Neuroscience and Criminal Law: Have We Been Getting It Wrong for Centuries and Where Do We Go from Here?

Moral responsibility is the foundation of criminal law. Will the rapid developments in neuroscience and brain imaging crack that foundation—or, perhaps, shatter it completely? Although many scholars have opined on the subject, as far as I have discovered, few come from a front-line perspective

A critical focus on digital literacies

Developing students’ digital literacies for living and working in 21st century is a global issue (Lee 2014). In the UK there have been calls for a greater focus on digital literacy in higher education from the QAA (2014), NUS (n.d.) and House of Lords (2015) driven, in part, by changes to graduate employment brought about by globalisation (Beetham 2015). Digital literacies are clearly a topical issue within UK HEIs, however these reports tend to focus on strategic and operational issues, and to offer little in relation to critical debate. This symposium address this gap by exploring institutional responses to notions of digital literacy in a rigorous and critical way. It consists of 6 papers each of which takes a different aspect of the topic

The case for a curriculum development approach to developing students’ digital literacies

Supporting the development of students’ digital literacies, those skills needed for living and working in 21st century, has been recognised as a global issue for higher education (Lee 2014). In the UK context, there has been a spot light on the topic from a range of influential stakeholders and sector wide bodies (House of Lords 2015; NUS n.d; QAA 2015) and has resulted in institutions grappling with their response to the issue (UCISA 2015). In this paper I identify an approach to addressing students’ digital literacies through the use of curriculum design. I draw on the notion of ownership and apply it in three different ways to make the case for this approach

D4 Strategic Project:Developing Staff Digital Literacies.External Scoping Report

This is the first stage of a TALI Strategic Project on Academic Staff Digital Literacies. The report scopes the grey and peer reviewed literature and provides a landscape review of some of the major developments focussing particularly on approaches supported by the major sector bodies (JISC, HEA and ALT). The report comes to the following conclusions: • The term digital capability appears to have growing use by sector bodies (e.g. Jisc and UCISA) replacing digital literacy and digital fluency. We support this because it may be more acceptable to academic staff because it may appear less pejorative. In addition it should be noted that both terms are highly temporally contingent in this is a fast moving area. • Staff digital literacies are deeply embedded in their local discipline context. • Whilst there are many projects that focus on students’ digital literacy the literature on staff is much less prevalent. • Of the few projects that focus on staff digital literacies these tend to lack any empirical base in relation to efficacy or impact. • Digitally confident practitioners display a range of attributes related to confidence, willingness to explore, resilience to failure and that it is these attributes that characterise them rather than their technical skills. • Approaches to achieving sustained change in relation to development of digital confident practitioners are more likely to be achieved by focussing on ‘hearts and minds’ where staff have agency and ownership, and feel empowered to make changes rather than audits or appraisals. • A particular ‘hearts and mind’ approach that has had some use across several HEIs is the course redesign model called ‘Carpe Deum’ (Salmon & Wright 2014). • In addition Appreciative Inquiry as a model for supporting change processes which has been advocated by Jisc (Gray and Ferrell nd)

GLOBALISATION AND THE SUSTAINABILITY OF WORLD FISHERIES: A VIEW FROM LATIN AMERICA

This paper describes the integration of Latin American marine fisheries into the global production system in the post-1945 period and the role of foreign and domestic fleets in this process. Through reference to the state-denial theories found in the globalisation literature, it charts the impact that the globalisation process has had upon the exploitation and sustainability of fish stocks in Latin American waters. It argues that while globalisation may indeed boost environmental awareness and lead to a more sustainable level of production through the decreased influence of local political interests, this has yet to happen in the principal Latin American fishing nations.Resource /Energy Economics and Policy,

D4 Strategic Project:Developing Staff Digital Literacies.Internal Scoping Report

This report is the second stage of the 2014-2015 TALI Strategic Project exploring Developing Staff Digital Literacies. The first stage was the external scoping report which identified a range of approaches taken by other HEIs alongside guidance from sector bodies such as Jisc and the HEA. This report focusses on the University of Huddersfield context by outlining and critically analysing how the issue has developed at the University. The report is discussing the methodology, findings, conclusions and recommendations. The finding section starts by discussion of the local context at University of Huddersfield then is structured around same sections as were used in the external scoping report. The categories are curriculum design, academic champions, centralised staff development courses, localised staff development courses, accredited courses, informal approaches, on-demand resources, specific events, student champions and institutional strategies. Relevant past projects that have a digital literacy focus, are then identified. This has enabled comparison between the rest of the sector and the provision at University of Huddersfield and has enabled us to identify strengths and omissions. The report concludes by making recommendations, and in particular identifies how the D4 project might develop. This next stage of the project involves undertaking a intervention with colleagues who have not traditionally engaged in digital practices, to help them to developing their digital capability

Market-Driven International Fish Supply Chains: The Case of Nile Perch from Africa's Lake Victoria

This paper analyses the organisation of the post-harvest Nile perch supply chain centred on Lake Victoria in East Africa to test the practical relevance of the market-driven supply chain thesis proposed by Folkerts and Koehorst (1998). It finds that while international consumer demand, particularly in demanding improved quality standards according to HACCP principles, is having profound local organisational ramifications, the evolving supply chain is presently best characterised as being a hybrid one – neither exclusively production, nor marketdriven.Supply chain, Fish chain, Nile perch, Lake Victoria, HACCP, Quality assurance, Agribusiness,

Putting in more: emotional work in adopting online tools in teaching and learning practices

This paper explores the emotional journey associated with changing one’s teaching and learning practices and how this constitutes emotional work. The paper analyses the emotions evident in the data from a small scale phenomenological study of lecturers who are using technological tools in their teaching, learning and assessment practices in one higher education institution. The discussion illuminates the nature and scale of the emotional work experienced by some lecturers when changing their teaching and learning practices to incorporate technology. It indicates that this challenge is so extreme that even the most committed advocates of online teaching practices may consider giving up and reverting to traditional ways of teaching. The paper identifies strategies that lecturers use to manage the anxieties they experience in their adoption of online tools

Animal Agriculture Laws on the Chopping Block: Comparing United States and Brazil

Brazil and the United States are among the largest producers and exporters of livestock in the world. This raises important animal rights and environmental concerns. While many of the impacts of industrial animal agriculture are similar in Brazil and the United States, there are key differences in the effects on animals and the environment. The variations between Brazil and the United States are due to ecological, production method, and regulatory differences between the countries. Despite their dissimilarities, however, Brazil and the United States both largely fail to adequately protect farm animals and the environment from the impacts of large-scale animal agriculture. As the animal agriculture industry is profit-driven, economic considerations take precedent over environmental or ethical concerns. Because these two countries produce and export so much of the world’s meat, effective regulation and enforcement in this area is essential. Section II of this article discusses the animal welfare abuses and environmental degradation animal agriculture causes in the United States and Brazil. Section III explains the regulatory schemes of both countries as they pertain to animal rights and environmental issues resulting from animal agriculture. Section IV compares the animal agriculture track records of Brazil and the United States relating to the animal welfare implications, resulting environmental degradation, and regulatory schemes of the countries. This section goes on to provide suggestions for the future of animal agriculture in each country. Lastly, Section V concludes with a brief summary and recommendations for the future

Students’ learning responses to receiving dashboard data (Junhong Xiao trans.)

Learner dashboards are a graphical interface that manipulate and present to the student data about their learning behaviours (attendance, visits to the library, attainment etc.). This scoping study aimed to explore the under researched areas of undergraduate students’ responses to the use of learning dashboards through data gathered from twenty-four final year undergraduate students in a single faculty in a UK university. The study suggests that, similar to feedback literacy (Sutton 2012), there is a type of literacy associated with dashboards that has components of knowing, being and acting and that employing these concepts helps us to understand how students’ respond to dashboards. The implications for institutions to consider as they take forward these tools are outlined