De Montfort University Open Research Archive

    Kubrick’s Unrealized Projects

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    This chapter summarizes some of the key insights of the existing literature on the film projects that Stanley Kubrick considered and, in many cases, did substantial work on, without ever realising them. The chapter also goes beyond this literature by asking to what extent Kubrick’s extensive work on unrealised projects was in fact unusual and distinctive in the light of standard practices in the film industry, and by examining how the context for his work on unrealised projects changed across his career so that in the first two phases (up to 1964) Kubrick’s investment in a large number of such projects went together with a substantial output of films, while this was not the case in the third phase (from 1964). The chapter also takes a close look at the narrow generic and thematic focus of Kubrick’s work

    Between Realism and Revolt: Governing Cities in the Crisis of Neoliberal Globalism.

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    Between Realism and Revolt explores urban governance in the “age of austerity”, focusing on the period between the global financial crisis of 2008-9 and the beginning of the global Coronavirus pandemic at the end of 2019. It considers urban governance after the 2008 crisis, from the perspective of governability. How did cities navigate the crisis and the aftermath of austerity, with what political ordering and disordering dynamics at the forefront? To answer these questions it engages with two influential theoretical currents, Urban Regime Theory and Gramscian state theory, with a view to understanding how governance enabled austerity, deflected or intensified localised expressions of crisis, and generated more-or-less successful political alternatives. It develops a comparative analysis of case studies undertaken in the cities of Athens, Baltimore, Barcelona, Greater Dandenong (Melbourne), Leicester, Montreal and Nantes, and concludes by highlighting five characteristics that cut across the cities, unevenly and in different configurations: economic rationalism, weak hegemony, retreat to dominance, weak counter-hegemony and radically contagious politicisations

    Low-Carbon Social Housing Retrofit and Overheating Risk: A Review

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    This report provides a review of the current state of knowledge on low-carbon retrofit of social housing, and how these retrofits may affect the risk of overheating in social housing properties post-retrofit. Overheating risk assessment is a growing area of concern in built environment research, and the drive for warmer homes in winter, and more energy efficient homes, has led to increasing levels of energy efficiency retrofits in the domestic sector. However, a lesser amount of work has been done to date on how these energy efficiency retrofits could increase the risk of properties overheating in warmer periods. This is particularly relevant considering the potential for warmer summers going forward in a future warming climate. A number of definitions are available at present for what constitutes overheating in a property. Accepted definitions from human thermal comfort research put the comfortable range of temperatures for human domestic occupation at between 19°C and 26°C, but surveys have shown that a number of different property construction types in different locations around the country exceed these temperatures on a semi-regular basis during warm periods. This is due to a wide array of factors, broadly categorised in this report as location-based risks, property-based risks, and occupancy-based risks. Location risks are associated with the physical environment of the property: factors such as local albedo, urban heat island effect and prevalent wind patterns are all location-based risks. Property-based risks involve the built form of the property and its design: the number of fabric elements, overall glazed area and orientation of the property are examples of property-based risks. Finally, occupancy-based risks are associated with how residents use the property: factors such as appliance use, window-opening regimes, the use of blinds and occupancy profiles are all occupancy-based risks. There are a range of technical and non-technical measures available to mitigate the risk of overheating in social housing. Technical measures should follow a hierarchy of passive through active, with focus being placed on zero- or low-energy measures first, then moving to more active solutions if passive solutions are not having sufficient effect. Passive measures include increasing passive heat rejection through window-opening, window tinting to prevent solar gains, and installation of external or internal shading. Active solutions include mechanical heat rejection (such as ventilation systems) or mechanical cooling (such as air conditioning systems). Behavioural measures should focus on how the user operates the home system, and put emphasis on proper methods for through-ventilation for heat rejection, window opening and closing regimes and time-shifting of heat-rejecting appliance use. This report recommends implementing a communications procedure through the Council website where social housing tenants can find advice on overheating and feed back about overheating they experience, and an assessment procedure for use in tenancy gaps and post-retrofit to assess properties for overheating risk

    Left Behind: A reflection on lags in the development of entrepreneurial education in South Africa

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    Entrepreneurship has gained prominence in the development agendas of emerging nations all over the world for the potential it yields in bringing about economic growth and development. When it is sustained, entrepreneurship can yield the altruistic fruits of emancipating masses from generational poverty; a phenomenon that continues to grip the African continent. The question as to how to create sustainable enterprises has been partially answered in studies of the impacts of entrepreneurial education on entrepreneurs and their enterprises (Arogundade, 2011; Lourenço, Jones & Jayawarna, 2013). This question has also been partly resolved in the recognition of what role the youth can play in the creation and sustenance of enterprises (Maisiba & George, 2013; Fadeyi et al. 2015). This study draws on these two bodies of knowledge. This work seeks to make a contribution by reflecting on the progress made in embedding entrepreneurial education in the South African education system. This paper focusses on the secondary level of education; as some progress has been made at the tertiary level. Acknowledging the relevance of entrepreneurial education at primary level, that scope is covered in a separate paper. An argument is made that sustainable entrepreneurship rarely occurs serendipitously and has to be deliberately crafted from ideation through to implementation. Introducing entrepreneurial learning opportunities early on in the educational lives of young people may be the answer to creating sustainable enterprises. With apparent consensus on the value of entrepreneurship, the youth and education, it would be expected that the educational curriculum would evolve to reflect this. This study primarily seeks to identify lags in this expected evolution, make recommendations towards improvement in the system and celebrate progress made so far in the area

    Serious Games for Cyber Security - A New General Design Framework

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    In a context where cyber strategies developed by nations across the world are looking for more innovative ways of raising the awareness of the general population, serious games appear to be a promising solution to the task. However, only a small portion of serious games in this field are designed with this goal in mind and several studies on the pedagogical effectiveness of serious games highlight a large proportion of simulation based games. Considering the potential virtues of serious games and games in general, the aforementioned observations raise questions about the design process of serious games and over representation of simulation based serious games. To this end, this thesis explores the design of serious games and proposes a framework to help building serious games of all types of genres, not specifically simulation based games. This proposed framework specifically emphasises the relationship between learning objectives and game mechanics, providing a way to combine them in a suitable manner depending on the overall pedagogic goal, or game being created. An experimental protocol is described, discussed and refinements for new experiments are presented. Nevertheless, the proposed framework represent a foundation piece for future work; in particular it constitutes an important part of a larger solution to evaluate the effectiveness and perceived quality of serious games

    Breaking down the Family System: an analysis of the family stakeholders’ non-financial performance objectives

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    It is widely accepted by family firm researchers that family firms make considerable efforts to achieve both financial and non-financial objectives. Through the lens of stakeholder theory (Freeman, 1984; Laplume et al. 2008) we examine which non-economic performance objectives are most important to individuals within the family system of a private family firm. Case studies of two later-generation family firms are reported to highlight the differing financial and non-financial objectives of stakeholders. Qualitative data, collected through semi-structured interviews with the various family stakeholders of the two family firms was analysed using NVivo software, which helped explore which non-financial performance objectives were most important to which group. The contribution of this paper to the field of family business is the examination in detail, of the family system, and the importance to which this system pursues non-financial objectives

    Augmented Reality and Context Awareness for Mobile Learning Systems

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    Learning is one of the most interactive processes that humans practice. The level of interaction between the instructor and his or her audience has the greatest effect on the output of the learning process. Recent years have witnessed the introduction of e-learning (electronic learning), which was then followed by m-learning (mobile learning). While researchers have studied e-learning and m-learning to devise a framework that can be followed to provide the best possible output of the learning process, m-learning is still being studied in the shadow of e-learning. Such an approach might be valid to a limited extent, since both aims to provide educational material over electronic channels. However, m-learning has more space for user interaction because of the nature of the devices and their capabilities. The objective of this work is to devise a framework that utilises augmented reality and context awareness in m-learning systems to increase their level of interaction and, hence, their usability. The proposed framework was implemented and deployed over an iPhone device. The implementation focused on a specific course. Its material represented the use of augmented reality and the flow of the material utilised context awareness. Furthermore, a software prototype application for smart phones, to assess usability issues of m-learning applications, was designed and implemented. This prototype application was developed using the Java language and the Android software development kit, so that the recommended guidelines of the proposed framework were maintained. A questionnaire survey was conducted at the University, with approximately twenty-four undergraduate computer science students. Twenty-four identical smart phones were used to evaluate the developed prototype, in terms of ease of use, ease of navigating the application content, user satisfaction, attractiveness and learnability. Several validation tests were conducted on the proposed augmented reality m-learning verses m-learning. Generally, the respondents rated m-learning with augmented reality as superior to m-learning alone
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