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Nottingham was once the centre of a global lace industry employing tens of thousands of people in its manufacture. Therefore, its slow decline and sudden demise in the early years of the twenty-first century impacted upon both the sense of identity of the citizens who were involved in its success and those who enjoyed its resonance. The cultural venues whose collections celebrated this once powerful industry closed and their collections were rendered invisible. This amplified the sense of being bereft of both individual and regional identity, but also the cohesion it brought to the city. It is within this context that we share a number of collaborations between cultural, educational, community and business partners to begin to address this sense of loss, to improve the visibility and legacy of Nottingham lace and continue to tell its story with renewed vigour and through the voices of those who worked within it. Through two funded projects Lace Unravelled and Textile Tales, we provide testimony from those still involved in lace production, now reduced to less than a 100 people, and from former lace workers. These current and former employees reflect upon the values implicit within lace manufacture, then and now, of skill, craft and a pride in work.

Research paper presented at Futurescan 3: Intersecting Identities, Glasgow School of Art, 11th-12th November 2015.Futurescan 3: Intersecting IdentitiesEdited by Helena Britt, Laura Morgan and Kerry WaltonNovember 2015ISBN: 978 1 911217 08 4

Workshop Theme: Faculty development Who should attend – Introductory level Background Providing tools for health professionals and educators to enable them to assess and improve their cultural competence will arguably benefit patients. Diverse patient characteristics may be present through cultural, sensory, language, physical or psychological difference and may enhance communication error and threaten patient safety. Examples may include vision impairment or autism for example. Hypothetically, culturally competent health professionals are better equipped to respond to patients with diverse needs relating to, for example, their gender orientation, ethnic identity, disability and age. The focus of this workshop is inclusive clinical practice through health professional education, using simulation. The novel approach of integrating cultural competence into simulation-based education will be explored. Learning outcomes Define culture and diversity in a health care context. Examine how cultural incompetence among health professionals impacts patients. Explore how cultural competence among health professionals’ benefits patients. Discuss innovative approaches to integrating cultural competence and simulation–based education. Structure of workshop (description of session) Six detailed authentic case studies will examine the above objectives drawing from a range of pre-prepared ‘real life’ scenarios from clinical practice. The scenarios will relate to examples of patients receiving care in a variety of health care settings and from different health professional disciplines. The case studies will include examples of caring for patients with differences under the Equality Act Protected Characteristics framework focusing on the following attributes: age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex and sexual orientation. The learning objectives will be addressed through a full exploration and discussion of issues flagged from the case studies, drawing on participant’s and facilitator’s own experiences from practice where appropriate. There will be 6 groups with 5 participants per group. Educational methods used Participatory approach using case studies with facilitated discussion and feedback. The ideas generated from the workshop will be collated and with workshop participants’ written consent converted into a paper for publication Reference Equality and Human Rights Commission. Higher Education Provider’s Guidance 2010. Available at: http://www.equalityhumanrights.com/private-and-public-sector-guidance/education-providers/higher education-providers-guidance (Accessed: 8 May 2018)

(2014). Lucienne Day: In the Spirit of the Age, Andrew Casey. TEXTILE: Vol. 12, No. 3, pp. 387-390.

This is the summary of an internal report produced for Emerald Group Publishing Limited into trends in technology and the market for e-learning. It discusses the growth in demand for distance learning from around the world and the rise of informal learning as an increasingly popular, but not easily assimilated, pedagogical model. The article concludes with a brief exposition of the recommendations made in the report for Emerald's development in these areas. The full report is confidential and will not be made publicly available.

The generation effect involves an improvement in memory when learners must complete or modify materials. Several researchers have suggested that this effect involves enhanced access to learners' existing memory representations; therefore, the effect should be less effective with meaningless, low meaningful, or unfamiliar material. In the present study, the authors conducted 4 experiments in which legal nonwords were used, and they found no generation effect. In another 2 experiments in which familiar clichés were contrasted with new sentences and with unfamiliar sentences from textbooks, the results showed a greatly reduced generation effect for the new, unfamiliar material. Those findings suggest that memory strategies that depend on the generation effect will have limited effectiveness when they are applied to new or unfamiliar material.