Balamory revisited: An evaluation of the screen tourism destination-tourist nexus

Post-print version previously archived in Stirling University archive. Final version published by Elsevier; available online at http://www.journals.elsevier.com

From Sacred to Scientific: Epic Religion, Spectacular Science, and Charlton Heston’s Science Fiction Cinema

This paper analyses how long-1960s cinema responded to and framed public discourses surrounding religion and science. This approach allows for a discussion that extends beyond a critical study of the scholarly debates that surround the place of religion in science during a transitional period. Charlton Heston was an epic actor who went from literally playing God in The Ten Commandments (1956) to playing “god” as a messianic scientist in The Omega Man (1971). Best known for playing Moses, Heston became an unlikely science-based cinema star during the early 1970s. He was re-imagined as a scientist, but the religiosity of his established persona was inescapable. Heston and the science-based films he starred in capitalized upon the utopian promises of real science, and also the fears of the vocal activist counterculture. Planet of the Apes (1968), Omega Man (1971), Soylent Green (1973), and other science-based films made between 1968-1977 were bleak countercultural warnings about excessive consumerism, uncontrolled science, nuclear armament, irreversible environmental damage, and eventual human extinction. In this paper I argue that Heston’s transition from biblical epic star to science-fiction anti-hero represents the way in which the role and interpretation of science changed in post-classical cinema. Despite the shift from religious epic to science-based spectacle, religion remained a faithful component of Hollywood output indicating the ongoing connection between science and religion in US culture. I will consider the transition from sacred to science-based narratives and how religion was utilised across the production process of films that commented upon scientific advances

UNE Pathways Enabling Course: setting new standards for university alternative entry for disadvantaged students

The University of New England is in its second year of offering the 'The UNE Pathways Enabling Course' that prepares students from low socio-economic backgrounds for undergraduate study at university. The course is completely fee free, takes one year of part-time study and is structured so that students can acquire the skills and confidence they need to undertake university study while also gaining credit towards a degree. Completion of the course provides the basis for admission to most undergraduate courses at UNE. It is taught via distance education so participants can undertake the program from any geographical location where they have access to the Internet. The Pathways Enabling Course is proving to be a popular course with students... At the beginning of 2009, the Pathways Enabling Course has over 300 enrolments, demonstrating the current level of interest this course has generated in the community. The structure, presentation and delivery of the course have also undergone significant revisions as we respond to our teaching experiences and to student feedback

tUNEup from home University Preparation Course: assisting students with learning in higher education

This paper discusses an innovative, practice-based initiative to prepare first year students for learning in their disciplines. The program is offered totally online and, through its use of sound pedagogical practices, assists students to become independent, self-directed learners who are able to manage the development of essential academic literacies. The design of the program allows for high level student participation, but requires relatively low staff maintenance to run for up to 200 students for each three week session. This program is equitable because it is free and all students can participate from their home base, regardless of their location and personal circumstance. tUNEup from Home has been evolving across a four year period as it responds to participant feedback and has now reached a consistently high level of student satisfaction in student surveys

Developing tertiary students' literacy skills

Not all students arrive at university with the basic literacy skills they require to be successful in their studies. In fact, many students display a considerable deficit in their spoken and written English which seems at times to be at odds with their sometimes considerable ability to use higher-order thinking skills to comprehend and interact with the subject matter of their chosen fields of study. This seeming lack of control over the primary areas of spelling, punctuation, grammar and sentence formation is often the reason for poor assignment and exam marks, and requires addressing in a practical and systematic way. If the literacy problems of individuals and groups of students are systematically analysed and identified, then programs can be developed to assist students to understand and overcome areas of weakness in communication skills and to apply their new understanding successfully in university assessment tasks. In this session participants will analyse some of the literacy issues which have arisen in a teacher education course and discuss with presenters the development and application of strategies to overcome what appears to be a high literacy deficit in students studying to be teachers of literacy themselves. In spite of being competent users of new technologies, many students require old-fashioned 'back to basics' teaching. In an evaluation of the Literacy Mentorship program at their university, the presenters argue that boundaries of teaching sometimes need pushing backwards as well as forwards

Parkleys : a listed building guide for residents

Parkleys was built between 1954 and 1956, the first of the estates by SPAN Developments Limited. A union between the architects Eric Lyons and Geoffrey Townsend, SPAN pioneered modern design in suburban housing. In recognition of its architectural importance, Parkleys was Grade II listed in 1998 by English Heritage and designated a Conservation Area in 2003. This booklet explains why Parkleys is important and what listing means for residents

tUNEup from Home University Preparation Course: An innovative practice to support first year students

This presentation discusses an innovative, practice-based initiative to prepare first year students for tertiary study. The program is offered totally online and, through its utilisation of sound pedagogical practices, assists students to become independent, self-directed learners who are able to manage the basics of academic writing and referencing, to use online learning tools and to access the university's support services. The design of the program allows for high level student participation, but requires relatively low staff maintenance to run for up to 100 students for each three week session. This program is equitable because it is free and all students can participate from their home base, regardless of their location and personal circumstance. tUNEup from Home has been evolving across a four year period as it responds to participant surveys and has now reached a consistently high level of student satisfaction in student surveys

The UNE Pathways Enabling Program: a case study

Purpose: This paper describes an activity that attempts to remove barriers to higher education for people affected by previous educational disadvantage. It is the University of New England (UNE)'s recently launched Pathways Enabling Program for people without any other means of entering higher education. UNE is a small university in a regional setting in New South Wales. Educational disadvantage is more prevalent in rural areas of Australia because of distance from metropolitan centres and socio-economic disadvantage. UNE is a pioneer in providing non-traditional entry pathways that are not tied to high school matriculation results. With this program the intention was to provide a pathway that was not dependent on prior education at all. This program has special features that have proven to be very effective in breaking down the barriers that previously prevented people from educationally disadvantaged backgrounds from accessing higher education. The paper describes the course, its carefully structured delivery of tertiary literacy development, the student cohort, and the results of its first full year of operation (2008). Design: Student outcomes, gathered through standard unit evaluation instruments, informal feedback, via a student reflection component of the program and through an examination of subsequent enrolment data, were measured against the initial objectives of the program. Findings: It appears that this program has removed, to varying degrees, constraints and disadvantages experienced by its participants and has an empowering effect on the majority of participants