which characterise the creative process

Beyond the island story? the opening ceremony of the London 2012 Olympic Games as public history

This paper evaluates the opening ceremony of the London 2012 Olympic Games as an exercise in public history. Public events have been widely identified within the study of nationalism as festivals that attempt to reinforce national identity and belonging. Contemporary Olympic Games figure in this literature as a specific form of event where the nature and content of a host state's identity is displayed for the global gaze of other nations. While opening ceremonies perform a rich display of national identity in any case, London 2012 is particularly significant for taking place at a time of major political contestation in the United Kingdom and has frequently been interpreted as an expression of radical patriotism. Traces of such patriotic thought associated particularly with England can be found in the opening ceremony's historical pageant and overall concept, showing resonances with the work of Raphael Samuel, who argued for a radical patriotism grounded in a multiplicity of accounts of the national past from many social positions. Depicting the nation through a multiplicity of biographical narratives produces a ‘mosaic' mode of representation which can be seen in other documentary and public history projects and in the political context of British public multiculturalism in the 2000s. This responds to the need for any national narrative to be composed through compressing the lives of millions of people into one coherent story, but complicates attempts to read a text such as the opening ceremony for what they ‘really' mean. A model for understanding narratives of the past as being produced in interaction between their initial creator(s) and their reader(s) is necessary for understanding not only the London 2012 opening ceremony in particular but public history and narratives of the national past in general

Understanding how sporting characteristics and behaviours influence destination selection: a grounded theory study of golf tourism

Sports tourism has received growing attention in academic research over the past two decades (Weed and Bull, 2009, Gibson, 2005) but greater understanding of the consumer is needed, particularly the factors influencing decisions to include sport as part of a leisure trip. This paper provides, through a focus on the sport of golf, insight into the characteristics of the sports tourist and how sports tourist behaviours influence the selection of locations deemed suitable for sports participation. This qualitative research employs a grounded theory methodology, underpinned by a constructivist epistemology, to evaluate twenty-six in-depth interviews with golf tourists. The findings propose a model which explains the relationship between golf tourist behaviours and destination selection. This identifies six strands which determine the relationship between the golf tourist, golf behaviours and destination selection (constructing the golf holiday, emotional rewards of taking a trip, total trip spend, amenities and support facilities, course characteristics and reputation of the destination). Furthermore it illuminates the complexity of these relationships through recognition of four spheres of influence (group dynamics, competition and ability, golfing capital and intermediaries). Discussion elucidates how this increased understanding of the golf tourist behaviours and destination selection might be applied to other sports, with conclusions exploring implications for the sports tourism industry and destinations

University teachers’ views of interprofessional learning and their role in achieving outcomes - a qualitative study

Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers’ views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients’ care pathway were purposively invited to join focus groups. Data collected from the teachers’ conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is “worth the struggle,” which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes

Training students as interprofessional learning facilitators: An exploratory study highlighting the need to build confidence

Interprofessional learning (IPL) aims to equip students for future interprofessional and collaborative practice. Involving students as IPL facilitators is becoming increasingly commonplace as an attempt to catalyse the necessary transformation of our workforce needed to deliver truly integrated and person-centred care. Evidence in the literature highlights the key role of trained facilitators in reaching successful IPL outcomes. Some guidelines are available as to how we train staff facilitators, but little evidence is available that describes how to appropriately prepare student IPL facilitators. The aim of this exploratory study was to investigate whether student IPL facilitators felt that they were sufficiently prepared for their role. Data in the form of open-ended text-based responses from student facilitators (n = 9) were collated after an intervention where student facilitators had been given the role of supporting IPL. Data were analysed using principles of thematic analysis. Three main themes emerged: i) building confidence; ii) purpose of IPL; iii) learning moments. Student IPL facilitators who took part in this study felt that they were adequately prepared for their role. Findings show that preparing students for IPL facilitation has similar, yet unique, components compared to the training staff. In particular, this study highlighted a need for student facilitators to receive further preparation to help build their confidence. Involving students as IPL facilitators has great potential in staff and students joining forces to equip students for future interprofessional and collaborative practice that can deliver high-quality care