Stable party strength in an unstable political landscape? The case of the Golden Dawn

This is the final version. Available from GPSG via the link in this record

Economic crisis, social and political impact. The new right-wing extremism in Greece

This is the final version of the article. Available from the publisher via the link in this record.Introduction. The ongoing financial and debt crisis in Greece provides a fertile ground for the rise of political extremism. Although right-wing extremism is a unique phenomenon in Greek politics during the last three decades, its causes were deeply rooted in society and politics many years ago.[...

Mapping the European far right in the 21st century: A meso-level analysis

This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this recordUsing a new regional database of national and European parliament elections on NUTS 2 level in 28 countries, we test the main theories explaining the electoral support for the European far right. Accounting for differences between the extremist (ER) and populist radical right (PRR), we find evidence in support of both economic insecurity and cultural backlash theses. The ER vote is associated mostly with economic insecurity and the PRR vote mostly with cultural backlash. Whereas micro and macro-level analyses have often produced conflicting results, unemployment, immigration and income inequalities have significant and robust effects at the meso level, indicating that the factors determining the far right vote might at large be operating at a sub-national level. In line with the “contact” and “salience-of-change” hypotheses, the effects of economic insecurity are more pronounced in regions that undergo sudden changes compared to those with high levels of immigration

Mapping the European far right in the 21st century: A meso-level analysis

This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this recordUsing a new regional database of national and European parliament elections on NUTS 2 level in 28 countries, we test the main theories explaining the electoral support for the European far right. Accounting for differences between the extremist (ER) and populist radical right (PRR), we find evidence in support of both economic insecurity and cultural backlash theses. The ER vote is associated mostly with economic insecurity and the PRR vote mostly with cultural backlash. Whereas micro and macro-level analyses have often produced conflicting results, unemployment, immigration and income inequalities have significant and robust effects at the meso level, indicating that the factors determining the far right vote might at large be operating at a sub-national level. In line with the “contact” and “salience-of-change” hypotheses, the effects of economic insecurity are more pronounced in regions that undergo sudden changes compared to those with high levels of immigration

Heuristics for ethical development and use of MOOCs

It is widely acknowledged that technology offers a chance to redefine, or at least change, learning and education for the better. Massive Open Online Courses (MOOCs) can be defined as learning events that are conducted via the Web, which can accommodate large numbers of people, typically ranging from a few hundreds of participants to over a hundred thousand. A classification of MOOCs suggests that there are two general types: xMOOCs and cMOOCs. Different types of MOOCS require different levels of participatory literacy skills, motivation and self-determination. Although it is recognised that MOOCs embody a potentially exciting opportunity to use technology to realize many benefits of universal higher education there are also significant ethical concerns that arise in their development and deployment. In this paper we customize a theoretical framework developed by the US Content Subcommittee of the ImpactCS Steering Committee that specifies traditional moral and ethical concepts, which can be used to cater for the teaching and learning of the social, legal and ethical issues concerning MOOCs. An application of these conventional and generic ethical concepts can help flag issues, amongst others, such as: intellectual and pedagogical integrity; privacy, identity, and anonymity; intellectual property rights and plagiarism; and the digital divide. In the design and utilisation of MOOCs developers, content authors, tutors and participants must be aware of these ethical and moral concepts, as presented in this paper, in order to become more responsible professionals and citizens in general. We propose a set of heuristics for ethical development and deployment of MOOCs

Big data to optimise product strategy in electronic industry

This research identifies the success factors for new product development and competitive advantage as well as argues how big data can expedite the process of launching a new product initiative. By combining the research findings and the patterns of background theories, an inquisitive framework for the new product development and competitive advantage is proposed. This model and framework is a prototype, which with the aid of scenario recommends the parsimonious and an unified way to elucidate the requisite of the market analysis, organizational potential and customer insights for product strategy and competitive advantage

The development of student learning and information literacy: a case study

Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results. In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service

The development of student learning and information literacy: a case study [conference item]

Literacy is documented as a fundamental human right. The ability to exercise this right improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and it opens opportunities for social, economic and political integration. Currently in an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with information literacy skills. For example it is essential for the student to develop a thesis statement, i.e. research question and to consequently search, organise, share and evaluate the results. In this paper we present a case studyhighligting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments (Schools) and leads on the development and implementation of a coherent and strategic approach to the development of learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support Service