http://hdl.handle.net/10540/86056 Fri, 24 May 2013 08:44:00 GMT 2013-05-24T08:44:00Z http://hdl.handle.net/10540/142923 Title: Negotiating the digital divide: narratives from the have and the have-nots Authors: Holley, Debbie; Oliver, Martin Abstract: This chapter seeks to develop a better understanding of what 'access' might actually mean to different groups of online users. Mon, 01 Aug 2011 00:00:00 GMT http://hdl.handle.net/10540/142923 2011-08-01T00:00:00Z http://hdl.handle.net/10540/137729 Title: Forest School for all Authors: Knight, Sara A. Abstract: An edited book of 14 case studies showing the different ways in which Forest School is used across the UK. Description: Forest School is now being used with a wide range of different age groups and in many different settings, and it can address issues such as obesity, public health and social wellbeing. This book includes case studies that will help to demonstrate how to run Forest School sessions with: - children in older primary classes - secondary schools - children in urban environments - special schools - young people in residential homes - school refusers - young people who have been excluded - adults with autistic-spectrum disorders - family centres. Anyone interested in how to implement the Forest School ethos in their learning environment will be enthused and inspired by this book. Sun, 01 May 2011 00:00:00 GMT http://hdl.handle.net/10540/137729 2011-05-01T00:00:00Z http://hdl.handle.net/10540/131881 Title: What is provided and what the registered nurse needs - bioscience learning through the pre-registration curriculum Authors: Davis, Geraldine M. Abstract: Registered nurses undertaking programmes of study to become non-medical prescribers appear to have limited biological science knowledge. A case study was undertaken to determine whether the nurses entering Prescriber programmes considered studies in bioscience in their pre-registration nursing courses had been sufficient, linked to practice, and had prepared them for their roles as registered nurses. The literature identifies a continuing trend amongst nursing students describing a lack of sufficient bioscience in initial nurse education; there is limited literature on the views of experienced registered nurses. The participants in this study were 42 registered nurses from adult and mental health nursing, community and inpatient services. The results obtained from questionnaires and interviews are described. Questionnaire analysis identified that 57.1% of participants indicated bioscience in their pre-registration nursing programme had been limited and 40.5% stated the bioscience content had not prepared them for their roles on registration. Those reporting extensive coverage of bioscience were all aged over 41 years and had qualified before 1995. Greatest coverage of bioscience in pre-registration programmes was reported in relation to anatomy and physiology, with relatively limited coverage of microbiology, pharmacology or biochemistry. Respondents considered all five topics to be important. Interviews supported the questionnaire findings. Mon, 01 Nov 2010 00:00:00 GMT http://hdl.handle.net/10540/131881 2010-11-01T00:00:00Z http://hdl.handle.net/10540/131903 Title: Globalisation, acculturation & innovation: rethinking higher education boundaries in the information age Authors: Bash, Leslie; Greenwald, Suzanne Thu, 01 Jan 2004 00:00:00 GMT http://hdl.handle.net/10540/131903 2004-01-01T00:00:00Z