The rhetoric and reality of technology-enhanced learning developments in UK higher education: Reflections on recent UCISA research findings (2012-2016)

This article reviews the investment that UK higher education institutions have made in technology-enhanced learning (TEL) services in recent years, and considers the impact this has had on academic practice. Drawing on UCISA survey and case study research, our analysis shows that whilst the range of centrally supported TEL tools and services in support of teaching and learning has increased across the sector, evidence of transformational change in pedagogic practice through their use has been harder to discern. We observe an increasing number of TEL systems that instructors are being encouraged to engage with as part of their academic practice; however, there have been limited changes in the mode of course delivery, with content-focused and supplementary uses of the web still very much in vogue. The evidence suggests a gap between the institutional rhetoric on TEL developments and the reality of academic practice across the sector. Using Barnett’s “conditions of flexibility” (2014) as a frame of reference, the article discusses the factors behind this mismatch, exploring how a balanced institutional focus on service development and academic support may be needed to foster transformative and sustainable changes in the way that TEL tools are employed in course design and delivery

Mainstreaming marine biodiversity into the SDGs: The role of other effective area-based conservation measures (SDG 14.5)

This article explores the concept of “other effective area-based conservation measures” (OECMs) in the context of the UN Convention on Biological Diversity (CBD) Aichi Biodiversity Target 11 on marine protected areas and OECMs and its linkages to the Sustainable Development Goals (SDGs). It argues that mainstreaming biodiversity through CBD Aichi Biodiversity Targets’ implementation into the SDGs can contribute to a more systemic and comprehensive implementation of SDG 14.5 on conservation of at least 10% of marine and coastal areas. It argues that OECMs can complement MPAs and contribute to ecologically representative and effectively managed marine protected areas systems integrated into broader governance systems such as marine spatial planning. Selected global and local sectoral conservation measures are therefore highlighted in this analysis as potential forms of OECMs. At the local level, a case study of ecologically or biologically significant marine areas managed as locally managed marine areas (LMMAs) in Mozambique is discussed. This case study explores how multiple-use LMMAs, which respond to short-term fisher's needs and targeted biodiversity conservation, could contribute to the achievement of specific SDGs on food security, poverty elimination and resilient ecosystems if properly supported by long-term investments, strong institutions and integrated oceans management

Wasted and Worn, Op.6

An excerpt from “Wasted and Worn”, Op.6, sung by the Stanbery Singers and conducted by Paul John Stanbery, was featured on BBC Radio Solent (96.1 FM in Hampshire and IoW) on the programme, “BBC Introducing: Solent”, hosted by Stephanie Nieuwenhuys (broadcast on 11th February 2017, at 20:20:34 GMT- or approx. 20 minutes into the programme). "Wasted and Worn" [subtitled, "And calm of mind all passion spent."] is a Part Song for a cappella SSAATTBB choir + soloists, to a text from “A Parting”, by John Leicester Warren (1835-95): Wasted and worn that passion must expire, Which swept at sunrise like a sudden fire Across the whitened crest of happy waves. Now lonely in a labyrinth of graves, His footsteps foiled, his spirit bound and numb, Grey Love sits dumb. It runs for approximately 12 minutes, and features on the album [CD], "Woefully Arrayed: Sacred and Secular Choral and Polychoral Works of Jonathan David Little", issued on the US Navona label, ca.1st July, 2017

Measuring Learning Gain from practice and work-based learning programmes

Funded by the HEFCE Learning Gain Programme, this project is a collaborative project between 7 institutions, the aim of which is to pilot and evaluate measures of learning gain (LG), with particular reference to achievement in employability. The institutions involved in the study are small institutions with specialisms in the Creative Industries. The main aim of the project is to understand the potential to measure the learning gain from work placements and work-based learning as part of a course of study, primarily using existing data held by partner institutions (such as DLHE, employability and work based learning data). If time permits, we will also test the hypothesis that there is a correlation between participation in professional preparation (including practice-based activities, work- placements, work-based learning or other professional skills development activity) and higher levels of achievement in employability. This will involve comparing the employability outcomes of students who have undertaken professional preparation activities with the employability outcomes of students on similar courses (or a different pathway on the same course) who have not. This activity will depend on identifying what data including additional data collections or structures would be needed to measure “professional preparation”

Life cycle environmental impacts of ready-made meals considering different cuisines and recipes

Convenience is one of the main determinants of modern society where products, such as ready-made meals, playa key role. However, the continuing growth of this market has raised environmental concerns, which have notbeen well studied yet. This paper evaluates life cycle environmental impacts of meals consumed in the UK, thesecond largest consumer of ready-made meals in the world, after the US. Thirteen representative ready-mademeals are evaluated in the British, Italian, Chinese and Indian cuisines, considering variations in recipes foundon the market, as well as different meat replacement options. The results suggest that environmentally themost sustainable meal option is pork roast dinner while the worst alternatives are spaghetti Bolognese, cottagepie, lamb masala curry and lasagne. For example, the global warming potential of pork roast is 2.1 kg CO2eq.and that of lasagne 5 kg CO2eq. The ingredients contributeN50% to the impacts, followed by the distribution(~14%) and manufacturing (~12%) stages. Using seitan or soy granules as meat replacements improvesfive outof 11 impacts considered, including global warming potential, by up to 27%; the other impacts are largely unaf-fected. However, if tofu is used, four impacts are improved while four others are worsened. The annual consump-tion of ready-made meals in the UK accounts for GHG emissions of 12.89 Mt. CO2eq., equivalent to emissions of awhole country, such as Jamaica. This contributes 15% to the emissions from the UK food and drink sector. It alsorepresents 8% and 15% of the personal carbon budgets for food related to climate targetsof 2 °C and 1.5 °C, respec-tively. The results of the study will be of interest to both food manufacturers and consumers, showing how theirchoices affect the environmental sustainability of this fast-growing sector.EPSRC and BECAS Chile (CONICY