10 results on '"University of Manchester"'
Search Results
2. Teacher perspectives
- Author
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MacQuarrie, Sarah, Lendrum, Ann, Zablocki, Janine, Ashworth, Emma, and Demkowicz, Ola
- Subjects
research ,evidence based practice ,teacher perspectives ,interview ,Dissemination ,Manchester Institute of Education ,systematic review ,research into practice ,education research ,University of Manchester ,research informed practice ,teacher ,evidence informed practice ,engagement - Published
- 2022
- Full Text
- View/download PDF
3. Investigating the effects of COVID-19 and lock-down on anxiety and mood in people with Parkinson's
- Author
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Twaijri, Moudhi, Yule, Elizabeth, Lander, Karen, and Poliakoff, Ellen
- Subjects
BEAM Lab ,Movement Disorders ,Parkinson's Disease ,Apathy ,Emotions ,COVID-19 ,Experimental Psychology ,Neurodegenerative Diseases ,Anxiety ,nervous system diseases ,Isolation ,FOS: Psychology ,Basal Ganglia Diseases ,Neurology ,Mood ,University of Manchester ,Medicine and Health Sciences ,Psychology ,Mental health ,Neuroscience - Abstract
Investigating how people with Parkinson's responded to COVID-19 and the first UK lock-down. We will focus on anxiety and whether people with Parkinson's showed a similar pattern of anxiety to those without Parkinson’s.
- Published
- 2022
- Full Text
- View/download PDF
4. Numerical Assessment of Novel Helical/Spiral Grafts with Improved Hemodynamics for Distal Graft Anastomoses
- Author
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Keshmiri, Amir
- Subjects
EPSRC ,Helical Flow ,Anastomosis ,Cardiovascular Diseases ,Spiral Flow ,Bypass Graft ,University of Manchester ,Hemodynamics ,Prosthetic Graft ,CFD ,Novel Bypass Graft ,ManchesterCFD ,Plosone - Abstract
The minimum dataset for the paper entitled "Numerical Assessment of Novel Helical/Spiral Grafts with Improved Hemodynamics for Distal Graft Anastomoses" to be published in Plosone have been uploaded here.
- Published
- 2022
- Full Text
- View/download PDF
5. Investigating emotional facial recognition from dynamic and static faces by people with Parkinson’s
- Author
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Twaijri, Moudhi, Poliakoff, Ellen, and Lander, Karen
- Subjects
Emotion ,Stimuli ,BEAM lab ,Parkinson's Disease ,mood ,Neurodegenerative diseases ,Brain ,apathy ,Social and Behavioral Sciences ,anxiety ,Masked syndrome ,FOS: Psychology ,Substantia Nigra ,Limbic system ,Emotional facial recognition ,depression ,University of Manchester ,Physical Sciences and Mathematics ,Medicine and Health Sciences ,Psychology ,Dynamic vs static ,Emotion recognition ,Faces ,Neuroscience - Abstract
The aim of the project is to investigate whether people with Parkinson’s recognise emotions better from dynamic facial expressions in comparison to static images, and whether they recognise emotions better than aged-matched healthy controls. Additionally, we will be examining which emotions they recognise better or worse; and whether there is an association between recognising certain emotions and mood and/or dominant motor symptom side.
- Published
- 2022
- Full Text
- View/download PDF
6. From stone dragons to scholarly data The academic library in transition
- Author
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Bains, Simon
- Subjects
Library ,Transition ,University of Manchester - Abstract
Biblioteca/CRAI de la Universidad Pablo de Olavide, Postprint
- Published
- 2018
7. Protest Activity in the British Student Movement, 1945 to 2011
- Author
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Webster, Sarah, GILLAN, KEVIN K, Crossley, Nick, and Gillan, Kevin
- Subjects
LSE ,Social movements ,University of Manchester ,Student activism ,Protest ,Student Protest ,Student - Abstract
This thesis examines the historical pattern of protest activity involving students from the University of Manchester and the London School of Economics between the academic years 1945/46 and 2010/11. Gathered through a protest event analysis of the universities’ student press, quantitative protest event data is presented that establishes a continuous pattern of protest activity at both institutions from the mid-fifties onwards. Adding to a small body of scholarship on student activism beyond the sixties epoch, the thesis challenges the assumption that student protest peaked in the late sixties, which currently dominates the student protest literature. The decade’s wave of student unrest is widely presented as exceptional and unprecedented, a golden age of student protest, casting non-sixties student generations as politically apathetic. The quantitative data refutes these claims, demonstrating an ongoing history of student protest on both campuses that sets precedent for the sixties mobilisations and undermines the idea that student apathy is pervasive on the post-sixties university campus. Between 1945/46 and 2010/11, University of Manchester students are involved in 840 protest events, while London School of Economics students participate in 505 protest events, a combined total of 1345 protest events. Using qualitative data drawn from the student press and other archival materials alongside the numeric data, the thesis argues that the British student unrest in the sixties had precedent in the fifties and early sixties, noting tactical and ideological similarities. Further, the thesis refutes the student apathy narrative using protest activity as evidence of student political participation, but also pointing to student engagement in formal and informal political activity, such as political party membership, voluntary action and campaigning for NGOs and pressure groups. Echoing studies on youth political participation, the thesis finds that students remain politically engaged across the twentieth and twenty-first century. Drawing together social movement theory with insights from the archival materials and student press, the thesis identifies factors contributing to the emergence, decline and survival of student protest activity at the University of Manchester and London School of Economics. The thesis establishes that progressive political and social values, student produced movement frames, access to resources on campus, political opportunities and campus activist networks interact to facilitate the emergence of student unrest. It also demonstrates that political factionalism and some forms of authority responses to unrest are key factors in declines in student protest activity. The thesis argues that attempts at co-option and repression by the state and the university, normally understood to prompt declines in protest, may actually provoke further activity amongst students. Applying Nella Van Dyke’s theory of ‘hotbeds of activism’ to the British context (1998), the thesis argues protest activity survives across the timeframe, because both universities have developed student activist networks and subcultures that maintain the traditions and practices of activism on campus. Activist expertise is transferred between student generations through the student unions, student societies and informal groupings, ensuring that that the campus activist networks are primed to seize opportunities for protest activity on and off campus.
- Published
- 2015
8. Intuitive real-times platform for audio signal processing and musical instrument response emulation
- Author
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Patrick Gaydecki and Sheheera Ismail
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Computer science ,Interface (computing) ,Real time filtering ,Real-time computing ,Musical instrument ,Linear systems ,USB ,computer.software_genre ,Signal ,Commercial packages ,law.invention ,law ,Arbitrary filter ,University of Manchester ,Degree of fidelity ,Audio signal processing ,Digital signal processing ,Graphical user interface ,Real-time linear systems DSP ,business.industry ,IIR filters ,Filter (signal processing) ,Wizard ,Adaptive filter ,Electrical networks ,Intuitive DSP ,business ,computer - Abstract
In recent years, the DSP group at the University of Manchester has developed a range of DSP platforms for realtime filtering and processing of acoustic signals. These include Signal Wizard 2.5, Signal Wizard 3 and Vsound. These incorporate processors operating at 100 million multiplication- accumulations per second (MMACs) for SW 2.5 and 600 MMACS for SW 3 and Vsound. SW 3 features six input and eight output analogue channels, digital input/output in the form of S/PDIF and a USB interface. For all devices, The software allows the user, with no knowledge of filter theory or programming, to design and run standard or completely arbitrary FIR, IIR and adaptive filters. Processing tasks are specified using the graphical icon based interface. In addition, the system has the capability to emulate in real-time linear system behavior such as sensors, instrument bodies, string vibrations, resonant spaces and electrical networks. Tests have confirmed a high degree of fidelity between the behavior of the physical system and its digitally emulated counterpart. In addition to the supplied software, the user may also program the system using a variety of commercial packages via the JTAG interface. ?? 2014 IEEE. cited By (since 1996)0; Conference of org.apache.xalan.xsltc.dom.DOMAdapter@23dd2cc5 ; Conference Date: org.apache.xalan.xsltc.dom.DOMAdapter@da64be8 Through org.apache.xalan.xsltc.dom.DOMAdapter@20c17358; Conference Code:105684
- Published
- 2014
9. Implementation process of technology in education: the case of blackboard 9.1 in the University of Manchester
- Author
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Mora Rodríguez, Rebeca
- Subjects
Adopción ,Entorno virtual de aprendizaje ,Tic ,Virtual learning environment ,England ,Inglaterra ,Implementation ,Adoption ,University of Manchester ,Adaptación ,Universidad de Manchester ,Adaption ,Implementación - Abstract
Information and communication technologies are changing the teaching and learning process around the world. Virtual learning environments are one of the most common technologies that universities are adopting nowadays. According to the literature, the implementation of any technology into an organization will affect the different groups within it. Thus, there are many theories about how the implementation process must be done in order to adapt the community to the new system. This article aims to present the results of a research that studied how the implementation process of Blackboard 9.1 in the University of Manchester was undertaken by lecturers and technologists of this institution. Two different questionnaires were applied to both groups. Following a qualitative approach for the open questions and a quantitative approach for the closed questions, all the responses from the participants were analysed. It was concluded that the implementation process of Blackboard 9.1 was management-driven instead of teaching-driven. Therefore, political and economical forces were involved in it. Additionally, the research revealed that neither students nor teachers or technologists were consulted before the execution process of Blackboard 9.1 started. Since the research was developed as a case study, the results cannot be generalised. Nevertheless, the study can be used to illustrate a more general idea about technology implementation in education. Las tecnologías de la información y comunicación están cambiando los procesos de enseñanza y aprendizaje alrededor del mundo. Los Entornos Virtuales de Aprendizaje son una de las tecnologías más comunes que las universidades están adoptando en la actualidad. De acuerdo con la literatura, la implementación de cualquier tecnología en una organización afecta a los diferentes grupos que pertenecen a ella. De esta manera existen muchas teorías sobre cómo el proceso de implementación debe ser realizado con el fin de que la comunidad se adapte al nuevo sistema. Este artículo tiene la finalidad de presentar los resultados de una investigación que estudió la manera en se llevó a cabo el proceso de implementación de Blackboard 9.1 entre profesores y tecnólogos en la Universidad de Manchester. Dos cuestionarios fueron aplicados a ambos grupos. Las respuestas fueron analizadas siguiendo un enfoque cualitativo para las preguntas abiertas y un enfoque cuantitativo para las preguntas estructuradas. Se concluyó que el proceso de ejecución de Blackboard 9.1 fue manejado desde una perspectiva administrativa en vez de educativa, involucrando fuerzas políticas y económicas de la institución dentro del proceso. Adicionalmente, la investigación reveló que ni estudiantes, ni profesores, ni tecnólogos fueron consultados antes de que el proceso de ejecución de Blackboard 9.1 comenzara. Debido a que la investigación fue desarrollada como un estudio de caso, no puede ser generalizada. Sin embargo, el estudio puede servir para ilustrar una idea general sobre implementación de tecnología en educación.
- Published
- 2013
10. Implementation process of technology in Education: The case of Blackboard 9.1 in the University of Manchester / Procesos de implementación de tecnologías en educación: el caso de Blackboard 9.1 en la Universidad de Manchester
- Author
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Mora Rodríguez, Rebeca
- Subjects
tic ,virtual learning environment ,universidad de manchester ,university of manchester ,adaption ,adaptación ,inglaterra ,implementación ,england ,adopción ,entorno virtual de aprendizaje ,implementation ,adoption - Abstract
Las tecnologías de la información y comunicación están cambiando los procesos de enseñanza y aprendizaje alrededor del mundo. Los Entornos Virtuales de Aprendizaje son una de las tecnologías más comunes que las universidades están adoptando en la actualidad. De acuerdo con la literatura, la implementación de cualquier tecnología en una organización afecta a los diferentes grupos que pertenecen a ella. De esta manera existen muchas teorías sobre cómo el proceso de implementación debe ser realizado con el fin de que la comunidad se adapte al nuevo sistema. Este artículo tiene la finalidad de presentar los resultados de una investigación que estudió la manera en se llevó a cabo el proceso de implementación de Blackboard 9.1 entre profesores y tecnólogos en la Universidad de Manchester. Dos cuestionarios fueron aplicados a ambos grupos. Las respuestas fueron analizadas siguiendo un enfoque cualitativo para las preguntas abiertas y un enfoque cuantitativo para las preguntas estructuradas. Se concluyó que el proceso de ejecución de Blackboard 9.1 fue manejado desde una perspectiva administrativa en vez de educativa, involucrando fuerzas políticas y económicas de la institución dentro del proceso. Adicionalmente, la investigación reveló que ni estudiantes, ni profesores, ni tecnólogos fueron consultados antes de que el proceso de ejecución de Blackboard 9.1 comenzara. Debido a que la investigación fue desarrollada como un estudio de caso, no puede ser generalizada. Sin embargo, el estudio puede servir para ilustrar una idea general sobre implementación de tecnología en educación. Las tecnologías de la información y comunicación están cambiando los procesos de enseñanza y aprendizaje alrededor del mundo. Los Entornos Virtuales de Aprendizaje son una de las tecnologías más comunes que las universidades están adoptando en la actualidad. De acuerdo con la literatura, la implementación de cualquier tecnología en una organización afecta a los diferentes grupos que pertenecen a ella. De esta manera existen muchas teorías sobre cómo el proceso de implementación debe ser realizado con el fin de que la comunidad se adapte al nuevo sistema. Este artículo tiene la finalidad de presentar los resultados de una investigación que estudió la manera en se llevó a cabo el proceso de implementación de Blackboard 9.1 entre profesores y tecnólogos en la Universidad de Manchester. Dos cuestionarios fueron aplicados a ambos grupos. Las respuestas fueron analizadas siguiendo un enfoque cualitativo para las preguntas abiertas y un enfoque cuantitativo para las preguntas estructuradas. Se concluyó que el proceso de ejecución de Blackboard 9.1 fue manejado desde una perspectiva administrativa en vez de educativa, involucrando fuerzas políticas y económicas de la institución dentro del proceso. Adicionalmente, la investigación reveló que ni estudiantes, ni profesores, ni tecnólogos fueron consultados antes de que el proceso de ejecución de Blackboard 9.1 comenzara. Debido a que la investigación fue desarrollada como un estudio de caso, no puede ser generalizada. Sin embargo, el estudio puede servir para ilustrar una idea general sobre implementación de tecnología en educación.
- Published
- 2013
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