Suchergebnisse

Intro -- Contents -- List of Illustrations -- Acknowledgments -- Introduction -- 1. European Empires and the Making of the Irish Pacific -- 2. Colonial Contacts and Island Encounters -- 3. Populating the Irish Pacific -- 4. Radicalism, Protest, and Dissent -- 5. Keeping Faith -- 6. Nationalism at Long Distance -- 7. War and Revolution -- 8. The Receding Tide -- Conclusion -- Notes -- Selected Bibliography -- Index.

European empires and the making of the Irish Pacific -- Colonial contacts and island encounters -- Populating the Irish Pacific -- Radicalism, protest, and dissent -- Keeping faith -- Nationalism at long distance -- War and revolution -- The receding tide.

AbstractRegional scientists have increasingly been playing a very important role in the development and application of spatial microsimulation models for policy analysis. It has long been argued that spatial microsimulation modelling has enormous potential for the evaluation of the socio‐economic and spatial effects of major developments in the regional or local economy. This paper aims to add to this rapidly expanding work, by presenting a new spatial microsimulation model (SIMALBA) for Scotland (the development of which was co‐funded by the Scottish Government) and by demonstrating how it can be used to perform what‐if policy analysis in Scotland. The focus of the paper is on economic aspects of social and spatial inequality in the capital of Scotland, Edinburgh. The paper shows how spatial microsimulation modelling can address previously unanswered research questions in Scotland, particularly those relating to fiscal policy. The SIMALBA model has estimated income data for Scotland at output area level geography and this is the focus of the various 'what‐if' policy scenarios. Simulated data has been created using a deterministic reweighing algorithm to build a spatial microsimulation model by combining UK Census data for 2001 and Scottish Health Survey (SHS) data for 2003. The analysis demonstrates the importance of geography by examining trends at OA level in Scotland. The paper concludes with a discussion of the simulated data and resulting policy scenarios as well as the impact of this analysis for policy formation in Scotland.

In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A 'WIL Leadership Framework' underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were 'hunted-out' and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.