Prisoners’ gang-related activity: the importance of bullying and moral disengagement

Gang-related activity can have a significant impact on the effective management of prisons in the UK, yet little is known about the characteristics of the prisoners involved. I it this study, 141 adult male prisoners' gang-related activity was examined in relation to their bullying behaviour and use of moral disengagement. Results showed that prisoners most involved in gang-related activity were likely to have spent a longer total time in the prison system, be perpetrators of bullying and have high levels of moral disengagement. Findings also show that moral disengagement partially mediates the relationship between bullying and gang-related activity Implications for treatment programmes and the prison estate are discussed

Introducing digital literacy skills through IBL: A comparative study of UG and PG business information systems students

This paper reports a comparative study of Inquiry-Based Learning (IBL) at Undergraduate (UG) and Postgraduate (PG) levels at a university in the north west of England. Both student cohorts undertook a professional, legal and ethical module centred on IT. This study focuses on how the different student cohorts approached this style of teaching, and how it impacted on overall student engagement throughout the semester. IBL was introduced in the 2009-2010 academic years; to the UG students in the first semester and the PG students in the second semester. Key observations gained from the study were unexpected in that the UG level students fully embraced the IBL approach, they maintained a high attendance level throughout the semester, and all preliminary and formative assessment work/tasks were eagerly completed. Ultimately, this developed students’ information literacy skills. PG students enjoyed the in-class IBL activities, but actively avoided module preparation and formative assessment work/tasks, and so minimized their opportunities to develop rich digital literacy skills. This study highlights potential enablers required to employ IBL techniques successfully

OD Maps for Studying Historical Internal Migration in Ireland

We study internal migration in Ireland, an aspect of migration that is little-studied. OD Maps have enabled us to characterise aspects of spatial patterns in county to county migration more effectively than with other techniques. We found that internal migration is relatively local, but relatively national for Dublin. Although migration increased between 1851 and 1911, there was a decrease in more local migration. This work explores the origins of trends that would continue for over a century and had a profound effect on the population geography of the island

Historical Internal Migration in Ireland

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Investigation of the three-dimensional flow field within a transonic fan rotor: Experiment and analysis

An experimental investigation of the three dimensional flow field through a low aspect ratio, transonic, axial flow fan rotor has been conducted using an advanced laser anemometer (LA) system. Laser velocimeter measurements of the rotor flow field at the design operating speed and over a range of through flow conditions are compared to analytical solutions. The numerical technique used herein yields the solution to the full, three dimensional, unsteady Euler equations using an explicit time marching, finite volume approach. The numerical analysis, when coupled with a simplified boundary layer calculation, generally yields good agreement with the experimental data. The test rotor has an aspect ratio of 1.56, a design total pressure ratio of 1.629 and a tip relative Mach number of 1.38. The high spatial resolution of the LA data matrix (9 radial by 30 axial by 50 blade to blade) permits details of the transonic flow field such as shock location, turning distribution and blade loading levels to be investigated and compared to analytical results

Improving the viability of mental models held by novice programmers

Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts such as assignment and object reference. This paper proposes a constructivist-based teaching model, integrating a cognitive conflict strategy with program visualization, with the aim of improving novice programmers’ mental models. The results of a preliminary empirical study suggest that, for the relatively straightforward concept of assignment, tight integration of program visualization with a cognitive conflict event that highlights a student’s inappropriate understanding can help improve students’ non-viable mental models. 14 out of 18 participants who held non-viable mental models of the assignment process successfully changed their model to be viable as a result of the proposed teaching model