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"Lee, Mandy"
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The art of escapism cooking : a survival story, with intensely good flavors
\"In this inventive and intensely personal cookbook, the blogger behind the award-winning ladyandpups.com reveals how she cooked her way out of an untenable living situation, with more than 80 delicious Asian-inspired dishes with influences from around the world.\"--Provided by publisher.
Book
Learning from digital adaptations to the pandemic: enhancing work-based higher education
PurposeThis paper examines how the Covid-19 pandemic has accelerated digital developments in apprenticeship and work-based learning in higher education (HE), focusing on practices that have ongoing value.Design/methodology/approachA literature review was carried out on the theme of HE work-based and work-integrated learning during the pandemic, followed by minimally-structured interviews with UK university staff responsible for apprenticeship and other work-based programmes.FindingsThe pandemic has accelerated adoption of online and digital methods to support work-based and apprenticeship learning. There has been progress from emergency measures to more pedagogically consistent ones. A blended approach is becoming common, with the learning and logistical benefits from digital methods ensuring their continuing use. Progress is uneven and there is still a need for improved digital pedagogy and better integration of theoretical and practical learning.Practical implicationsMore attention is needed to digital pedagogy and to effective use of online methods to support work-based learning with corresponding implications for staff development. There are institutional implications in terms of ensuring that systems and structures support what is, particularly for work-based learners, likely to be a permanent move towards digital, blended and online learning.Originality/valueThere has been limited research on the impact of the pandemic on work-based learning, with most of the literature focusing on placements and projects. This paper presents findings at a point when universities are considering how technologically-supported methods will be employed on a more permanent basis.
Journal Article
Judicious Molecular Design of 5H‑Dithieno3,2‑b:2′,3′‑dPyran‐based Hole‐Transporting Materials for Highly Efficient and Stable Perovskite Solar Cells
The structural modification of hole‐transporting materials (HTMs) is an effective strategy for enhancing photovoltaic performance in perovskite solar cells (PSCs). Herein, a series of dithienopyran (DTP)‐based HTMs (Me‐H, Ph‐H, CF3‐H, CF3‐mF, and CF3‐oF) is designed and synthesized by substituting different functional groups on the DTP unit and are used fabricating PSCs. In comparison with Me‐H having two methyl substituents on the dithienopyrano ring, the Ph‐H having two phenyl substituents on the ring exhibits higher PCEs. Notably, the incorporation of trifluoromethyl groups in CF3‐H endows the molecule with a larger dipole moment, deeper HOMO energy level, better film morphology, closer molecular stacking, more efficient defect‐passivation, enhanced hydrophobicity, and better photovoltaic performance when compared with the Ph‐H counterpart. Furthermore, the HTMs of CF3‐mF and CF3‐oF, which feature fluorine‐substituted triphenylamine, demonstrated excellent film‐forming properties, more suitable energy levels, enhanced charge mobility, and improved passivation of the buried interface between HTMs and perovskite. As a result, PSCs employing CF3‐mF and CF3‐oF gave impressive PCEs of 23.41 and 24.13%, respectively. In addition, the large‐area (1.00 cm2) PSCs based on CF3‐oF achieved a PCE of 22.31%. Moreover, the PSCs devices with CF3 series HTMs exhibited excellent long‐term stability under different conditions. A series of dithienopyran (DTP)‐based HTMs are reported by substituting different functional groups, which are applied for high‐performance perovskite solar cells (PSCs). The trifluoromethyl‐substituted CF3‐oF exhibits remarkable PCEs in both small‐area (0.09 cm2, 24.13%), and large‐area (1.00 cm2, 22.31%) devices, with good stability owing to its superior hole transport, film formation properties, and hydrophobicity.
Journal Article
Ethical Issues in Social Media Research for Public Health
Social media (SM) offer huge potential for public health research, serving as a vehicle for surveillance, delivery of health interventions, recruitment to trials, collection of data, and dissemination. However, the networked nature of the data means they are riddled with ethical challenges, and no clear consensus has emerged as to the ethical handling of such data. This article outlines the key ethical concerns for public health researchers using SM and discusses how these concerns might best be addressed. Key issues discussed include privacy; anonymity and confidentiality; authenticity; the rapidly changing SM environment; informed consent; recruitment, voluntary participation, and sampling; minimizing harm; and data security and management. Despite the obvious need, producing a set of prescriptive guidelines for researchers using SM is difficult because the field is evolving quickly. What is clear, however, is that the ethical issues connected to SM-related public health research are also growing. Most importantly, public health researchers must work within the ethical principles set out by the Declaration of Helsinki that protect individual users first and foremost.
Journal Article
Can you credit it? Towards a process for ascribing credit to apprenticeships in England
PurposeApprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions.Design/methodology/approachA mixed methodological approach resulting in a total learning hours/credit value was proposed.FindingsThere is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships.Research limitations/implicationsThere is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors.Practical implicationsWhilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development.Social implicationsPolicy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning.Originality/valueIt is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.
Journal Article
From the first year to the final year experience : embedding reflection for work integrated learning in a holistic curriculum framework : a practice report
Transition pedagogies relate not only to transition into higher education, but also transition out - and into the workplace. This paper explores the way in which a suite of new capstone work integrated learning subjects at James Cook University's Faculty of Law Business and Creative Arts forms part of a deliberately designed program inculcating reflective skills at introductory and developmental levels, in preparation for this final transition. It highlights the importance of integrating first-year experience, including content and skill development, with the whole degree. [Author abstract]
Journal Article