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A Day in the Life of a Diplomacy Student

A Day in the Life of a Diplomacy Student

February 24, 2017 Lauren Proctor

Take a sneak peak into the life of an Academy for Diplomacy and International Governance student’s usual week.

Continue reading

Dancing fever

Dancing fever

February 23, 2017 Sofia Aguiar

Hello again everyone! I hope everyone’s February is going well. The stressfulness of coursework hand-ins and exams are finally over and we have plunged straight into semester two. Continue reading

Managing academic and extra-curricular activities

Managing academic and extra-curricular activities

February 22, 2017 Chidinma Okorie

One of the many reasons I love it here at Loughborough University is because of the experiences and opportunities available for students to develop their skills during the period of their education. Continue reading

Aditi's Alumni Dinners in India

Aditi's Alumni Dinners in India

February 22, 2017 Lauren Proctor

The best part of my role at Loughborough University is the fact that it is so diverse. Continue reading

Fancy £25? Sign Up for the IT Services Student Journey Workshop

February 22, 2017 Steven Lake

Would you like to share your thoughts and experiences of using the IT resources and facilities here at Loughborough University, and suggest any ideas for improvements?  If the answer is yes, come and join the interactive student workshop being hosted by IT Services on Wednesday 22nd March.

Everything from your experiences of connecting devices to Wi-Fi, ReVIEW lecture capture, computer labs, accessing timetables and Learn etc. will be discussed on the day  a great opportunity to have your say!

All participants will receive a £25 gift voucher and will be provided with lunch, plus morning and afternoon refreshments.

This one-day workshop will take place on Wednesday 22nd March from 10:00 am to 3:00 pm. We are looking for all types of students to participate in the event, including:

  • Undergraduates
  • Postgraduates
  • Master Students
  • Placement Students
  • Pre-sessional Students
  • Mature Students
  • Distance Learners
  • Alumni

If you are available on Wednesday 22nd March and would like to take part, please complete the short form on the link below. Successful applicants will be contacted by the 16th March with the full event details!

Please only consider applying if you are available for the date and able to commit to the full day.

https://lboro.onlinesurveys.ac.uk/student-journey-workshop

Run Your Own Business Workshop - Free for Wolfson Staff and Students

February 21, 2017 Peter Strutton

Making Sales and how to Market your Business

Workshop Content:

  • Why marketing is so important – your great products need to be discovered
  • Being your unique self and how to uncover your business story
  • Discovering your ideal customer
  • The Marketing Mix – Price, Product, Place and Promotion
  • The marketing funnel and getting customers into it and keeping them
  • Goal setting with SMART objectives
  • Ways to market including social media, email marketing, PR and networking
  • Tips for making a sale
  • Routes to market on-line
  • Making the purchase easy for customers

CLICK HERE FOR EVENTBRITE REGISTRATION

Everyone is welcome – students, graduates and staff

Free refreshments

A visit to Wimbledon

A visit to Wimbledon

February 20, 2017 Lauren Proctor

Back in December, Sport Business students visited Wimbledon/ the All England Lawn Tennis Club as part of their Sustainability and Leadership for Sport Organisations module. Sport Business and Leadership students have been spoilt with their visits to sports organisations in their first semester at Loughborough University London, with visits to UK Sport, Twickenham, and more. John, an enthusiastic Sport Business and Leadership student, has written a blog about his visit.


For as long as I can remember, I’ve longed to step foot in the arena where Roger and Rafa played that jaw-dropping match in 2008, where Arthur Ashe became the first and only black man to win a singles title, where Serena has been dominant for years and where Andy finally became king. On December 6th 2016, myself and a fellow Sport Business and Leadership students were given the opportunity to walk on the same ground as some of the most successful tennis players.

We started our day learning about the history of the oldest and most distinguished tennis tournaments in the world, Wimbledon. Founded 140 years ago, Wimbledon is 1 of 4 tennis tournaments called the majors or grand slams: The Australian Open, The US Open, Roland Garros (The French Open) and Wimbledon. In 1998, Wimbledon became the only major to be played on grass courts after the Australian Open switch to playing on hard courts. It is known for its strict dress code, where players are required to wear all white, from their head to their toes.

Wimbledon has seen some of the world’s greatest players walk through their doors, with the likes of Pete Sampras and Roger Federer, having both won the highest amount of men’s singles titles in the open era (7), and the most successful women, Martina Navratilova having won 9 Wimbledon singles titles and Serena Williams having won 7 singles titles and 23 grand slams in total.

During our time at Wimbledon, we were privileged enough to meet Dan Bloxham, who is the Wimbledon Championships Master of Ceremonies. Many of you may have seen him on the television, leading the players out onto the court during the championships. Dan provided us with an exquisite tour in which we were able to walk around Centre court, view both the men’s and women’s trophies and learn about some of the personalities and traits some of the world most famous players exhibit: Roger Federer’s “James Bond-Like” approach, Novak Djokovic’s “all round good guy” personality, Rafa Nadal’s “superstitious and focused” mentality and Andy Murray’s “less than interesting” mannerisms.

Throughout this amazing experience, I couldn’t help but feel a continued sense of elitism within the establishment, from Wimbledon’s membership system all the way through to the dress-code which, wearing certain items of clothing, can prevent you from walking through certain corridors. Wimbledon is covered in history and prestige but it also reeks of elitism. As an avid fan of the tournament, I couldn’t help but asses my own ability to become a member of the prestigious organisation. But, you cannot discredit the prestige, history and the recognition Wimbledon has across the world which makes it the greatest tennis tournament in the world.

This experience opened my eyes to the difficulties organisations such as Wimbledon have had to stay relevant in an ever changing and ever evolving world. From a sport business and leadership perspective, Wimbledon has undergone many changes and alterations to adapt to the changing market whilst staying true to its roots. The addition of roofs to courts and increases to the number of courts, alongside the limited courtside advertisements and unchanging traditions, Wimbledon has shown its versatility as an organisation that has been able to appeal to every generation since its inception.

If there’s one thing I have taken away from my experience at Wimbledon thanks to Loughborough University London, it’s that sport has the power to bring together all manner of people, from the wealthy who rent their homes to players to those who provide their back gardens as camps sites, from the locals to the tourists. No matter how elitist the organisation might be, sport has the ability to put everyone in the same position, it doesn’t matter whether you sit at Centre Court or out in the open on Murray Mount, we all witness the excitement, magic and greatness of the game.


Loughborough University London would like to thank Jonathan Reid for his blog.

Find out more about Wimbledon and the All England Lawn Tennis Club on their website.

Work hard, party hard, semester 2 here we come!

Work hard, party hard, semester 2 here we come!

February 17, 2017 Imogen Newey

Looking back to the festive period, right up until the end of January time really has flown. In this blog I hope to remind you just how much there is to do, how important it is to both work hard and play hard, and just how quickly time can pass by. Continue reading

Transience at the Fine Art Gallery

February 17, 2017 Steven Lake

A new exhibition of postcards inspired by the theme “transience”, created by students of Loughborough University School of the Arts, English & Drama, and students of 2nd Year Undergraduate Class, Concentration in Oil Painting & Printmaking, Joshibi University of Art & Design, Japan, goes on display at the Fine Art Building next week.

Each year the students studying in the Major of Art & Culture at Joshibi University of Art & Design go on a European class for a one month period for the subject Overseas Arts Studies 2B. 

As part of that program, they hold an exhibition at the university they visit. Last year, the second year students majoring in Arts and Culture (currently third year students) held the “Enigma exhibition” at Loughborough University in the UK and also interacted with local students. 

Through this kind of work exchange, it is hoped to learn the culture of each other through the exchange of students and to exchange through the language of “art”.

The exhibition runs from Monday 20th February until Friday 24th February, open 10am – 4pm.

#TimeToTalk

#TimeToTalk

February 17, 2017 Hannah Timson

Thursday 2nd February 2017 marked the day of the worldwide #TimeToTalk campaign which was dedicated to recognising the power of conversation in tackling mental health conditions. Continue reading

Back at home, back at Loughborough!

Back at home, back at Loughborough!

February 17, 2017 Gemma Wilkie

Being back in England from study abroad is kind of weird but exciting too. I mean of course I miss Australia, who wouldn’t, but at the same time it’s great to be back; seeing everyone and getting back into the swing of things. Continue reading

Footprints on the sands of time

Footprints on the sands of time

February 17, 2017 Emma Wiggins

It is the start of a new semester and that means normal services have resumed for me. The nice thing about his time of the year is that the days have already been getting noticeably longer which makes my usual routine of early morning so much better. Continue reading

Beyond the lecture theatre

Beyond the lecture theatre

February 17, 2017 Asli Jensen

It’s February and I’m so surprised that my brain is still functioning at this point. Last semester, in total, I wrote about 10,000 words worth of coursework. That’s basically a dissertation. Continue reading

Cyberbullying within working contexts

February 17, 2017 iaincoyne

Technology has revolutionised and shaped our personal and working lives. Communication, banking, healthcare, dating, shopping, education, travel, gaming, employment selection etc., have all changed as a result of advances in technology. There is no doubt that this has been a force for good; however, the use of technology can be abused and, to paraphrase from a famous film, ‘be turned to the dark side’.

Recent infamous cases of hacking online data and the ongoing need to ensure the safety of children using the Internet attest to the negative side of technology. Yet, it must be borne in mind that technology per se is not at fault here – we need to look at how and why people interact with technology for explanations.

One type of interaction I have been researching with colleagues at Sheffield Management School is cyberbullying within working contexts. In comparison to traditional workplace bullying and bullying/cyberbullying within school contexts, our understanding of cyberbullying at work is limited. Therefore, rigorous and systematic research into this construct is needed to allow researchers and practitioners a deeper understanding of the nature of cyberbullying and why people engage in it.

Understanding cyberbullying

Two schools of thought dominate our current understanding of cyberbullying. One camp suggests that cyberbullying, because of its unique characteristics, is a different form of interpersonal abusive behaviour. These unique characteristics include the perpetual nature to the abuse, anonymity of the perpetrator and breadth of the potential audience to the abuse. By contrast, other researchers view cyberbullying as the same as traditional bullying, considering it ‘old wine in new bottles’. While these researchers do not discount the unique characteristics of online abuse, they argue these contextual factors more likely impact on target consequences of facing abusive behaviour rather than defining cyberbullying.

Given this bipolar perspective, it is not surprising to find no agreed definition of cyberbullying. Indeed, there is even debate on whether the defining features espoused within offline bullying (frequency, duration, intent and power-differential) also conceptualise cyberbullying.

Cyberbullying and individual/organisational outcomes

It is within this confusing and conceptually challenging research environment that I collaborated with colleagues from Sheffield Management School (Sam Farley, Carolyn Axtell and Christine Sprigg) on a programme of research aimed at understanding cyberbullying and the implications for individual well-being.

Initially, we were interested in examining the relationship between experiencing cyberbullying, individual mental strain and job satisfaction and whether the impact is more negative as compared to traditional bullying. Further, we also questioned whether negative emotion and fairness perceptions could help explain why experience of cyberbullying relates to outcomes. Our findings from a sample of 331 UK university employees indicated individuals experiencing higher levels of cyberbullying tended to exhibit poorer well-being and job satisfaction than those exposed to lower levels of cyberbullying. In terms of job satisfaction, this impact was stronger when compared to offline bullying. Interestingly negative emotion appeared to act as the explanatory factor between cyberbullying and mental well-being, with perceived fairness as the explanatory factor between cyberbullying and job satisfaction.

Extending this research to a sample of 158 trainee doctors, we found support for the negative impact of experiencing cyberbullying on individual well-being and job satisfaction as well as the role of emotions and fairness in these relationships. Advancing our initial research, we also illustrated the impact of blame attributions within this process. Negative emotion helped to explain the relationship between self-blame for a cyberbullying act and mental strain, whereas fairness perceptions explained the association between blaming the perpetrator and job dissatisfaction.

These two studies provided initial insight into the outcomes of facing cyberbullying, the process of emotions, cognitions and blame attributions targets experience and the impact of this process on the outcomes for the individual and the organisation.

Measuring cyberbullying

Reflecting on our earlier research, we realised that the literature lacked psychometrically sound scales to capture the concept of workplace cyberbullying. As a result, we undertook a 3-year funded PhD program of research to develop a valid and reliable measure assessing cyberbullying across various communication technologies and disparate working populations. Three separate studies, involving a total of 944 respondents from different work settings, were conducted to establish a reliable, valid and conceptually sound17-item Workplace Cyberbullying Measure (the WCM). As far as we are aware, this research is the first to establish a fully validated measurement tool for assessing cyberbullying within working contexts. Our vision is that the recently published peer reviewed paper detailing the scale will be adopted by other researchers, organisations and practitioners for assessing cyberbullying.

The role of bystanders

Currently, I am examining the role of bystanders within cyberbullying contexts. Bystanders are people who witness bullying but are not involved directly as bully or target. Bystanders can discourage or escalate the bullying behaviours by speaking up on the victim’s behalf, or supporting the bully either actively or passively.

With few exceptions, bystander intervention in the context of workplace bullying is relatively unexplored to date.  Yet, bystanders are by far the largest group affected by workplace bullying with some studies finding that more than 80% of employees report having witnessed workplace bullying.

In cyberbullying, bystanders may play a different role than in offline bullying and are more likely to join in the behaviour given anonymity and depersonalisation. Viewing an abusive message is considered as taking part even if the bystander privately disagrees. Bystander behaviour in cyberbullying is more complex than in most traditional bullying with some authors arguing the reduced empathy in cyber-contexts resulting in limited bystander intervention.

Across three studies based on international employee samples (N=766), using a vignette-based design, initial research results have illustrated bystanders were least likely to support the victim and more likely to agree with perpetrator actions for cyberbullying acts when compared to offline bullying acts. It seems that the nature of online communication changes bystander perceptions towards who is to blame for the cause of the behaviour, ultimately impacting on behavioural intentions.

Albeit at an embryonic phase, our understanding of cyberbullying at work is developing. If the pattern seen in offline bullying research is repeated in this context then the next five years should see an explosion of systematic investigation into this phenomenon. Future research should aid understanding of why people engage in such behaviour, why bystanders do or do not intervene and approaches to controlling cyberbullying at work.

This Blog post was written by Dr Iain Coyne, Senior Lecturer in Organisational Psychology. Iain can be contacted on I.J.Coyne@lboro.ac.uk

Love is in the Loughborough air

Love is in the Loughborough air

February 15, 2017 Symrun Samria

February has swung around yet again which can only mean one thing – it’s Valentine’s Day! Continue reading

Come & Unwind With the Student Book Club!

February 15, 2017 Steven Lake

Fancy a trip to a dystopian United States where teenagers are harvested for spare body parts? No, we’re not talking about Donald Trump’s America (yet!) but the next book up for reading at our popular Student Book Club!

Neal Shusterman’s Unwind is the first in a highly successful series of novels set in the aforementioned dystopia. Some copies of the book are still available to borrow ahead of the meeting – just ask at the Level 3 desk.

The Club will be meeting at the usual time, 7pm, in the Library Staff Room, on Monday 6th March. For more information about the Club, please contact Sharon Reid at the Library: S.D.Reid@lboro.ac.uk, ext. 222403, or why not join the discussion on our Facebook page?

Kathleen Banks Memorial Lecture, 1st March 2017

February 14, 2017 Steven Lake

Resonance Exhibition at the Martin Hall

February 13, 2017 Steven Lake

LU Arts presents its first major exhibition in its new exhibition space at the Martin Hall beginning this week. Resonance is the result of a joint programme with the Joshibi University of Art & Design in Japan, featuring work by their second-year undergraduate students studying oil painting, printmaking, and related art.

It opens at 10am on Friday 17th February and closes on Friday 24th February. Opening times are 10am – 4pm week days – the exhibition space is closed at weekends. Entrance is free.

LU Arts Presents Englishes - A Conversation

February 12, 2017 Steven Lake

Following 2014’s Talk Action programme, Radar has extended engagement with DARG (Discourse Analysis Research Group) with the production and presentation of a new work by Nicoline van Harskamp which continues her preoccupation investigating the global use of English by non-native speakers worldwide, and the imagining of the (aesthetic) properties of a future spoken global language.

Englishes is a series of video works by Nicoline van Harskamp,  that explore the widespread use and modification of the English language by its non-native speakers. The series depicts the development of the plurality of spoken English that displaces the perceived position of primacy occupied by dominant strains of the language. It addresses the political import of this linguistic development, and proposes a dissolution of English into “Englishes,” co-opting it as a common and ever-growing linguistic resource, as well as a medium for artistic practices.

Nicoline van Harskamp has undertaken a series of ‘language experiments’ with art institutions and universities across Europe. In Loughborough, she worked with the Discourse and Rhetoric Group (DARG) and produced the video “Apologies and Compliments” that was first shown as part of a major exhibition at BAK in Utrecht, Netherlands (24 September – 20 November, 2016) and at the Center for Contemporary Creation Andalusia in Cordoba, Spain (19 December – 16 April 2017).

To complete her commission with Radar, Nicoline hosts a public event, Englishes – A Conversation on Friday 24th February 2017, 1 – 5pm at the LU Arts Project Space on the 1st Floor of the Edward Barnsley Building. In this event, Nicoline van Harskamp will present several videos from the series  and discuss them with the audience and invited guests.

The event is free, light refreshments will be served and booking is possible via the link below:

https://www.eventbrite.co.uk/e/englishes-a-conversation-tickets-30224997782

My first flight

My first flight

February 8, 2017 Miranda Priestley

As someone who has anxiety, it has always scared me to get on an aeroplane and fly across the world. However, on 26th January 2017 everything changed. Continue reading

Mindfulness in Mysore

Mindfulness in Mysore

February 8, 2017 Jessica Rutherford

I’m going to take the opportunity of this month’s blog to speak about my brief encounter with the University’s student support services, the Disability Office in particular. Continue reading

Things to do with Boo (or your crew)

Things to do with Boo (or your crew)

February 8, 2017 Tara Janes

Hey guys! Valentine’s Day is here, and there’s so many things you can do with your special gal, guy or pals in Loughborough. Continue reading

On the Radar - Syncopolitics

February 8, 2017 Steven Lake

Join Dr Fred Dalmasso of the School of Arts, English & Drama next week for a lively discussion on the notion of ‘syncopolitics’

Dr Dalmasso has coined the term syncopolitics in response to Catherine Clément’s seminal book, Syncope – the Philosophy of Rapture, where she stresses that “syncope is spectacle, it shows off, exposes itself, smashes, breaks, interrupts the daily course of other people’s lives, people at whom the raptus is aimed.” Dr Dalmasso will look in particular at how the image of syncope and the syncope of the image might radically displace or dissolve the self and thus offer strategies of resistance against norms through renouncement or disappearance; a recess of the image that he considers as a sine qua non condition for thinking politics as what can only happen within a horlieu (an out-place or non-place) of representation: a syncopolitics that resonates with what Badiou calls inexist[a]nce.

The discussion will be taking place in the Radar ArtSpace in the Edward Barnsley Building on Wednesday 15th February between 2-3pm. Entrance is free but booking is required – please email aed.research@lboro.ac.uk if you would like to attend.

Top 10 Tips for Attending a Careers Fair

Top 10 Tips for Attending a Careers Fair

February 7, 2017 Lauren Proctor

Careers fairs are a powerful resource for networking and information gathering about companies and their current job vacancies.  They can be a great opportunity to talk to representatives from organisations that you might like to work for or a chance to find out more about different job sectors.

To help you make the most out of the upcoming careers fairs (TalkSport and the Spring Graduate Recruitment and Placement Fair), here’s our top 10 tips for making the most of a careers fair:

1.Look at the organisation list before you get there

There will always be a list of employers that you can find online before attending any careers event, just like the information provided on the website for the upcoming TalkSport event (9 February) and the Spring Graduate Recruitment and Placement Fair (28 February). It’s best not to waste your time at events like these; research the employers before you arrive and make a plan. Research your target companies; find out what do they do, what jobs they offer, what do they look for in applicants etc. You might be surprised about what you find, and you should come across as prepared and knowledgeable in front of a prospective employer.

2. Attend a skills session

The Employability Through the Curriculum team and Careers Network are constantly hosting a variety events to improve your knowledge and skills. On February 8th in room 205 at 12-1pm or 1-2pm, there will be a skills session revolving around making the best of the TalkSport event taking place on February 9th. You can never be too prepared for an event like this, so make use of all the excellent workshops and resources the university offers you.

3. Dress to impress

Dress in a way that makes you feel confident, but which is also going to leave an impression. That doesn’t necessarily mean dress in a suit, because not all jobs/employers are looking for that. But make a good first impression and a memorable one. Dressing right can make a big difference in how a company originally perceives you, even before you speak. It can make you stand out from the crowd and they will value your effort which might mean they give you extra tips and information about the company.

4. Bring a copy of an up to date CV

Update your CV and bring copies in case any of the company representatives ask for it, but appreciate that they may not be willing to take one. Lots of companies have different job application processes and they might prefer if you email a HR contact with this personal information. If you are struggling with the content or layout of your CV, email Laura Hooke, the Careers Consultant at London, who can help make your CV shine.

5. Ask questions

Show that you’re interested in the company and what they offer. Interaction is the best way for a company to remember you and for your to build a rapport. Make sure your questions aren’t ones that can be answered via the information on their website, and don’t ask too many questions, either! Two or three questions is usually best, but make an informed decision based on way your conversation is going. Events like these are always busy and there are usually queues to speak to the company representatives; make use of this time to listen in on the conversations before you, so you don’t waste time on a question that has previously been answered.

6. Be clear and concise

Get straight to the point with the representative, they have lots of people to speak to and will appreciate someone who shows that they know about the company and have a clear and informed questions. This is as much a time for you to sell yourself as it is for the company to self itself to you, but the representative doesn’t need to hear about their companies 100 year history in detail, or how your job aspirations changed each year from the age of six. Be clear, be concise, and get to the point.

7. Listen and take notes

Keep a record of any useful information or tips that you are given to you by company representatives and make a note of the names of the people that you meet. Notes on what you discussed and with whom will be extremely helpful when you try to remember which company told you what information after you have spoken to numerous organisations! If you apply to the company later, you may wish to mention that you spoke to one of their representatives to make the application more personalised and specific to the company e.g. in your cover letter.

8. Smile and keep eye contact.

Smile and introduce yourself clearly to company representatives e.g. your name, your current course and why you are interested in their organisation. Body language is key, and you should come across as confident, interested and positive. So smile, nod and pay attention to the representative when they are speaking.

9. Say Thank you

Thank each person that you talk with for their help. A little goes a long way, and being polite and grateful for their time will leave a positive impact on the company’s representative. Be confident and leave a lasting impression; perhaps shake the representative’s hand or give them your business card/contact details.

10. Follow up

Interact with the company/ representatives on LinkedIn. Email the company. Ask about voluntary work experience like job shadowing for a day. Don’t be pushy, but don’t let them forget about your either. If it is a company you think suits you, keep up a rapport with them, you never know when it will be useful.

 


Read the Careers Network briefing ‘how to make the most of a careers fair’ here.

Sign up to attend the TalkSport event and make use of the free coach service leaving outside the campus at 8.30am on February 9th.

Take a look at the Spring Graduate Recruitment and Placement fair information on the website.

Changes to RefME

February 6, 2017 Steven Lake

We have recently been informed that the company producing the referencing software tool, RefME has been taken over and that from 28th February 2017, RefME accounts will be transferred to their own citation product Cite This For Me. For some time Library staff have recommended RefME as a referencing software tool for undergraduate students.  Following this news, Library staff have assessed Cite This For Me and unfortunately, many of the freely available features of RefME will become paid for features in Cite This For Me. More details about the transition from RefME to Cite This For Me are available via this link:

https://refme.zendesk.com/hc/en-gb/articles/115000823509

The loss of functionality in the free version of Cite This For Me is clearly very disappointing for RefME users and since Cite This For Me only offers individual subscriptions, the Library will not be able to offer support for the new product. We are currently assessing other freely available referencing software products but until we have identified something suitable we would recommend Mendeley as alternative tool as it offers a sophisticated array of functions. More information about Mendeley is available on our referencing software Learn module below:

http://learn.lboro.ac.uk/enrol/index.php?id=3539

Love Food - Hate Waste Week

February 5, 2017 Steven Lake

Celebrations and holidays in the UK

February 3, 2017 Loughborough University

Adjusting to a brand new set of holidays and traditions can be a difficult transition, so we’ve compiled a list of the biggest and most important UK dates!

January

January kicks off with a bang as New Years Day celebrations take place on the 1st of January. Traditionally, the day is spent lounging around after a big night partying, with a roast dinner being the epicentre of activity. In Scotland, people will celebrate Hogamany, a Scottish celebration of the New Year with its own various traditions.

Following Hogamany, the Scottish know how to celebrate January – Burns Night falls on the 25th of January. Traditional Scottish foods like haggis will be eaten around the UK on this day, even in some campus accommodation dining halls!

Examinations begin mid-January for Semester 1, finishing late in the month. The campus library and study spaces become buzzing with activity as our students knuckle down for their examinations.

 

February

After the January exams, our students let out a big sigh of relief! Our sporting calendar kicks off again with fixtures across campus.

Globally, the 14th of February is celebrated as Valentines Day and traditionally, cards, gifts and poems are given to someone you love. In the UK, Valentines is a celebration of romantic love, with gifts and cards exchanged between lovers.

In 2017, Shrove Tuesday falls on the 28th of February (2018: February 13th). Also known as Pancake Day, this day marks the beginning of the Christian period of Lent. As a tradition, pancakes are eaten on this day.

On campus, excitement buzzes as the Students Union prepare for the Executive Officers elections.

 

March

On the 1st March, the Welsh celebrate St Davids Day. You’ll see lots of bright yellow daffodils, Welsh cakes and leeks around in traditional celebration of the day.

The UK’s Mother’s Day is celebrated on the fourth Sunday of Lent, often falling in March.

The Irish saint’s day of St. Patricks Day is celebrated across the UK on the 17th of March, with pubs and bars filled to the rafters with celebratory patrons. It is customary to wear some green and have a pint of Guinness!

The Hindu celebrations of Holi often fall in March, and these celebrations are widespread in the UK due to a large population of Hindus.

 

April

On the first day of April, April Fools Day is celebrated in the UK. Practical jokes will be played on each other until 12pm, after which time the prankster becomes the ‘April fool’. In more modern times, the internet is rife with fake news stories – watch out!

Saint George is the patron saint of England, and his feast day is celebrated on the 23rd of April. Many people raise the English flag in a patriotic salute on St Georges Day, or wear an English rose!

Campus is quieter than usual as many of our students bunk down for some hard revision before the summer examinations begin. Due to the lack of lectures, often students will go home during the April month.

 

May

Exams take over the campus once again as our students settle down for their summer examinations, with many finishing their degrees.

There are also May Bank holidays, one near the start of the month and one at the end – these days are university closure days. You will find that businesses will either be shut or close early on these days!

 

June

As per tradition, the official birthday of the Queen falls on the second Saturday of June – a day of street parties and tea parties! This is a great day to get down to London to watch the ‘Trooping the Colour’ parade.

The UK’s Fathers Day falls on the third Sunday of June. Much like Mothering Sunday, it is a day to celebrate fathers or father figures.

The summer solstice takes place on the 21st of June, attracting a huge crowd to Stonehenge to witness the sunset which marks the traditional beginning of British summertime.

Wimbledon, the world-famous and most prestigious tennis tournament, begins in late June.

For the Muslim celebration of Eid al-Fitr, you can head down to London for a big celebration. Though this isn’t a public holiday in the UK, you may still find that some businesses will be closing early or shut completely.

 

July & August

Graduations take place in July, with the majority being Undergraduate degrees.

There are some big summer events across the UK while you’re relaxing away from university, including the Notting Hill festival and Edinburgh Festival Fringe.

Of course, the summer holidays and time off university is perfect for travelling – check out our UK Checklist to see what you can get up to!

 

September & October

September is a time to prepare ahead of either starting your undergraduate, finishing your masters, or returning to university; many of you will be preparing to embark on your first year abroad.

Loughborough University often begins its first term in late September / early October. The first week of term is commonly known as “Freshers Week”, a time when you can try out different sports, societies, and bond with flatmates.

Halloween, a now worldwide celebration, is on the 31st of October, prompting costume parties, pumpkin carving and scary movies.

 

November

In November, you may see a growing number of moustaches on campus – this is for the charity fundraising event called Movember, where men grow moustaches to raise money for male health issues.

On the 5th of November, the UK sets alight for Bonfire Night, a traditional night to celebrate the foiling of a plot to destroy Parliament by a man named Guy Fawkes. There are fireworks and bonfires all week – the campus holds a huge one known as the Rag Fireworks Extravaganza.

Remembrance Sunday falls in November – a day the UK remembers those who died serving in the millitary. Processions are held around the country, with local services happening everywhere. There is also a two minute silence held at 11:00am on 11th of November held in respect for the end of the First World War.

Scotland’s national day, the feast day of Saint Andrews, is held on the 30th of November.

 

December

The winter holidays are looming, taking over much of December as the decorative lights go up and the Christmas markets begin. London hosts a huge market known as ‘Winter Wonderland’ – there are also lots of events happening in Loughborough, as well as the big cities such as Birmingham, Leicester and Manchester!

Winter graduations take place in December, with the majority being postgraduate students.

British traditions at Christmas include pantomimes (children’s plays), carol singing services, nativity plays, and big roast dinners on both Christmas Day and Boxing Day (the day after Christmas day).


These are just some of the events celebrated in Loughborough – of course, there are plenty more holidays and celebrations happening every day around the globe! With over 30 religious and nationality societies, you’re bound to find others to celebrate every holiday and festival with!

What’s your favourite holiday or celebration? Let us know in the comments below!

Find your place with nationality and faith societies

Find your place with nationality and faith societies

February 3, 2017 Loughborough University

Finding your feet at university can be tough – it can be a complete culture shock, especially if you’re an international student trying to get to grips with a completely new culture; but rest assured, we’re confident you’ll settle into university life with ease. Continue reading

Give Your Library Skills a Boost for Semester 2 - Get the Know How!

February 3, 2017 Steven Lake

All set for Semester 2? Well, in case you’re thinking you’re not as academic battle-hardened by Semester 1 as you ought to be, let us give your skills a boost through one of our range of ever-popular Get the Know How sessions at the Library.

Ranging from handy tips on essay & report writing to finding information more effectively, referencing & citation explained and introductions to bibliographic software, there’s something for every academic occasion that will stand you in good stead for the duration of your course.

Each session runs for between 50 – 90 minutes, depending on the subject matter, and they’re hosted mainly in either of the two Library Seminar Rooms. However, as these courses have always proved extremely popular in the past, we are asking that people register for them first via Learn Module LBA001. To do that – and to look at exactly what courses are on offer and when – visit this link:

http://www.lboro.ac.uk/services/library/students/eventsandworkshops/

Database Trial - Bloomsbury Fashion Central

February 2, 2017 Steven Lake

Those interested in fashion and fashion design are very likely to find our latest database trial of enormous interest. The Bloomsbury Fashion Central is the new site for fashion educators, students, and professionals.

The site comprises of textbook site open to all and three subscription products as follows:

  • Fairchild Books: Over 130 Fairchild Books textbooks with student/instructor resources.
  • Berg Fashion Library: Scholarly articles, eBooks and 13,000 images on world dress and fashion.
  • Fairchild Books Library: All Bloomsbury Fashion Central textbooks and student/instructor resources, available on subscription.
  • Fashion Photography Archive: 750,000 images, supported by hundreds of articles, designer biographies, audio and video.

To begin searching go to https://www.bloomsburyfashioncentral.com/  access is via IP address and the trial runs to 27th March 2017.

We welcome feedback – good or bad – on this trial, please contact Steve Corn –   s.c.corn@lboro.ac.uk – with your comments.

Collaborative Project - West Ham United Foundation

Collaborative Project - West Ham United Foundation

February 1, 2017 Lauren Proctor

Anak Na Bangxang, a Sport Business and Innovation student documents his Collaborative Project group visit to their project partner, West Ham United Foundation, at their office in London. Anak’s team were tasked with the brief: What value does West Ham United Foundation provide to West Ham United Football Club? They visited the organisation to learn more about them and their activities


As a Sport Business student, any chance to visit a sport-related organisation is always intriguing, so when I found out that my Collaborative Project team were partnered with the West Ham United Foundation, I was excited and eager to rise to challenge. In semester one, we had that chance to visit their offices in Beckton and gain a greater understanding of the organisation.

The Foundation is a separate entity to West Ham United Football Club, but works with them to engage with the community and their youth programmes. The Foundation has many programmes, both self-running and partnered with The Premier League. Their offices are not only for administration duties but also their football programmes which take place here on their pitches. My Collaborative Project group decided to focus on the Foundation’s Girls and Women’s programmes with the aim of getting 14 – 25 years old girls to play more sports, especially football, as part of our project.

After arriving at the Foundation, Emily Hayday, the Foundation’s Higher Education Senior Development Officer and the representative of the Foundation for our collaborative project, introduced us to everyone in the team. As our group had already decided on a certain brief, we had a chance to sit down and interview the Women’s First Team Coach, Karen Ray. Karen is not only a coach, she is also an ex-footballer who played for the West Ham United Ladies team.

The interview with Karen Ray was very interesting, insightful, and certainly a once-in-a-lifetime opportunity. The questions starting on her role, to the success of the programmes, indicator(s) of success and how the programmes can be expanded or improved further to influence more girls to participate in sports and possibly choose sports as a professional career. There were a great deal of very interesting facts that Karen revealed to us which helped shape our final project. An example was that the club have doubled their initial estimations of having 250 girls participating in the programmes, as they now have approximately 500 girls participating. Before our interview, my personal perception of Foundation and the Girls and Women’s programme was that there is a main focus on youth and recreational participation only. But afterwards, it was clear that these programmes play a large part in the development of the newly-integrated West Ham United Ladies team and the community.

Other than the professional side, Karen Ray also pointed out that one of her favourite aspects of being part of the Foundation is that she is not ‘just a coach’ but she is also a ‘positive influence’ for the girls. She believes that one of the most important objectives of the programmes is to get the girls off the streets and encourage them to pursue better options, including sports. She also indicated that there are many ways to judge the success of the programme, from the general numbers for participation and schools reached, to the technical side evaluating how the programmes have helped improve a girl’s football skills and the possibility of them playing for the Ladies team.

After my interesting visit to the Foundation, I can see that the Foundation genuinely care about the community and are looking to bring programmes to the more areas around London. As a football fan and a sport student myself, it was very comforting to see that the Foundation are trying to ‘give back’ to the community and are using their power and presence to benefit the community. It was also an eye-opening experience to see the running of a sporting organisation, and to meet and talk with people in the industry. Finally, it gave me great pleasure to hear about the success of these outreach programmes and see that there are many opportunities that the Foundation can look into in order to improve and expand their excellent programmes further.


Thank you to Anak Na Bangxang, a Sport Business and Innovation student at Loughborough University London, for writing about the Collaborative Project. Credit to Anak for all the included images.

To find out more information about the West Ham United Foundation, visit their website.

All Aboard for the Student Book Club this February!

February 1, 2017 Steven Lake

Our ever-popular Student Book Club meets again this February when the book up for discussion will be Paula Hawkins’ best-selling thriller The Girl on the Train.

The novel is told from the perspective of three very different women with a deadly secret in common. It was translated to the big screen in 2016, starring Emily Blunt and Justin Theroux.

All of our copies have been borrowed ahead of the next meeting, but you can still find it in all good book shops. The Club will be meeting at the usual time, 7pm, in the Library Staff Room, on Monday 6th February.

For more information about the Club, please contact Sharon Reid at the Library: S.D.Reid@lboro.ac.uk, ext. 222403, or why not join the discussion on our Facebook page?

What is LSU doing for you?

What is LSU doing for you?

February 1, 2017 Dr Katryna Kalawsky

Written by George Hones, LSU Postgraduate Executive Officer

In September of last year, Loughborough Students’ Union (LSU) welcomed their first ever full time Postgraduate Sabbatical Officer – me!  The creation of this new role was part of LSU’s renewed drive to ensure that the postgraduate population is well represented and catered for.

Last term I worked hard to make sure Loughborough postgraduates were aware of what we are doing at LSU and created a range of events and initiatives to reach out and engage with you.

Our first postgraduate-only social event, ‘LSU Welcome Social’, was a massive success! Over 150 postgraduates came for a night of table tennis, bowling, cheap drink offers and loads more; everyone had a brilliant time and it was fantastic to see so many postgraduates coming to the Union! Since that first event, I’ve developed our social offering and now run regular ‘PGIF – Postgrads, It’s Friday’, with over 160 postgraduates coming to the last two of the term. I also oversaw the successful recruitment of a postgraduate-only University Challenge team to represent Loughborough – good luck to the team!

Another successful event was LSU’s  first ever Your Education Week Postgraduate Conference – a career focused event covering a variety of topics. We had 8 speakers, including University staff, Union staff, and postgraduate Alumnus of Loughborough. Thank you to all those who attended!

Our final celebration of the year came on the final day of term. I organised a highly successful Postgraduate Festive Friday, with a festive party in Graduate House during the day and a Christmas themed PGIF in the evening. We had around 100 attendees throughout the day, who all enjoyed some bingo, a raffle, Christmas food and games and plenty of festive music!

I’ve has also been working hard with the Student Voice team and the Graduate School, on a variety of initiatives that could greatly improve the doctoral experience here at Loughborough. This includes a comprehensive review and improvement of our PGR Representation systems and a working group ensuring our Supervisory processes can be sector-leading – stayed tuned for more information in due course!

Well-Fayre at the Student Union

February 1, 2017 Steven Lake

As part of Health and Wellbeing week, the Student Union will be hosting a WELL-FAYRE to get you to rejuvenate after a stressful deadlines/exam season and because a little celebration of getting through it all is needed!

What to expect?

  • A variety of interactive stalls orientated around general wellbeing!
  • A craft therapy corner/ self-care station to unwind
  • A chance to make your own smoothie on our smoothie bike
  • FREE Goodie bags with lots of amazing giveaways
  • FREE sports water bottles
  • Lots of opportunity find out more about food / keeping healthy
  • A keepy uppy challenge to get involved!
  • A photo booth
  • Sik beats to get you moving!
  • Hall points for your Hall if you scan your student cards

End of 24-7

January 31, 2017 Steven Lake

As the first month of 2017 draws to a close, so does our first spell of 24-7 opening. After this evening, the Library will revert to its usual term-time opening hours from 2am Thursday morning, lasting throughout Semester 2 (which starts on Monday 6th February) through until the end of term on Friday 31st March.

Remotely Accessed Laboratory Suite (RALS) using the Internet of Things

January 30, 2017 Matt Hope

In this series of posts, we’re looking at how the projects from the 2016 Teaching Innovation Award are developing. In this post, Dr David Kerr and Dr Anthony Sutton, Wolfson School of Mechanical, Electrical and Manufacturing Engineering, reflect on their project progress and plans for the future.

Aims
To create a suite of equipment and an integrated software framework that enables the quick and easy design and implementation of remotely accessed laboratories based on Internet of Things technology. The suite will be designed to provide a flexible and scalable development platform for laboratory-based course material.

Objectives

  • Develop a suit of hardware devices with sufficient flexibility to work with a range of typical sensors and actuators used in science and engineering labs
  • Integrate these with a mobile and scalable software library that will operate on a range of platforms currently used within the science and engineering field (e.g. Matlab, LabVIEW)
  • Provide a suitable web dashboard for students to interact with the system and carry out their experiments
  • Involve stakeholders (technical and academic staff and students) within the Wolfson School and if required, the School of Science, in order to capture a wide range of technical and pedagogic essential and desirable criteria for the system design

Progress so far
Hardware concept – we are concentrating on a modular design concept, to allow a high degree of flexibility and to increase ease of use. Modules will cater for a range of peripheral devices such as actuators, motors, switches, sensors and cameras for real-time vision. The diagram below shows the main hardware layout.

Remotely Accessed Labs

The core of the system is the Raspberry Pi model 3, which acts as a webserver host and controller for the lab. Peripherals are addressed via an I2C serial bus, where Arduino/Genuino architecture is used to interface sensors, motors, actuators and relay switches. The Raspberry Pi also hosts the camera module. The Pi/Arduino architecture was a deliberate choice in view of its wide availability, low cost and ease of maintenance. Furthermore, the necessary software is either part of the Free Software Foundation (FSF) or has a Creative Commons license, and the hardware details are in the public domain.

Software and GUI
We are developing the web dashboard and server software in Python, using the Flask web development environment. All the software is FSF or public domain and there is an excellent developmental community, with an expected long future ahead of it. During the summer of 2016 we dedicated the initial design task to a bursary student for EESE, who constructed a successful prototype and interfaced this to our modular hardware. We decided this approach was preferable to tying in to an existing IoT provider such as ThingSpeak, where GUI development is limited and reliance on a third party could become complex and costly.

We want eventually to build in access to existing local coursework setting and marking systems such a Learn and CASPA. Thus students using the on-line lab could submit their work on line and receive feedback and marks automatically within a realistic time frame.

Pilot lab for demonstration
We are continuing with the development of an exemplar on-line lab for Part B Mechanical Engineering students. This is in progress as a Part C undergraduate project in the Wolfson School. The lab is currently used in conventional form in our first year Fluid Mechanics module MMA800. The demonstrator should be available in a working form by the start of the summer term 2017. Given sufficient time, we plan to try out the remote version of this lab with student volunteers who have already experienced the conventional exercise, and obtain their feedback.

This exercise has proved invaluable in helping to scope out concepts for commonly used interface modules. We intend these to be easy to use by those not familiar with the background hardware and make them in effect “plug-and-play” as far as possible.

User engagement
We intend actively to seek engagement with staff and other potential stakeholders such as Lab Technicians as well as students. A second Part C project is therefore underway to study and collate best practice from a review of existing remote laboratories used in the international FE and HE sectors. We plan to use a small scale survey of academic staff within the Wolfson School to ascertain possible take-up of this technology in the future. The results of the survey will form part of our final deliverables, and inform the final design concepts of our modular system.

To make the system more flexible, we will be looking at ways of building in access to the hardware via more popular engineering software suits such as Matlab and LabVIEW. Matlab is particularly attractive in that it provides excellent data analysis tools with built-in access to the Raspberry Pi and Arduino hardware platforms we are using in the project.

CAP Forum: Embedding Research in Teaching

January 27, 2017 Tom Berry

This year’s first CAP Forum focused on the topic of embedding your research in your teaching. As a result, we invited one of this year’s Research-informed Teaching Award winners to present on how and why she embeds her research into her teaching, and what her research is about. In 2002, Dr Cheryl Travers set up a module to fill what she perceived as a gap in Learning and Teaching from her experience of being an academic occupational psychologist. This gap was the extent to which the SBE finalists have developed their ‘soft’ skills in their final year after their placement.

Her research is about her ‘Reflective goal setting model’ and the module puts this into practice- asking students to reflect on themselves, set goals, use the ‘power of written reflection’ to measure the impact of those goals. She asks the students to write a diary which for the first time this year will take the form of an electronic portfolio thanks to her new innovative system for students to log their thoughts.

The discussion that followed focused mostly on her actual pedagogic research, and how other disciplines can apply her reflective goal setting model, from Arts students to STEM students, and even students wishing to learn a language while at University.

Overall, it was an enjoyable afternoon with lively discussion, an abundance of food, and a wonderful talk by Dr Cheryl Travers. The session was lecture captured, which you can find here, and you can also find Cheryl’s papers on her research around goal setting, as well as her recent TEDx talk that she delivered at Loughborough Students’ Union below.

Dr Travers’ papers – 

Self reflection, growth goals and academic outcomes: A qualitative study

Unveiling a reflective diary methodology for exploring the lived experiences of stress and coping

6 things you might not know the Careers Network offers

6 things you might not know the Careers Network offers

January 26, 2017 Liam

You probably knew the Careers Network at Loughborough help loads of students find graduate and part-time jobs. You might also know they offer advice on things like CVs, placements and work experience and host multiple events throughout the academic year to help you meet potential future employers. But what about the hidden gems of the careers service – the things on offer you may have missed?

1. More placement and graduate job opportunities for Loughborough University students and alumni

You don’t have to book an appointment or call someone to get help from the Careers Network (but of course, you can do that too!) Over the last three years, there’s been a 40% increase in the number of jobs advertised via Careers Online – meaning you can browse more of the options available to you from home.

Careers Online is where the university themselves advertise a variety of opportunities which you can filter. I’ve used it when looking for internships, and applied for a number of them as a result.

Charlotte Harvey, Arts, English and Drama 

2. New ‘drop in’ careers help point in Bridgeman Building

Booking appointments can be inconvenient; if something last minute comes up, you feel bad about cancelling late and the slot goes to waste. Did you know the Careers Network set up a new Careers Help Point? It’s open 9.30 – 4.30 on weekdays in the Bridgeman Building and acts as a drop-in area – no appointment necessary. Also, sometimes they have chocolate…

3. More lectures and workshops on careers, CVs and application skills

The Careers Network team is always out and about on campus delivering lectures and workshops in each School and also run ‘Direct Your Career’. DYC is a series of presentations and workshops to help you develop your employability that you can book via Careers Online.

I initially found out about what the Careers Network offer through a lecture at the beginning of university, where  my School’s Career Consultant spoke about CV and cover letter advice, ways to broaden your career prospects, and having general appointments with the office…I plan to take advantage of the sessions on LinkedIn, CVs and cover letters, as these are incredibly important, but easy to get wrong.

Charlotte Harvey, Arts, English and Drama 

4. Launch of Graduate Attributes skills framework

Loughborough also have a brilliant initiative called the Loughborough University Graduate Attributes that basically highlights all the transferrable skills you attain whilst being at Loughborough, whether you’re a student or a staff member. This university certainly sets you up extremely well for life as a graduate!

Symrun Samra, Arts, English and Drama 

5. Launch of Lboro Connect student and alumni networking and mentoring community

Think LinkedIn, but just for the #LboroFamily. Lboro Connect is aimed at current students and alumni, helping to forge relationships and provide employment opportunities to current students!

Graduate Recruitment and Placement Fair 2016

6. Access to the largest Careers Fair in the UK

Everyone knows about the Careers Fair on campus – but did you know it’s the biggest of it’s kind in the UK? There’s also loads of support available around the Careers Fair, like how to make the most of your day and some tips on how best to prepare in advance. There are also careers fairs in semester 2.

We were advised to research certain firms before the fair, explained the info that the prospectus offered, told about the fact that some companies were only there one of the two days, and to perhaps go with a list of companies we were eager to talk to. There was also a visitor from PWC in the session that was on hand to answer any questions. I then attended the careers fair itself and felt extremely prepared when doing so. Understandably, some people may find the fair overwhelming, so sessions like this would certainly help.

Charlotte Harvey, Arts, English and Drama 

 

How the extra costs of being visually impaired in older age can add up

January 26, 2017 Katherine Hill

One in five people aged over 75 experience sight loss.  This can be an upsetting experience in itself, but all the more daunting because of the additional cost that it brings to everyday life.  When your failing vision means that you have to get help cleaning your house, or use more taxis because getting the bus is difficult, life can get significantly more expensive.

Our latest research looking at the additional costs of sight loss for the charity Thomas Pocklington Trust, has shown that as people get older and visual impairment becomes more severe, these costs really mount up.  For a severely sight impaired person of pension age who lives alone, our research shows that the minimum spending required for an acceptable standard of living is a hefty 73% more than for a pensioner who is not visually impaired.

This research uses the Minimum Income Standard (MIS) approach and is based on detailed group discussions among people with sight loss about what items would need to be different for someone is visually impaired, compared to those in the MIS budgets for a sighted person, in order to reach a minimum acceptable standard of living.  The additional amount a severely sight impaired pensioner needs to spend comes to over £135 a week.

Where do all these additional costs come from, and why are they so high?  One clue comes from the nature of the costs involved.  Those involving human help, for example paying for help in the home with domestic tasks or paperwork, or the cost of getting a taxi, when used on a regular basis add most to the weekly budgets.  These recurring weekly costs can add more to a budget than large less frequent outlays, such as for expensive equipment, when costed over time.

Sight loss brings extra costs whenever it is experienced, in life, but our research shows why they are especially high for many pensioners.  Participants in our groups explained how older people who have acquired sight loss later in life can need more of such help as they face the joint impact of adjusting to deteriorating sight and lower mobility, even with relatively less severe sight loss.  Difficulties with balance, being less steady on their feet, concerns about falling combined with having to adapt and learn new ways of doing things, relying on others to do tasks that they previously did themselves, loss of confidence and feelings of vulnerability or isolation all contributed to additional costs for help in the home, safety and security measures, food preparation, and taxis.

A key feature of MIS is that it describes living standard that allows people the opportunity to participate in society, and this was important across all groups.  Our research highlights that this can involve, not just extra taxis or the cost of activities, but a potentially ‘hidden cost’ – the cost of reciprocation.  Being able to get out and about, or go on holiday can mean accepting help from friends or family, but people in our research stressed the importance of being able to contribute to their costs – to treat someone to a drink or a meal, or towards some holiday costs for a someone who accompanies them, who enabled them to ‘have a life’.  Being able to reciprocate made it easier to accept help and provided dignity.

This research has made an important step in providing evidence about the additional costs that visually impaired people face.  These are exactly the sorts of costs that make Attendance Allowance such an important benefit, and evidence such as this recently helped to see off a government proposal to reforms that raised concerns about its future.

But what does this mean in reality, on a day to day level for the many people living with sight loss?

We are now embarking on a new phase of research to place these findings in context.  This will use in-depth interviews to look at the experiences of visually impaired people whose incomes fall under the MIS level, to explore how this affects their ability to meet their needs, and how people adapt and cope in their daily lives.

Tricia's snippets 2017-01-25

January 25, 2017 Tricia

From Sanitation Updates:

Unsafe Child Feces Disposal is Associated with Environmental Enteropathy and Impaired Growth

Posted: 24 Jan 2017 11:53 AM PST

E-Waste In Asia Jumps 63 Percent In Five Years

Understanding Open Defecation in Rural India: Untouchability, Pollution, and Latrine Pits

Toilets with plastic bottles? IIT-Madras students show the way

Posted: 23 Jan 2017

Exploring “The Remote” and “The Rural”: Open Defecation and Latrine Use in Uttarakhand, India

WWi – Top 25 leaders in the water sector

Posted: 20 Jan 2017

Journal of Water Sanitation and Hygiene for Development, Early Proofs, January 2017

Posted: 19 Jan 2017 08:42 AM PST

UNESCO funds Dunedin shadow puppet film in Indonesia about hygiene

USAID’s Global Waters – January 2017

Posted: 18 Jan 2017

USAID’s Safeguarding the World’s Water Report, 2017

Posted: 12 Jan 2017 11:20 AM PST

SuSanA is turning 10 – Celebrate with us on 17 January 2017

2016 WASH articles in Env. Health Perspec. & Trop. Med and Intl Health

23rd SuSanA Meeting in Chennai on 18 February 2017

Open access WASH articles published in 2016

Posted: 11 Jan 2017

Investigation of Rice as an Absorbent and Degradable Material for Personal Hygiene Applications

Changing Hearts & Minds to Leave No ONE Behind: Sanitation Action Summit 2016: Reflections

Rural Water Supply Network Forum

2016 UNC Water & Health Conference presentations

Posted: 10 Jan 2017

Tiger worms: the ingenious solution to sanitation in refugee camps

USAID – Infographic: Tackling Water Scarcity and Sanitation Challenges Across the Middle East

Keeping Track: CLTS Monitoring, Certification and Verification

Progress on CLTSH – Findings from a national review of rural sanitation in Ethiopia – UNICEF

Slum health is not urban health: why we must distinguish between the two

Why has Zimbabwe banned street food?

Posted: 09 Jan 2017

Appraising the Sanitation and Hygiene Situation in Urban India and its Determinants

Estimating the Cost and Payment for Sanitation in the Informal Settlements of Kisumu, Kenya: A Cross Sectional Study

How a Bunch of College Kids Made Two Delhi Slums Become Almost Completely Open Defecation Free

Posted: 06 Jan 2017

Comparing Sanitation Delivery Modalities in Urban Informal Settlement Schools: A Randomized Trial in Nairobi, Kenya

Ending open defecation: The drive must go beyond mascots, jingles – even toilets

Posted: 04 Jan 2017

Is Exposure to Animal Feces Harmful to Child Nutrition and Health Outcomes? A Multicountry Observational Analysis

Posted: 03 Jan 2017 10:32 AM PST

 

From selected journal email alerts:

Journal of water resources planning and management

ISSN 0733-9496

VOL 142; NUMB 7 (2016)

INTERNATIONAL JOURNAL OF HYGIENE AND ENVIRONMENTAL HEALTH

ISSN 1438-4639

VOL 219; NUMB 8 (2016)

From email alerts (sanitation in title):

Re: Updating Windows 7 Base Image to version 1.9 – 25/01/17

January 25, 2017 Mike Collett

Hello everyone

This work is now complete.

For further information and advice, please contact the IT Service Desk via IT.Services@lboro.ac.uk.

Four million-strong Women's March: A message to Donald Trump which echoes struggles of the past

Four million-strong Women's March: A message to Donald Trump which echoes struggles of the past

January 24, 2017 PR Office

A huge throng of female protesters rallied wearing symbols of unity, challenging the derogatory perceptions of who they were and how they lived their lives.

They were demonised and branded whores, bawds and beggars, but defiantly lined the streets of Westminster, coming together outside the Houses of Parliament, and demanding an end to the English Civil War – a bloody conflict which had ripped their husbands from them with the very real prospect they would not return safely.

On this occasion, in August 1643, it wasn’t pink knitted hats which acted as a symbol of unity – like the ones worn by four million women at the weekend in protest against President Trump’s recent campaign and upcoming polices.

In this 17th century London scene, the 6,000 embittered female demonstrators wore white ribbons.

But the message was the same.

We won’t stand for this.

Dr Sara Read, a specialist in Modern Literature, at Loughborough University’s School of Arts, English and Drama, said the theme of women’s marches has recurred many times through history.

And they have always made an impact.

“At the weekend up to four million women in cities across the world are estimated to have participated in the Women’s March in protest to the policies of President Trump,” said Dr Read.

“At the end of the 19th and early in the 20th centuries members of the British Women’s Social and Political Union (WSPU) marched for the right of women to vote in what is widely known as the ‘Suffragette movement’.

“The history of women organising and making political protests goes back much further, however.

“In one example, discussed in my History Today article, women organised a protest about the Civil War, and in August 1643, several thousand of them gathered on Parliament Square to make their collective voices heard.

“In a similar fashion to the Women’s March of today, which used the unifying symbol of pink knitted hats, the 17th century protesters wore a white ribbon to mark them out as part of the group and as an advocate of the anti-war sentiment.”

On January 21, women in 60 countries united in cities across the globe to object to the negative stereotyping and divisive portrayal, By the President of the United States Donald Trump, of certain demographic groups in the US.

The campaign’s mission statement includes the paragraphs:

“The rhetoric of the past election cycle has insulted, demonized, and threatened many of us – immigrants of all statuses, Muslims and those of diverse religious faiths, people who identify as LGBTQIA, Native people, Black and Brown people, people with disabilities, survivors of sexual assault – and our communities are hurting and scared.

“We are confronted with the question of how to move forward in the face of national and international concern and fear.

“In the spirit of democracy and honouring the champions of human rights, dignity, and justice who have come before us, we join in diversity to show our presence in numbers too great to ignore.”

To read Dr Read’s paper, A Women’s Revolt, click here.

Aditi plays in the South Asian Football Federation Cup

January 24, 2017

November marked three months since I took on my role as a Global Student Ambassador for Loughborough University London, which started with my first official trip to India to represent the University and share my experiences of studying and working for them.

As my colleague and I were in the last leg of our trip, I was informed that I had been called up to be the goalkeeper for the Indian National team for the 4th edition of the South Asian Football Federation Cup. I was delighted to have been offered this opportunity and immediately contacted my manager at Loughborough to share the news.

Loughborough University have always been very supportive of my passion for football and they immediately agreed that I should pursue this opportunity in India.

India had won all the previous editions of the tournament and with the competition being held there, there were high expectations for us to win the tournament and retain the trophy once again.

As I was playing for West Ham United Ladies Football Club every week back in London, I was both mentally and physically ready to put in the hard work at the preparatory camp in order to be ready for the last big tournament of 2016.

One of the main highlights from this camp was when the head coach, goalkeeper coach and the sports scientist for the Indian Men’s National team became part of the training team for a couple of days. It was a great experience for the team as it was the first time that we trained under foreign coaches.

The whole team felt ready and pumped as we approached the tournament date.

We won our first game against Afghanistan 5-1, though I was gutted to have conceded that one goal as starting the tournament with a win with a clear win would have been ideal for me.

The second game was against Bangladesh which ended in a goalless draw. We were all disappointed with that result as we dominated the game throughout and had a lot of chances to score but just couldn’t manage to put one in the back of the net. It also meant that we finished 2nd in our group and had to play against Nepal, our arch rivals, in the semi-finals. Nepal had always been finalists in the previous 3 editions of the competition and thus it was a very important game for us. We knew that it would be a big challenge so we prepared for it like it was the finals.

Bang! We did it.

The team showed real character and belief in that match and I was really happy with my performance. I made few good saves to keep us in the game but conceded one goal from the penalty spot.

We were exhilarated and very confident going into the final against Bangladesh as we had already seen how they played and we knew we could beat them. We just had to believe in ourselves and trust each other to deliver what the whole country was expecting from us.

To be honest, I was a bit nervous firstly because it was the final match, but also because I was feeling ill. I had come down with a very bad cold but I knew it was important for me to be part of this game and help the team win the cup again.

We started the game really well, dominated the ball possession and scored in the 12th minute before they equalised in the 40th minute. In the changing room at half time, we all were very positive and everyone had a hunger to win the cup. Everyone kept encouraging each other, with a few of the senior players in the team, including myself, motivating each other, and guiding and encouraging the younger players. In the 2nd half, our wing backs and wingers put in a lot of crosses, winning the ball in the attacking half and in the end we got the result that we were looking for; we won 3-1!

It is every athlete’s dream to represent their country and I feel extremely fortunate to have been doing that for the past 8 years but I still goose bumps every time when we sing the national anthem before the match.

This tournament helped me get a wonderful start to the New Year and hope this year has lots of more exciting things in store, as I resume my role as Global Ambassador for Loughborough.

 

January 24, 2017 Lauren Proctor

November marked three months since I took on my role as a Global Student Ambassador for Loughborough University London, which started with my first official trip to India to represent the University and share my experiences of studying and working for them.

As my colleague and I were in the last leg of our trip, I was informed that I had been called up to be the goalkeeper for the Indian National team for the 4th edition of the South Asian Football Federation Cup. I was delighted to have been offered this opportunity and immediately contacted my manager at Loughborough to share the news.

Loughborough University have always been very supportive of my passion for football and they immediately agreed that I should pursue this opportunity in India.

India had won all the previous editions of the tournament and with the competition being held there, there were high expectations for us to win the tournament and retain the trophy once again.

As I was playing for West Ham United Ladies Football Club every week back in London, I was both mentally and physically ready to put in the hard work at the preparatory camp in order to be ready for the last big tournament of 2016.

One of the main highlights from this camp was when the head coach, goalkeeper coach and the sports scientist for the Indian Men’s National team became part of the training team for a couple of days. It was a great experience for the team as it was the first time that we trained under foreign coaches.

The whole team felt ready and pumped as we approached the tournament date.

We won our first game against Afghanistan 5-1, though I was gutted to have conceded that one goal as starting the tournament with a win with a clear win would have been ideal for me.

The second game was against Bangladesh which ended in a goalless draw. We were all disappointed with that result as we dominated the game throughout and had a lot of chances to score but just couldn’t manage to put one in the back of the net. It also meant that we finished 2nd in our group and had to play against Nepal, our arch rivals, in the semi-finals. Nepal had always been finalists in the previous 3 editions of the competition and thus it was a very important game for us. We knew that it would be a big challenge so we prepared for it like it was the finals.

Bang! We did it.

The team showed real character and belief in that match and I was really happy with my performance. I made few good saves to keep us in the game but conceded one goal from the penalty spot.

We were exhilarated and very confident going into the final against Bangladesh as we had already seen how they played and we knew we could beat them. We just had to believe in ourselves and trust each other to deliver what the whole country was expecting from us.

To be honest, I was a bit nervous firstly because it was the final match, but also because I was feeling ill. I had come down with a very bad cold but I knew it was important for me to be part of this game and help the team win the cup again.

We started the game really well, dominated the ball possession and scored in the 12th minute before they equalised in the 40th minute. In the changing room at half time, we all were very positive and everyone had a hunger to win the cup. Everyone kept encouraging each other, with a few of the senior players in the team, including myself, motivating each other, and guiding and encouraging the younger players. In the 2nd half, our wing backs and wingers put in a lot of crosses, winning the ball in the attacking half and in the end we got the result that we were looking for; we won 3-1!

It is every athlete’s dream to represent their country and I feel extremely fortunate to have been doing that for the past 8 years but I still goose bumps every time when we sing the national anthem before the match.

This tournament helped me get a wonderful start to the New Year and hope this year has lots of more exciting things in store, as I resume my role as Global Ambassador for Loughborough.

 

Introducing Piers

Introducing Piers

January 24, 2017 Piers John

Hi, I’m Piers – A second year English student here at Loughborough University. This year has presented me with new challenges, exciting experiences and even more great memories that I hope to share with you over the next twelve months! Continue reading

Introducing Emma

Introducing Emma

January 24, 2017 Emma Wiggins

I’m a mature student, which sounds like I’m really old. I’m only a couple of years off the big 3-0 so still very sprightly, only requiring a mid afternoon siesta and comfortable shoes. Continue reading

Student blogs: Meet David

Student blogs: Meet David

January 24, 2017 David Odetade

Blogging about my activities has always been a fascinating idea, so when the opportunity arose to do this on a regular basis, I embraced it with delight!

Continue reading

Gamification for Learning in Electrotechnology

January 23, 2017 Matt Hope

Dr Thomas Steffen, a recipient of a 2016 Teaching Innovation Award (TIA), explains how he has applied gamification to learning electrotechnology.

What did you want to achieve?

This project set out with a rather simple idea: to use an interactive simulation tool to teach students the basics of electric circuits in TTB211 Electrotechnology. We all know that electricity cannot be seen and should not be felt, so how do you learn about it? The project quickly gained momentum and additional facets, and now it includes four novel aspects:

    1. a browser based circuit simulation tool (everycircuit)
    2. gamification: a mobile game based on the same tool (circuit jam)
    3. an open source textbook
    4. a set of tutorial questions developed in Germany by Prof Kautz

So how do these work together?

A circuit simulation in Learn

A circuit simulation in Learn

The browser based simulation Everycircuit is great to use in the lecture, and I have done that before. But this time I want to go further, and so I have embedded simulations into a number of summary pages on Learn. Students will also have the ability to modify existing simulations or to create new ones. In my opinion, this really makes a difference, because it turns “magic” invisible electricity into something that students can play with and experience. Have a go with a Parallel resistors simulation.

The gamification aspect relies on a mobile game available in the Google Play Store, which includes a number of puzzles based on the same circuit simulator. So students get a familiar user interface, a portable way of learning, and the motivation of having clear goals and tracked progress. If you have an Android device, you can try a demo at: https://play.google.com/store/apps/details?id=com.circuitjam . (Providing for students without a personal Android device is one of the challenges here, and there are a number of alternatives available.)

The open source textbook is an existing project at http://www.allaboutcircuits.com/textbook. In many ways, it is rather conventional, but it does offer two key advantages: for the students, it is more accessible and flexible than a library, and for the lecturer it offers the advantage that it can be edited and redistributed. I do not expect to put much effort into the second part this time, but going forward that is a significant opportunity.

Finally, I discovered a set of tutorial questions and exercises developed in Germany for a project in subject didactics in electrical engineering. The theoretical basis is a definition of two threshold concepts: electrical potential, and circuits as models [Brose, A., & Kautz, C. (2010). Research on student understanding as a guide for the development of instructional materials in introductory engineering courses. In Proceedings of the 3rd International Symposium for Engineering Education. Ireland: University College Cork]. The exercises are specifically designed and verified to reinforce these threshold concepts and to avoid common misconceptions found in student responses.

Has this affected your teaching?

Close to the beginning of the semester, I find myself well equipped and prepared to deliver this module, not just from an academic perspective, but also from a pedagogical point of view. Using these resources allows me to free up lecturing time to make the lectures more interactive, it helps to provide ample of simulations, exercises, homework and tutorial questions for reinforcement, and it includes the novel element of gamification to keep students engaged.

How has it been received by students?

The interactive simulation has already been tried in a smaller postgraduate module, and was received very well by the students. The gamification part and the tutorials not been used so far, but a thorough evaluation is planned. An update will be provided once the results are in.

See also:
Further information about the Teaching Innovation Award: http://www.lboro.ac.uk/services/cap/procedures-schemes/teaching-awards/teaching-innovation-awards/

LORLS Implementation at DBS

January 19, 2017 Gary Brewerton

I note with great interest that Dublin Business School has recently had an article accepted in the New Review of Academic Librarianship, regarding their faculties’ perceptions of LORLS.

In the article Marie O’Neill and Lara Musto discuss a survey of faculty staff at DBS which reveals that their awareness of the system is greatly impacted by the amount of time they spend teaching. They also show that promoting appropriate resources to students and improving communication between faculty and library staff are seen as major advantages of having a RLMS. I particularly liked the following quote that came out of one of their focus groups:

“One of the challenges nowadays is recognising that students are reading more than books and articles. They are reading the review section of IMDb for example. Reading lists have to change and our perception of reading lists.”

One of the other outputs of the article was a process implementation chart, which was created to inform other institutions how they might best implement LORLS. This chart is reproduced below with the kind permission of the authors.

The article concludes with a strong desire from DBS faculty for greater integration with their Moodle VLE system. This is something that we are actively investigating and we have begun to pilot a Moodle plug-in at Loughborough, which we hope to include in a future release of the LORLS software.

'Dry' and 'try' January campaigns show moderate drinking is not just about units of alcohol

January 19, 2017 Rachel Mackenzie

Around this time of year, many people seek to reduce, reform or moderate their drinking habits. However, the idea of what is considered “safe”, “sensible” or “responsible” drinking varies significantly at different points in time and across different countries. Public health advice once recommended that male alcohol consumption should be limited to less than 21 alcoholic units per week, for example, but in 2015 this was reduced to 14. Many drinking campaigns also seem to promote further different interpretations of moderate drinking.

Continue reading

A visit to GB Hockey at Bisham Abbey

A visit to GB Hockey at Bisham Abbey

January 18, 2017 Lauren Proctor
MSc Sport Business and Leadership students recently had the exciting opportunity to visit Bisham Abbey National Sports Centre. Major highlights of the visit include learning about the leadership philosophies of CEO Sally Munday and Women’s Assistant Coach Karen Brown, fresh off their gold medal performance at the Rio 2016 Summer Olympics. The full-day visit was a huge success in bridging leadership theory with actual practice utilised in the sport setting. Student, John, wrote about the amazing opportunity given to our Sport Business and Leadership students.

In November 2016 twenty students from the Leadership Models and Practices course took a one-day visit to GB Hockey at Bisham Abbey, Buckinghamshire.

Sitting in the Warwick Room with views over the Abbey lawns we had presentations from two key leaders – the GB Hockey CEO, Sally Munday, and the Assistant Head Coach to the senior women’s team, Karen Brown.

Our first speaker, Sally, has been working in hockey since 1998 and, having previously been England Hockey Development Director, she is now England Hockey’s Chief Executive. Sally spoke to us with passion and enthusiasm about her leadership of the organisation, and was positive about how peoples’ backgrounds shape their approach to leadership. She discussed how her values such as integrity and clarity guide her day-to-day work, and in this context she challenged us to think about how we demonstrate our leadership capabilities.

Sally is well respected is the world of sport, and was a great addition to Liz Nicholls, the UK Sport CEO, who we’d seen just a couple of weeks previously. Both are similar leaders in British sport and they described similar values that guide how they work. It was interesting, however, to analyse how those values were put into practice in their active leadership styles.

Our second speaker, Karen, is Britain’s most capped women’s hockey player and won Olympic bronze in 1992. Karen began coaching in 2000 and discussed a leadership style that focuses on the culture of the organisation as much as her direction of it. I’d suggest she sees her leadership style as that of a conductor, completely knowing the strengths and weaknesses of her team to be able to get the best out of them. Whilst her planning and preparation are fundamental to good leadership, she requires her team also to be able to think for themselves.

The example Karen used to illustrate her leadership was the women’s 2016 Olympic Hockey final just a couple of months earlier, where GB had won the tournament after a penalty shootout in the final. It was incredible of her to play us a video of the final from just before the final whistle through to the end of the shootout, and talk through action-by-action what happened on and off the pitch. The insight she provided us with was fascinating and positively incomparable to any normal leadership discussion, and really placed the theory we have been learning in our lectures into practice. It was clear that GB Hockey won because of both the team’s planning and specifically Karen’s understanding of how each player contributes to the wider team.

We’ve been fortunate on this course to visit a number of sporting institutions and to hear from a range of national and international sports leaders – the Leadership Models and Practices module is without doubt the highlight of the Sports Business course.


Loughborough University London would like to thank John Grant for his contribution to our blog.

We would also like to extend our gratitude to GB Hockey at Bisham Abbey, the students definitely enjoyed their informational and inspiring visit.

To find out more about our Sport Business and Leadership course take a look at our website.

New Year, new Asli

New Year, new Asli

January 18, 2017 Asli Jensen

2017 is finally here and as cliché as it sounds, NEW YEAR, NEW ME! *cringes internally* I spent New Year’s Eve doing something completely random. Continue reading

On the other side of things

On the other side of things

January 18, 2017 Symrun Samria

Having already completed nearly half of my placement, I thought I would share my experience of being on the ‘other’ side of university life. Continue reading

10 ways we've improved student life at Loughborough

10 ways we've improved student life at Loughborough

January 18, 2017 Liam

Having a great student experience is key to our success at Loughborough. We’re always investing into campus and listening to feedback to improve the things you think are important. Here are 10 ways we improved your student life last year. Continue reading

European sovereign bond-backed securities: A dangerous idea

January 18, 2017 Andrea Lagna

The securitization of European government bonds is likely to increase hierarchies in the Eurozone. Eurobonds represent the most viable path to fiscal solidarity and political union.

Recently, European policymakers and representatives of financial institutions met in Paris at a workshop organised by the European Systemic Risk Board, the body which is responsible for the macroprudential oversight of the EU financial system. They discussed the creation of sovereign bond-backed securities as a solution to the scarcity of safe assets in Europe.

We argue that this proposal to securitize government bonds fails to tackle what we see as the fundamental problem of the Eurozone: the absence of a political union with a common fiscal policy and government bond market. In times of political-economic distress across the European continent, the securitization of government bonds may even exacerbate conflicts between highly-rated and low-rated sovereign states. As an alternative, and set against the perils of market-based financial innovation, we believe that policymakers should be starting a necessary and serious debate about how to implement Eurobonds. This simple but effective instrument would be an expression of…

To continue reading the post, please visit http://speri.dept.shef.ac.uk/2017/01/10/european-sovereign-bond-backed-securities-a-dangerous-idea/ 

 

This Blog post was written for SPERI by Dr Andrea Lagna, Lecturer in International Management and Innovation at the School of Business and Economics, Loughborough University, and Benjamin Wilhelm, Research Associate at the University of Giessen.

Tricia's snippets 2017-01-17

January 17, 2017 Tricia

This edition takes us to just before Christmas. Nearly caught up!

From WSSCC:

‘Sanitation and hygiene behaviour change at scale: Understanding slippage’ is a new reflection paper published by WSSCC’s Global Sanitation Fund. Slippage is a phenomenon that refers to a community’s return to previous unhygienic behaviours, or the inability of some or all community members to continue to meet all ODF criteria. The paper explores how to discern slippage nuances and patterns, strategies to address, pre-empt and mitigate it, as well as alternative monitoring systems that capture the complexity of slippage more fully. Download the paper in English or French or read the article on wsscc.org.

From The Water Network:

Israeli Solar Desalination Process Cuts Energy Costs by 90%

Israeli ​startup ​TSD (Tethys ​Solar ​Desalination)​ plans to ​revolutionize ​the process ​with a low-cost,​ off-grid, ​scalable, and ​environmentally ​friendly module ​technology ​using only the ​power of the ​sun.

https://thewaternetwork.com/article-FfV/israeli-solar-desalination-process-cuts-energy-costs-by-90-Jv427aRzr64uVKNngTcAUg

 

From Sanitation Updates:

WASH Benefits studies published in 2016

Oxford researchers say African girls need just two things to stay in school

What is the evidence on top-down and bottom-up approaches in improving access to water, sanitation and electricity services in low-income or informal settlements?

Implementer’s Guide to Lime Stabilization for Septage Management in the Philippines

Posted: 22 Dec 2016

What Sanitation Successes and Innovations Have You Seen This Year?

The social life of infectious diseases

Why Invisible Power and Structural Violence Persist in the Water Domain

Recycling sewage into drinking water is no big deal. They’ve been doing it in Namibia for 50 years

Posted: 21 Dec 2016

RWSN webinar – A tool for Monitoring the Scaling up of Water and Sanitation Technologies (TAF)

The Sanitation-Education Connection: What’s a toilet worth in Kenya?

Slum health is not urban health: why we must distinguish between the two

Recent sanitation/WASH studies

Posted: 20 Dec 2016

DfID aid reviews – what do they mean for water, sanitation and hygiene?

Posted: 15 Dec 2016 08:33 AM PST

A Photographer’s Journey Into Haiti’s Cholera Crisis – National Geographic

South Africa: Innovative decentralised wastewater system offers massive water and energy-saving benefits

Posted: 14 Dec 2016

The Community Incentive Model: Towards an Open Defecation Free Chhattisgarh

Why Embracing Slow Fashion Could Reduce Pressure On The Natural World

Case studies in blended finance for water and sanitation

Menstrual hygiene management among adolescent schoolgirls in low- and middle-income countries: research priorities

Posted: 13 Dec 2016

Thematic Discussion: Integrating sectors to address the holistic needs of children

Posted: 12 Dec 2016 12:10 PM PST

Household sanitation facilities and women’s risk of non-partner sexual violence in India

Assessment of Macro-Level Socioeconomic Factors That Impact Waterborne Diseases: The Case of Jordan

SuSanA monthly webinar: Climate change and the water cycle: decarbonizing the water and wastewater sector -Thurs 15 Dec, 13:00 BST (London time)

Posted: 09 Dec 2016

Smells of Success

Challenges and opportunities for inclusive and sustainable WASH

Posted: 07 Dec 2016

‘Taking a Shit While Riding a Horse’: Comic Decodes Train Toilets

The Nano Membrane Toilet – new funding and video

Google Maps will soon help people find clean toilets

Posted: 02 Dec 2016

New WHO estimates on stunting; Dec 2016 WASH studies

Catalytic programming for scale and sustainability

Posted: 01 Dec 2016

Consultancy call: Evaluation of Urban WASH Sector Functionality in WSUP Programme Countries, 2016-2020

Posted: 30 Nov 2016 10:22 AM PST

From email alerts (sanitation in the title):

From journal email alerts:

Water science and technology library

ISSN 0921-092X

VOL 73; (2016)

Pilkington, my old friend

Pilkington, my old friend

January 17, 2017 Luke Starr

As ever, the festive winter break went by in a flash. A chilled family Christmas at home, followed by a somewhat-less-chilled New Year’s Eve in Amsterdam, and I was back at Uni before I knew it. Continue reading

Diving into placement year!

Diving into placement year!

January 17, 2017 Gemma Wilkie

So I’ve finally arrived back in England after six months of studying and travelling Australia! Continue reading

Student blogs: Meet Jacky

Student blogs: Meet Jacky

January 16, 2017 Jacky Man

My name is Cheuk Ki, Man (Jacky). I am currently a finalist studying Air Transport Management. Continue reading

Introducing Tara

Introducing Tara

January 16, 2017 Tara Janes

Hi guys, I’m Tara, a new Student Ambassador and first-time blogger. I’m a first year studying Industrial Design and Technology, living in Bill Mo (William Morris halls) and loving every minute. Continue reading

Introducing Niamh

Introducing Niamh

January 16, 2017 Niamh O’Connor

Hello all! Welcome to my first blog! I hope all of you reading this had a special Christmas and New Year whatever you got up to. Continue reading

Tricia's snippets 2017-01-16

January 16, 2017 Tricia

A bit of catching up to do after the Christmas break! This edition takes us to the end of November 2016.

PPCP’s Are Turning Our Water Into Chemical Soup

Studies undertaken in several countries have detected a wide range of pharmaceuticals and personal care products (PPCP’s) in surface water, groundwater, and even drinking water systems. The levels of these chemicals appear to be relatively low, however, due to their reactive nature, continual presence in the environment, and unknown effects on both humans and aquatic ecosystems, concern is rising among researchers and health agencies.

Read the full article: http://funfrogcreative.com/h2ozine/ppcp-water-contamination/

From Sanitation Updates:

Eight ways to make innovation work for water and sanitation

Posted: 29 Nov 2016 07:18 AM PST

A guide to developing reuse and recycling technologies

Gates Foundation – Three Ways to Improve Child Health

An Annotated Bibliography on Shared Sanitation – November 28, 2016

USAID Announces Partnership with Toilet Board Coalition

Sanitation projects will go down the toilet unless we ask people what they really want

Posted: 28 Nov 2016

World Biogas Association Poised to Take a Bite Out of Climate Change.

Posted: 23 Nov 2016 10:02 AM PST

RB, USAID and EY launch Hygiene Index on World Toilet Day

Posted: 23 Nov 2016 09:30 AM PST

Senior Project Manager – Sustainable Sanitation Alliance (SuSanA), SEI Africa Centre

Posted: 22 Nov 2016 08:22 AM PST

Crappy water and the science of sanitation

Posted: 22 Nov 2016 07:50 AM PST

 

Water, Sanitation and Hygiene for sustainable Neglected Tropical Disease control

Oxfam – Webinar: Tiger worms 4U

PLoS journals launch WASH collection

Diarrhea 101: Time To Talk About Something We Don’t Usually Talk About

Posted: 21 Nov 2016

November 19 – World Toilet Day 2016

Posted: 18 Nov 2016 08:37 AM PST

Cheryl Hicks On World Toilet Day – Global Waters Radio

Domestic Livestock and Public Health / Animales Domésticos Y Salud Pública

Posted: 17 Nov 2016

Webinar: Technology Applicability Framework (TAF) in Water and Sanitation

Posted: 15 Nov 2016 06:33 AM PST

Household survey: hygiene and sanitation behavior as well as willingness to pay in rural Senegal

Indian Company Protoprint Transforms Waste into 3D Printing Filament for Commercial Use

UC Davis Researchers Streamline Fertilizer Production

Recently published sanitation research

Posted: 14 Nov 2016

SuSanA webinar: Improving Wikipedia’s sanitation content for online or offline use – Thurs 24 Nov, 9:00 am CET (Stockholm time)

Posted: 10 Nov 2016 02:44 PM PST

2016 National Water Research Institute Clarke Prize Award

Posted: 10 Nov 2016 11:10 AM PST

SID DC meeting – Urban Sanitation: Meeting the SDGs for Universal Access by 2030

Posted: 10 Nov 2016 10:29 AM PST

USAID; IUCN – Viet Nam: Ha Long Bay boat waste collection and treatment

Posted: 10 Nov 2016 08:17 AM PST

Standard For Decentralised Faecal Sludge Treatment In Developing Countries

Posted: 10 Nov 2016 07:52 AM PST

Live Q&A: What is the future of innovation for water and sanitation?

Posted: 10 Nov 2016 06:14 AM PST

From email alerts with sanitation in the title:

 

SCIENCE OF THE TOTAL ENVIRONMENT

ISSN 0048-9697

VOL 569; (2016)

WATER RESOURCES MANAGEMENT -DORDRECHT-

ISSN 0920-4741

VOL 30; NUMB 13 (2016)

Water international

ISSN 0250-8060

VOL 41; NUMB 7 (2016)

WATER RESEARCH

ISSN 0043-1354

VOL 103; (2016)

International journal of water resources development

ISSN 0790-0627

VOL 29; NUMB 3 (2013)

International journal of water resources development

ISSN 0790-0627

VOL 29; NUMB 4 (2013)

International journal of water resources development

ISSN 0790-0627

VOL 31; NUMB 2 (2015)

International journal of water resources development

ISSN 0790-0627

VOL 31; NUMB 3 (2015)

Introduction Miranda

Introduction Miranda

January 16, 2017 Miranda Priestley

Hello everyone! My name is Miranda and I am in my Second Year studying Graphic Communication and Illustration at Loughborough University. Continue reading

Introducing Jessica

Introducing Jessica

January 16, 2017 Jessica Rutherford

Hey, my name is Jessica and I’m a 2nd year PhD student. I study part time so my course is expected to last 5 years. Continue reading

Introducing Lauren

Introducing Lauren

January 16, 2017 Lauren Jefferis

Hello! I’m Lauren and for the next 12 months I will (fingers crossed) be giving you an insightful and entertaining look into life as a Loughborough University student. Continue reading

Introducing Hannah

Introducing Hannah

January 13, 2017 Hannah Timson

Hiya I’m Hannah and I’m a second year English student at Loughborough University. Continue reading

Contagion within and without of the Euro zone

January 13, 2017 Eric Pentecost

One of the claims of Euro zone membership for the southern European countries was that by joining the Euro their governments could borrow at low (northern European) rates of interest. The reason for this was that there would be no exchange rate risk as all borrowing would be in Euros. This argument, however, ignored the remaining very different country risks, in that Greek debt should still carry a higher interest rate if Greece was believed more risky, than say, the Netherlands. In the early years of the Euro such different country risks were ignored by the markets and so bond yields were generally stable and low averaging between 4.37 per cent and 4.73 per cent. Greece, Portugal and Spain could all borrow at the same rate as Germany and the Netherlands.

After the global financial crisis in 2008, however, it became evident that country risks within Euro member states could not be ignored as was manifest in the Greek crises. Between end-2009 and end-2015 Greece experienced two discernible financial crises. The first was marked by the provision of an initial bail-out package in May 2010, with a second package worth €246 billion agreed in February 2012. In March 2012, continued sovereign debt restructuring in Greece and, perhaps more strategically, a statement by the President of the European Central Bank, Mario Draghi, in July 2012, that the ECB would do “whatever it takes” to save the euro, were associated with a general reduction in bond yields. As indicated by Chart 1, the acute phase of the crisis seemed to be over. The second crisis was associated with the rise to power of the Syriza party in 2015, and as Chart 1 shows the risk premia on Greek 10-year government bonds rose sharply again at this time.

The research project had two main aims. First, to see if there was contagion from the two Greece crises to the other Euro area members and the extent to which the degree of contagion was different between the two crises. The second aim of the project was to examine the extent of contagion from both crises to the Non-Euro members of the EU, all of whom operated some kind of managed floating exchange rate regime with the Euro, which we divided up into two groups of countries – the Czech Republic, Hungary and Poland – which all have aspirations to join the Euro-zone and Great Britain, Sweden and Switzerland who are financially more developed countries who have no plans to ever join the Euro area. This would enable to us test the idea that some exchange rate flexibility might offer these member states some protection from financial contagion within the Euro zone.

The methodology employed was to compare the Greek risk premium – measured as the difference between the Greek 10-year bond rate and the German 10-year bond rate – with the other countries risk premium over the German bond rate, using daily data. For the non-Euro zone countries we also took account of the expected changes in the bilateral nominal exchange rates against the Euro – although as it turned out such changes were not important.  The comparisons involved the use of correlation measures – some of which are reported below – but also regression analysis using a multivariate GARCH dynamic conditional correlation model – to which reference should be made to the working papers.

Figure 1. Long-Term Government Bond Yields of Greece, Ireland, Italy, Portugal, Spain, France, the Netherlands, Germany, Switzerland, U.K., Sweden, Poland, Czech Republic and Hungary from 1st October 2009, to 12th August 2016. Source: Stock Market Quotes & Financial News

With regards to the effect of the Greek crises on the risk premium in other Euro zone economies – a positive and statistically significant correlation between the risk premia – is taken as evidence of contagion. Table 1 shows positive and statistically significant correlation coefficients between Greece and other Euro area countries, which is indicative of contagion.  A commonly expressed view is that the effects of the second crisis were more muted since the systemic risks were seen by markets as being lower.

However, using a rolling correlation model we find that this is not the case. In both the 15-day and 5-day roiling windows the correlation coefficients for all Euro zone countries are larger in the 2nd crisis period than in the first and these differences are statistically significant for France, Netherlands and Portugal, as Table 1 below shows.

Table 1:  Correlations between Changes in risk premia of Greece and the Other Selected Countries in the First and the Second Greek Crisis

1st crisis 2nd crisis difference between the 1st and 2nd crisis (in abs)
15-day rolling window (mean) R 5-day rolling window (mean) R 15-day rolling window (mean) R 5-day rolling window (mean) R 15-day rolling window (mean) R 5-day rolling window (mean) R
Ireland 0.41*** 0.34** 0.42** 0.36** 0.01 0.02
Portugal 0.36*** 0.28** 0.46** 0.40** 0.10*** 0.12***
Spain 0.39*** 0.33** 0.40** 0.34** 0.01 0.01
Italy 0.39*** 0.30** 0.39** 0.34** 0.00 0.04
France 0.26*** 0.19** 0.30** 0.26** 0.04** 0.07**
Netherlands 0.18*** 0.09** 0.26** 0.25** 0.08*** 0.16***

        Note: *** and ** indicates the significant levels of 1% and 5% respectively.

With regards to the non Euro zone countries we found very different results, although not due to expected changes in the bilateral nominal exchange rates as we initially expected. The results, shown in Table 2,  show that there was contagion to the three acceding members of the Euro zone (Czech Republic, Hungary and Poland), exactly as there was with full Euro zone members, so the exchange rate flexibility they had in fact offered them very little independence from Euro zone financial shocks. On the other hand, for the three financially developed economies – Switzerland, Sweden and GB – there was little evidence of contagion, but instead rather strong evidence of safe haven effects, probably due to a ‘flight to safety’ from Euro-denominated bonds, including German bonds. That is a rise in the Greek risk premium lead to a fall in the risk premium (a negative correlation) over Germany of the three economies – suggesting that investors chose to switch funds to these economies to avoid Euro zone risks. In this case remaining outside the Euro zone did not insulate GB from the shocks, but they had the opposite effect to that of other countries in that financial capital flowed into rather than out of the country.

Future work on this topic is ongoing as we try to improve the modelling of the interdependencies between the countries risk premia, and in particular combine the Euro zone and non-zone results into a common model framework.

Table 2: Dynamic Conditional Correlations between risk premia of selected EU countries (Greece exogenous)

Switzerland Czech Republic GB Hungary Poland
Czech Republic -0.008
GB 0.240*** -0.221***
Hungary -0.111** 0.674*** -0.259***
Poland -0.139*** 0.627*** -0.181*** 0.747***
Sweden 0.076** -0.000 0.207*** 0.104** 0.121***

Note: *** and ** indicates the significant levels of 1% and 5% respectively.

This Blog post was written by Professor Eric Pentecost, member of the Economics discipline group and of the Money and Developing Economies Research Interest Group. Eric can be contacted on e.j.pentecost@lboro.ac.uk

Introducing Imogen

Introducing Imogen

January 13, 2017 Imogen Newey

“The best university is the university of life” (Henrique Capriles Radonski) – but I couldn’t imagine my life without what university has taught me! Continue reading

Student blogs: Meet Chidinma

Student blogs: Meet Chidinma

January 13, 2017 Chidinma Okorie

Hello, I am Chidinma Okorie, from Nigeria and I am currently studying M.Sc. International Relations. Continue reading

Student blogs: Meet Sofia

Student blogs: Meet Sofia

January 13, 2017 Sofia Aguiar

Hello everyone! My name is Sofia. This is my first blog post and I’m really excited to take you all on my Loughborough journey and give you a little insight on what it’s like to be a second year Drama student at Loughborough. Continue reading

Collaborative Project - North Highland

Collaborative Project - North Highland

January 11, 2017 Lauren Proctor

Though students have now completed their Collaborative Project module, we have lots still to tell you about it! Yi Jin, a Design Innovation Management student documents her group’s visit to the North Highland office in London. Many of the students visited their project partners in November to get a better feel for the company and how they work.


About North Highland

North Highland is a global consulting firm with over 3,000 employees in more than 60 offices worldwide. Our are collaborating with them try to improve recent problems in universities.

Project Briefs

We can choose from these two topics:

  1. Design a solution that disrupts the way universities attract and enroll A-level students
  2. Design a solution to provide universities with a new way of understanding their students and engaging with them throughout their course, with the goal of improving their ranking in the NSS.

Our Visit

Their office is in 8th floor of the right building

The itinerary

We arrived at 1.00pm, with our project tutor Surya. We were warmly received by the company representatives, Andrew and Michelle, who had been involved with our project from the start.

Their reception and the windows face the St.Paul’s Cathedral

The colourful, quirky office walls

 

After the manager Chris Lamont introduced the company and our project, Michelle and Andrew took us on a tour around their offices, which had a modern and creative feel.

The doors of the office rooms are decorated to look like telephone boxes, which makes the space quirky and fun. They have a colorful and open work space, with table tennis, a kitchen, and seminar rooms with see through windows. It definitely encouraged collaboration and creative energies.

The map shows the cooperation works of North Highland around the US

Ideation task

Then, their a graphic designer, Beccy Robinson taught a short lesson about ideation. She introduced how they start with a creative idea, and how they work on the building the idea through a step by step process. She asked everyone to fold a piece of paper into 8 parts, using one minute to think out an idea about how to improve the social scene in Loughborough University London, and moving into another idea in the next minute, drawing or writing them no matter how stupid or unreasonable they may seem. Normally, we would have swapped our papers with others, shortlisting and improving them, but time was limited, so we finished at this stage.

After this, Michelle Freeman, Paul Hutchison, Clare Flitton taught us how to measure CX(customer experience), how to build apps, and how to map customer journeys, respectively. As we submitted our proposals last week, they tailored these to our projects. They tried to help us in any areas we lacked experience and we learnt a great deal from them.

Michelle told us about how to measure customer experience which is highlighted by their company when they deal with their real projects

Paul introduced all sorts of software and useful resources for building apps

 

Finally, we summarized the things to take away from the day’s sessions in our groups, such as: mobile technologies, mixing ideas, journey map. We learn a lot from the North Highland staff about each of their specialisms.

What we took away from the sessions

Our group using the innovative office spaces to continue our work on the project together

 

 

 

 

 

 

 

After the session, we decided to stay at the office for a while to continuing our work together as a team. We used the “magic” white board to post our ideas on the wall and analyse the feasibility of our idea. We also asked Michelle to give us some feedback to improve on our ideas. It was as if we were working in a real company to solve the project problems, which was a meaningful experience for us.

At the end of the day we took one last look at this amazing view!

For a few of us, this was the first time we had visited a company in the UK. The North Highland office is creative, fun and relaxed, it was a great organisation to visit! We acquired professional knowledge from their experts, and it helped us improve our skills and understand their needs better. I enjoyed the unforgettable trip, and, on behalf of group 14, thanks to North Highland consultancy for inviting us to visit their amazing office, we thoroughly enjoyed the session!


Thank you to Yi Jin, a Design Innovation Management student at Loughborough University London, for writing about the Collaborative Project. Credit to Yi Jin for all the included images.

To find out more information about North Highland, visit their website.

BookCrossing Is Back!

January 11, 2017 Steven Lake

After a brief hiatus, we’re pleased to announce that we’ve re-launched our popular BookCrossing initiative across campus this month, with new baskets situated in the S Building, the Business School and Martin Hall. They’ll be topped up once a month as usual.

BookCrossing is the leisure reading phenomenon with the aim of encouraging us all to read more for pleasure. Designed as a ‘read me then release’ me scheme, the way it works is that you take any book you fancy, then, once you’ve finished reading it, pass it on for someone else to enjoy. To add to the fun, every book has been given its own ID number, so you can track its journey via the website.

However, to keep the scheme rolling we need more books to keep the baskets topped up! So, if you have any leisure reading books you’re happy to donate to the scheme, we’d really like to have them. Ideally we’d like good quality novels and biographies, autobiographies or memoirs. Please bring them to one of the Library desks, mentioning that they’re for the BookCrossing scheme, and we’ll do the rest!

Don't Get Caught Out - Avoid the 7 Deadly Sins of Academic Misconduct!

January 10, 2017 Steven Lake

8 exam and coursework tips from our graduates

8 exam and coursework tips from our graduates

January 10, 2017 Bethan Fagan

We know that university can feel overwhelming at times, especially during busy periods of revision or assignments. We’ve asked a handful of alumni and graduates to give their best advice on how they got through these tough times! Continue reading

5 reasons why you should study an MRes

5 reasons why you should study an MRes

January 9, 2017 Lauren Proctor

What is an MRes?

An MRes is a Master of Research degree. An MRes places emphasis on the individual to uncover new knowledge and develop their own research expertise whereas a traditional taught master’s degree programme focuses on the development of expertise in a chosen area. An MRes explores the research processes, and uncover the designs, practices and methodologies used by experienced researchers from each discipline.

Research skills are greatly in demand across the high value industries of the UK. Alongside the taught elements of the programme you will be able to access a tailor-made professional development programme mapped to the Researcher Framework that will support you to market yourself and your skills for a rewarding career.

From September 2017, Loughborough University London will be delivering six new multidisciplinary MRes programmes, to enable students with a passion for research to widen their skills, focus their interests and take the next step towards an MPhil, PhD or analytical career. The MRes courses on offer are:

MRes in Design Innovation

MRes in Digital Technologies

MRes in Diplomacy and International Governance

MRes in Entrepreneurship and Innovation

MRes in Media and Creative Industries

MRes in Sport Business.

Here are 5 reasons why you should consider studying an MRes at Loughborough University London:

  1. It’s only one year compared to a 3/5 year PhD

Committing to a three or five year PhD can be quite unnerving, that’s why pursuing an MRes in your chosen field can relax some of the trepidation you may have by dipping your toe in the research pool, to see if it is for you.

An MRes is the perfect opportunity to take a look at what research you would like to pursue, with a less timely dedication.  Maybe you will find a field where just one year will not give you all the answers you need and that’s where continuing into a PhD is a great option. Loughborough University London has lots of opportunities for research so you could continue your studies with us, too!

  1. Prefer to just get stuck in?

Lectures aren’t for everyone; some students prefer to get into the topics themselves and really explore what they are all about. That’s exactly what an MRes is designed to do – exploring the nitty gritty of a subject for a year before pursuing it at a PhD level, or going off into the wider world of work. Additionally, whilst most master’s courses will include seminars and group work, the main bulk of an MRes degree will be your research project(s).

  1. Research projects vs exams

If exams stress you out, an MRes might be the option for you. An MRes typically consists of more written submissions compared to the exam possibilities on an MSc or MA.

  1. We have an MRes only scholarship available!

The Dean’s Award for Excellence in Research offers 50% off the full cost of tuition fees for six MRes students with an inspiring research proposal in 2017 at Loughborough University London. Successful applicants will demonstrate academic excellence and the potential to be an exceptional researcher.

  1. Contribute to your field

Your MRes research can actually make a difference. You’ve found a gap in your field and explored it; just think of how attractive that will be on your CV!


To find out more about our MRes courses or any of our programmes on offer, take a look at our programme listing.

Big data for anti-poverty programmes: A politically embedded view

January 9, 2017 Silvia Masiero

The idea of datafication, intended as rendering many non-quantified processes into data, has become ubiquitous in business intelligence. Mayer-Schonberger and Cukier (2013) refer to big data as “a revolution that will transform how we live, work and think”, since data have transitioned from the role of optional asset to that of programmatic lens to see the world and frame it. Given the pervasive nature of datafication, it makes sense to examine its social and developmental implications, asking whether and how it can affect the ways in which anti-poverty action is conducted on a world scale.

Silvia Masiero

I began collecting data on the computerisation of anti-poverty schemes, in particular food security measures, in south India in 2011, and wrote my PhD thesis on this. Since then I have conducted multiple rounds of fieldwork, to monitor the evolution of the Indian anti-poverty system from back-end digitisation to biometric recognition of users. My interest in datafication emerged from the observation that data became, over time, an integral part of the making of the nation’s anti-poverty policy.

Digitisation vs. Datafication

One important question is on the effect of big data on the social safety nets designed for the world’s poor.  These nets, known as anti-poverty programmes, are devised to protect the poor and vulnerable against livelihood risks. These programmes range from food security to employment guarantees, health insurance, and anything that constitutes a primary need for below-poverty-line citizens, and are widely diffused across developing nations. With the advent of the Internet and mobile money, such programmes have already been pervaded by diverse forms of digitisation.

However, datafication of anti-poverty programmes is radically different from digitisation at large. If digitisation refers widely to the adoption of digitality in existing processes, datafication is a process in which data of beneficiaries become the basis for administering the programme. It involves systematisation of citizens’ data into databases that collects all relevant information. This allows to recognise entitled citizens, telling for example those below the poverty line from those who are not, and assign entitlements accordingly, such as food or cash transfers.

Aadhaar: Datafying India’s Anti-Poverty System

Examples of anti-poverty programme datafication abound worldwide. For example, cash transfer programmes across Africa are moving to mobile money, assigning entitlements on the basis of user data. Perhaps the most powerful example of this is that of India, where the Unique Identity Project, or Aadhaar (meaning “foundation”), proposes to collect the biometric data of all residents, storing them in a  central database. The Aadhaar project is the biggest biometric project worldwide, and provides a unique 12-digit number to all those who enrol, capturing their 10 fingerprints, iris and photograph.

The purpose of this form of datafication is that of simplifying delivery of social services, enabling rapid identification of those entitled. With Aadhaar, biometric details are linked to citizens’ data, hence a fingerprint is enough to access subsidised foodgrains or other benefits. This is hailed worldwide as an example of best practice in information and communication technology (ICT) for development, and one that can turn citizens’ data into means for more effective anti-poverty action. But as it emerged from my research, the reality may be more complex than that.

More specifically, my research on Aadhaar reveals two points on the datafication of anti-poverty programmes. First is their technical rationale, aimed at producing more effective and accountable food security systems. Second are the political consequences that the new data architecture produces.

A Politically Embedded View

The technical rationale lies in fighting exclusion errors, which exclude entitled users from service provision, and inclusion errors, meaning inclusion of the non-entitled. Aadhaar’s datafication discriminates the poor from the non-poor, so that a non-entitled citizen cannot receive social safety benefits. It also gives users an identity, so that poor citizens without documents can have access. Nevertheless, this effect is sometimes blocked by malfunctioning ICTs, resulting in below-poverty-line citizens being prevented from accessing their entitlements, resulting in technology-induced disempowerment rather than in the desired systemic improvement in service delivery.

But political consequences are visible too. Aadhaar has the function of transforming India’s anti-poverty agenda, based on subsidies for the poor, into a system in which cash will be directly transferred to them. This embodies the Central Government’s intention to do away with subsidies, substituting them with a free-market system based on bank accounts. This has the potential to dismantle India’s current social policy, while many poor citizens – unbanked and suspicious of market intervention – report being in strong favour of subsidies instead of cash.

As a result, the main argument made in my research is that datafication does much more than streamlining existing anti-poverty programmes. Entrenched in extant social policies, it can deeply transform their inner architecture, as Aadhaar is doing with India’s system of social security. As big data become increasingly incorporated in anti-poverty systems worldwide, it is hence important to appraise this phenomenon through a politically embedded lens, asking whether and how datafication is actually expanding poor people’s entitlements.

I will give a seminar titled The Affordances of Big Data for Poverty Reduction: Evidence from India at the UNESCO Chair in ICT4D on 2 February 2017, 1pm to 2pm. The seminar will be hosted by Royal Holloway University of London, Queen’s Building, QB136. If this work interests you, it will be my honor and pleasure to hear from you, I am contactable at all times at s.masiero@lboro.ac.uk.

This Blog post was written by Dr Silvia Masiero, a Lecturer in International Development at the SBE, a member of the Centre for Service Management (CSM) and an affiliated member of the UNESCO Chair for ICT4D. Silvia can be contacted via S.Masiero@lboro.ac.uk

Keep Calm With the Student Union

January 9, 2017 Steven Lake

An exciting year ahead for the Graduate School!

An exciting year ahead for the Graduate School!

January 9, 2017 Dr Katryna Kalawsky

Written by Professor Andrew Dainty, Director of the Graduate School.

Happy New Year to all of our PGR students! I hope that you all return to your doctoral studies having had a restful festive season and are feeling refreshed for the year ahead.

2017 promises to be an exciting one for the Graduate School as we consolidate the work done in improving services to PGRs over the past 3 years by creating a new delivery structure. The ‘Loughborough Doctoral College’ (LDC) forms an integral part of the new CALIBRE strategy, the University’s new research strategy that has been developed and championed by the Pro-Vice Chancellor for Research, Professor Steve Rothberg. CALIBRE explicitly recognises the crucial role that postgraduate research students play in achieving our research aspirations which raises the importance of having the right structures, systems and processes in place that enable our PGRs to make a significant contribution to the University’s research endeavour and performance.

Over the past year we have been exploring ways of improving both the administrative support for PGR (from application right through to graduation) and the ways in which we can enhance training and development opportunities for students at both of our campuses, as well as for our part-time students. Discussions with students and staff have revealed a need for a more integrated service for our PGR students which reflects that found within ‘Doctoral College’ type structures, a model increasingly favoured by leading research-intensive institutions in the UK. They act as a ‘one-stop-shop’ for all things PGR, from admissions, to progression, development and preparing PGR graduates for early career research positions. Their emergence also reflects the shift in emphasis towards coordinated large-scale Doctoral Training Partnerships (DTPs) and the need for structures which promote inter-disciplinarity, more strategic delivery of training and development activity and stronger governance. LU PGRs will become members of the College, a unique and exclusive designation not afforded to taught students or staff. This will help build a stronger sense of cohort amongst PGRs beyond that experienced in their Schools and research centres.

We will be working closely with the PGR President team and the LSU’s PG Executive Officer over the coming months to make the LDC vision a reality. If you have comments or suggestions on the kinds of enhancements that you would like to see as part of this please let me know.

I wish you all a very productive and successful 2017 for your doctoral studies!

Andy Dainty

Director, Loughborough Graduate School

Library Café & Shop Extended Opening Hours During 24-7

January 9, 2017 Steven Lake

It’s not just the Library that is open longer during the January 24-7 period – the Library Café and Library Shop will also be keeping their doors open for extra time as well!

From Monday 9th January to Wednesday 1st February, the Library Café will be open 9am – 11pm Monday to Friday, and 10am – 9pm on Saturday and Sunday.

From Monday 9th January to Wednesday 1st February, the Library Shop will be open 9am – 4pm Monday to Friday, and 10am – 4pm on Saturday and Sunday.

In addition, to meet the extra demand for refreshments during one of the busiest times of the year in the Library, the Library Café will be hosting an Express Coffee Stand (pictured above), situated in the café seating area, which will be providing quick drinks and snacks for those who don’t like the size of the queue in the serving area! This stand will be open 9am – 3pm Monday to Friday only.

January 24-7 Opening

January 7, 2017 Steven Lake

Our January 24-7 Opening period begins when we open for the start of term on Monday 9th January at 8.30am and will run until 2am on Thursday 2nd February. As is customary, we’d like to issue a few gentle reminders about 24-7 etiquette…

Firstly, please respect your fellow users by considering what behaviour is (and isn’t!) appropriate in the Library by studying our guide to Library facilities on our homepage.

Space is ALWAYS at a premium during exam time, and sadly there are always a few who feel the need to take up more space than they actually need – even when they’re not actually in the building! So please, be kind and considerate and don’t leave your stuff lying about when you’re not there, as you’re depriving other people of a much-needed place to study. We WILL be removing any items left unattended for 30 minutes to free up space (assuming someone else doesn’t help themselves to your stuff first!).

Also please remember to keep your ID card with you at all timeseven when you go for a break. Any attempt to enter the Library without your card will count as one of your three strikes. Quite apart from the fact that you need it to gain entry to the Library, it is a University regulation that you keep your ID card with you at all times while on campus – if you lose it, you must report it and buy a replacement. And don’t lend your card to your friends – that’s against regulations too, and if we catch you, we will report you.

Levels 1,2 and 4 are intended to be areas for quiet study – please remember to keep the noise levels down to an absolute minimum on these floors, or you will be asked (nicely, by us, probably not so nicely by your fellow revisers!) to desist. If you want to chat – or have a snack – Level 3 is the designated social area.

Our designated Silent Study Area is on Level 4. When we say SILENT, we do mean SILENT! If you cannot abide by this, you will be asked to leave the area if you persist in causing disruption to your fellow users. We genuinely don’t like telling people off as much as they don’t like being told off, but for the sake of those genuinely wishing to study, we cannot tolerate bad behaviour or disrespect towards other users and staff. We appreciate that at times like this the stress levels rise, but though there are plenty of places on campus to let off steam the Library is NOT one of them! This applies just as much to use, or indeed misuse, of social media – think before you post anything, however witty you may think it is!

Our bookable study rooms, carrels and pods are pretty busy even off-peak, but during exam periods they’re especially popular. Please remember that you have to book them first before you can use one – don’t just turn up and sit down assuming the space is available, because it probably isn’t! And if you do book a space, please remember to actually come and use it. We give people 15 minutes to claim their reservation, otherwise we will allow someone else to use it – it’s simply not fair on other students to leave rooms unclaimed & unused. We try to monitor room bookings daily and update availability via our dedicated Twitter feed – it might be worth keeping an eye on it if you need to book a room at any point.

Please use the bins and recycling containers to keep the Library clean and tidy. Please remove all rubbish from your desk when you go – leave it as you would expect to find it!

If you’re a smoker, please remember that you cannot smoke directly outside the Library entrance – you must use the smoking shelter in the Library car park opposite. Some of you are probably getting as tired of being told this as we are of telling you, but get used to being nagged (or worse) if you continue to ignore this rule – it is a University regulation, and subject to the same disciplinary procedure if you break it.

Although the Library is open 24-7, the Library Enquiry Desks are only staffed between 8.30am – 10pm. During the evening, the Library is supervised by security staff. If you need printer credit, remember that you can buy it online. Please remember, though, if you experience any problems at all regarding any of the Library facilities, just ask any member of staff, or contact us through our Ask a Librarian email service or our Twitter and Facebook feeds – we’re here to help you as best we can.

Best of luck!

LU Arts Presents Englishes - A Conversation

January 6, 2017 Steven Lake

Join LU Arts this January for an afternoon of presentations, discussion and film screenings constructed around artist Nicoline van Harskamp’s preoccupation with investigating the global use of English by non-native speakers around the world.

Having already made a series of video works focusing on the subject, the artist continued her research at Loughborough University where she was invited by Radar to make a new work in collaboration with its linguists. A new work, Apologies and Compliments, was made as part of the commission and will be screened alongside other videos from the series known as Englishes, an on-going a project that seeks to provoke questions about the features and possible declinations of a future global English.

Screenings will be accompanied by presentations from experts in the fields of linguistics and art. Nicoline van Harskamp will host a conversation between invited artists and academics who will act as first respondents to the issues represented in the works before audience members and guests are also invited to contribute to the session with their remarks and opinions.

The event will be taking place on Friday 27th January at the LU Arts Project Space on the 1st Floor of the Edward Barnsley Building from 1pm – 5pm. Tickets can be bought via the LU Arts website below:

http://www.arts.lboro.ac.uk/radar/events/event/englishes_-_a_conversation

Pastels & Pencils at the Loughborough Town Hall

January 5, 2017 Steven Lake

Loughborough Town Hall is marking the New Year with two new art exhibitions in its Sock and Sockette Galleries beginning this January.

A Passion for Pastels (running 5th January – 25th February) is a collaborative exhibition by the Leicestershire Pastel Society, made up of artists who reside in Leicestershire and Rutland. Exhibitions staged by the Society boast a high standard of art in the dry mediums of pencil, charcoal and soft chalks and members are looking forward to sharing their work for all to enjoy.

Upstairs on the first floor the Sockette Gallery for Emerging Artists is hosting Pencil Artwork by Jon Allcock (runs from 11th January – 29th April). Jon’s lifelong interest in pencil drawing only really surmounted to sketches when he had the time. A couple of years ago, Jon began taking a more focused approach to his drawing, working on detailed shading, which he really enjoyed. Being encouraged by his family and friends, Jon finds himself exhibiting some of his first ‘proper’ drawings for everyone to enjoy at Sockette.

The Sock Gallery and Sockette are free to enter and are open Monday – Saturday from 9am – 5.00pm and when the Town Hall is open for shows.

A visit to the Royal Military Academy at Sandhurst

A visit to the Royal Military Academy at Sandhurst

January 4, 2017 Lauren Proctor
MSc Sport Business and Leadership students recently had the opportunity to visit the Royal Military Academy at Sandhurst. The day was filled with a variety of activities including academic sessions and talks delivered by academy personnel on leadership from a military perspective. Students also had the unique opportunity to take part in a special session with a prominent military commander and learn first-hand how his combat missions have shaped his leadership philosophy. Student, Phil, has written about his experience at Sandhurst.

I started the first day of my Sport Business and Leadership course on the Thursday, on the Friday I stood on the hallowed steps of the Royal Military Academy at Sandhurst! It was definitely a truly humbling and exciting start to my studies. There was a notable buzz of eager anticipation amongst the Sport Business and Leadership class as we gathered at Waterloo station, awaiting the arrival of Dr Steve Swanson to lead us on our first field trip.

The journey completed, we were served tea, coffee and biscuits in a rather grand room off of one of the main wings of the Old College building, before being given some insight into the history of Sandhurst and an introduction to military leadership. Inspired, we were led on a tour of the Academy, including the chapel, the parade ground and eventually the mess.

During the tour I had the opportunity to chat with one of the officer cadets, and, having seen the badge on his uniform, I asked, “Is that your real name?” To which the response was, “Yes sir. It may be a problem should I attain the rank of Major!” He was Officer Cadet Risk!

Our dining experience at Sandhurst set the bar high for the other site visits, with portions for exercised officer cadets leaving languid Loughborough students replete. Aside from the food, what made the greatest personal impact on me? Carved in stone above the door in Christ’s Chapel is a verse known as the Sandhurst Collect which reads:

“Almighty God, whose son, the Lord of all life,
Came not to be served but to serve,
Help us to be masters of ourselves
That we may be servants of others,
And teach us to serve to lead,
Through the same Jesus Christ, our Lord.
Amen.”

Whilst this text has Biblical inspiration, irrespective of faith or no faith, fact or fable, the point is that if ‘the Lord of all life’ can choose to serve, the clear expectation is that Sandhurst graduates will do likewise in bringing the college motto to life: ‘serve to lead’.

Colonel Richard Westley, himself a Sandhurst graduate, was a commander of British forces on peace-keeping duties in Gorazde in 1995. According to his presentation at the Royal Military Academy at Sandhurst (Westley, 2016), his team was isolated, short on supplies, lacking air support and far from public recognition. In the course of what was supposedly a peace-keeping mission, Westley and his men regularly came under fire from the Serbian army as they sought to capture Gorazde, but their deployment only received the robust military intervention they needed when the government acknowledged that there was no peace to keep!

Through his account of a testing period of action, Westley clearly demonstrated the application of ‘The Sandhurst Way’, serving to lead his troops and saving the lives of thousands of civilians. In testament to the effectiveness of the mission, it yielded the highest tally of peacetime medals since the Korean War.

Our visit was both inspirational and humbling, and I consider it a real privilege to have not only visited this respected institution, but to have gained an insight into the lives of those who have learnt at and graduated from Sandhurst: Those who serve to lead.


Loughborough University London would like to thank Phil Aiken for writing this blog post.

Click the link to find out more about our MSc Sport Business and Leadership programme.

We would also like to thank the Royal Military Academy at Sandhurst for their hospitality and engagement with the students.

Busy, Busy December!

January 3, 2017 Steven Lake

Well, it wasn’t just the shops that were doing a roaring trade during the festive month – here at the Library during December, we had 60,155 visitors through the gates up through close of play at the end of term weekend on Sunday 18th. That’s a whopping rise of 26% on the whole of December in 2015, when we only managed a paltry (!) 47,774. One wonders what records will be broken when 24-7 opening starts next Monday!

Winter graduation

Winter graduation

December 21, 2016 Kelsie Hoang

Dear my lovely readers,

I hope you are all well, and excited for the holiday period.

As I was writing this, I was on the train from Loughborough back to London. Continue reading

Advice for aspiring leaders in Higher Education: It’s best to be a man

December 20, 2016 John Arnold

Gender inequalities in the workplace are well-known and much debated (and also much researched). It’s rare, however, to obtain systematic big-scale data on how women in a particular sector of employment experience their work, careers, and opportunities to exercise leadership. This is what a research team at Loughborough is doing, and we have found considerable evidence that the higher education sector is failing to support women on their path to leadership roles and responsibilities.

Commissioned and funded by the Leadership Foundation for Higher Education, the ‘Onwards and Upwards?’ project is a five-year study tracking the careers, experiences and aspirations of women working in academic and professional services jobs in higher education. Our report on the first year of the project can be found at the link above.

In year one of the project we collected data from over 1,500 women working in academic and professional roles in higher education in the UK and Republic of Ireland. These included 1,270 participants in Aurora (the Leadership Foundation’s development programme for women), and 306 “comparison” women who had not undertaken Aurora. They all completed an online survey. Ten Aurora participants and four mentors were interviewed. In subsequent years of the study, many of the same women will be followed up to see how their experiences and views may have changed, and many more women will be recruited to the project.

Our findings show women in the sector have serious concerns about their place in the workforce. Nearly three quarters (72%) of the respondents believe men have a better chance of attaining leadership roles, with just 35% believing women have equal opportunities in promotion, and that women and men leaders receive equal respect. This is not a result of a lack of confidence, with 81% of women agreeing they felt confident putting themselves forward for positions of responsibility at work.

A very high proportion (86%) of respondents indicate that their job requires them to influence others over whom they have no power or authority. Two thirds agree that leadership is a major part of their job description, nearly as many say they seek out leadership opportunities, and almost three-quarters say that they engage in leadership above and beyond the job description. This point was also strongly emphasised in interviews.

The participants in our research generally perceive themselves as having the social and cognitive skills required for leadership. Of course, self-ratings of skills are prone to a generosity bias. On the other hand, women tend to rate themselves lower than men do on most skills, so the high scores here are significant.

Whether women get a chance to exercise these leadership skills, let alone be recognised and rewarded for them, is doubtful to say the least. We have already seen that women perceive that organisational systems tend to work against them. Also, many report having only moderate knowledge of how their employing organisation runs (56% somewhat or strongly agree), and that it is necessary to behave in ways that don’t come naturally in order to “get on” (59%). Less than one third say they make a point of challenging the organisational culture. Also, only one in five agree that they enjoy the “cut and thrust” of organisational politics.

Despite a clear desire from women to progress, we found that just over two thirds of respondents had applied for a job move unsuccessfully at least once, and nearly one in five had done so four times or more. Specifically regarding unsuccessful promotion applications, nearly half have experienced at least one, and more than 11% have tried and failed at least four times.

There is clear evidence that the home sphere is “subsidising” the work sphere for these women. Over 70% of women report that the time and energy required by work detracts from their non-work lives, but only a quarter or fewer indicate that non-work commitments intrude on work. Perceptions of the availability of flexible and family-friendly working tend to the positive but nearly half the respondents say they believe that using them is taken as a sign that you are not serious about your career.

In many respects women in academic jobs reported more negative views than women in professional services jobs. It’s not yet clear whether this is because things are genuinely worse for the academics, or because academics are trained to be sceptical and critical and more engaged with their discipline than with their university.

The interviews with women in higher education revealed personal stories of the issues they face. Some quotes from these interviews include:

“I have been quite shocked at some of the decision making practices and sexism within my institution and am keen to challenge them. I am also keen to do well at work and sometimes find myself conflicted between protecting my job and challenging bad practice.”

“There’s a lot of misogyny here. One of the supervisors was heard to say that there were too many women here now. So it’s an on-going battle”

My Loughborough colleague and co-researcher Dr Sarah Barnard sums it up like this: “It’s clear that many academic and professional women in higher education feel willing and able to take on leadership roles, but they perceive that university management practices and structures frequently hold them back. There is also a danger that their goodwill will be exploited by being placed in ‘glass cliff’ situations where success is extremely hard to achieve, and by their own lack of confidence in seeking material rewards in return for their efforts.”

The project team is grateful to the study participants for contributing to this work. We look forward to continuing to investigate the experiences of academic and professional services women in the sector as the project progresses.

If this work interests you, we would love to be in touch. Please contact us at onwardsandupwards@lboro.ac.uk

This Blog post was written by Professor John Arnold, member of the Human Resource Management and Organisational Behaviour discipline group and of the Centre for Professional Work and Society. John can be contacted at j.arnold@lboro.ac.uk

 

Five Christmas films everyone should see

Five Christmas films everyone should see

December 19, 2016 PR Office

Andrew Dix, Lecturer in American Studies at Loughborough University, breaks down five Christmas films to watch during the festive period.
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Collaborative Project Students Experience New Ways of Seeing

Collaborative Project Students Experience New Ways of Seeing

December 19, 2016 Lauren Proctor

This term, Collaborative Project Group 6 enjoyed the visit of LSE Emeritus Professor aladin aladin. He introduced students to an interestingly unusual approach to market and customer research for business and innovation: a combination of critical ethnographical observation and neuroplasticity (brain science).

Students had the chance to experience a ‘contextual immersion’ through a guided exploration of the Hackney Wick neighbourhood, and learned about ‘ways of seeing with all senses’. The guided walk was entitled ‘WAYS OF SEEING: John Berger 50 years later’ as the widely popular 1972 BBC television series provided a rich source of inspiration and the theoretical grounds for this session.

In this guest post, Professor aladin aladin reflects on his visit’s purpose and experience.


Volatility and indeterminacy feel as if they are the default circumstances today’s innovators face and must rapidly acculturate to; there is a sense of inevitable rite de passage. Perhaps the dynamic relationship between the intertwined elements ‘stress’ and ‘creativity’ could even be termed an innovation calculus. Either way, being able to anticipate and prepare for choppy operational realities is critical if creativity and innovation are to flourish.

When I was a child, I discovered John Berger’s work. I was hooked from the opening minute of the TV episode I caught; the accompanying book had its own magic. It added fuel to my already insatiable critical curiosity about how the world around me functioned; it sent me on new, exhilarating tangents of discovery and learning. I must share that my willfulness in this and the sheer velocity with which I went about things garnered their fair share of mishaps – which happily continue to accumulate and teach me.

Berger’s variegated and humane way of seeing and decoding the manufactured visual landscape we live within was revelatory – and rightly inspired many. It was a radical and audacious apprenticeship in the habit of questioning.

Continuing professional development can contribute to developing self-awareness of one’s own tendencies; it can help us become better attuned to discerning and recognizing how we are influenced by the choices and decisions of others. To develop more effective, conscious and responsible agency as innovative ‘designers’ or fashioners, we would do well to be bitten by the bug which makes us voraciously engaged with advancing our own progression.

As Ways of Seeing is such a compelling example of – learning can be contagious, infectious and habit-forming. My intention with the masters students in this cohort was to remove them from the relative certainties of the classroom and expose them to Hackney Wick’s and my own uncertainties, real time/in the moment – and for this to be enjoyable. My part was unpremeditated and unprepared – there was neither curriculum or itinerary except to rely on my instinct to expose the students to unfolding events and vistas and continually press them about what was occurring in their thinking and feeling processes and to encourage them to delve beneath their initial responses to what they were experiencing. There were highlights aplenty – not least watching students re-calibrate, having their preconceptions shattered, finding it difficult to articulate or make intelligible what the session had disrupted yet seeded in them. More intimately, it was instructive to watch their dawning awareness of the very local, human implications of the gentrification sprouting out of the fissures and fault-lines of social deprivation and clash of social classes.

Design innovation in the institutional context is at risk of compromise and containment; this is a concern because at its heart its process is deeply relational and needs mindful tending. It would be a fine thing if students arrived as grand-masters of meta-cognition, prone to self-organized learning. The unpredictable journey our cohort of two dozen experienced on a chilly, sunny afternoon in Hackney Wick will have given them food for thought and motivation to become better at recognizing actual or potential unseens [from cognitive and behavioural to moral and political] which underlie and instrumentalise their ‘choices’ of food, clothing – even the thoughts they feel are their own. I hope they will continue travelling in that direction, for they will be better and more innovative designers for it. As the citation at the end of Ways of Seeing exhorts: To be continued by the reader …


Loughborough University London would like to thank Professor aladin aladin for his blog, and also thank all of City Insights for their participation in the Collaborative Project over the past two years.

To find out more about City Insights, visit their website.

To find out more about Professor aladin aladin, visit his LinkedIn.

Farewell to Tom

Farewell to Tom

December 19, 2016 Tom Shewell-Cooper

Going to start this off by saying this is my last blog entry, so thank you to everyone that’s read it over the last 12 months! Continue reading

Perks of the placement

Perks of the placement

December 19, 2016 Symrun Samria

I’ve always been one for travel, whether it’s closer to home and a quick camping trip to Wales, or sampling basically every culinary dish I could in Singapore. Continue reading

Goodbye

Goodbye

December 19, 2016 Paul Johnston

Ten years ago, I was at Judo. I was fighting this boy, as we fell to the floor and grappled to score a point I felt an emotion towards him. An emotion that I didn’t understand nor was it explained I should feel this towards another boy. Continue reading

Top sport stories from 2016

Top sport stories from 2016

December 16, 2016 Liam

2016 was huge for Loughborough University sport – here are just a handful of the defining moments of our fantastic year! Continue reading

Loughborough’s social media highlights in 2016

Loughborough’s social media highlights in 2016

December 16, 2016 Liam

It’s the end of another incredible year at Loughborough; and the same goes for our social media! Continue reading

A Guest Lecture by Alex Coulson, Executive Director of Sport Industry Group

A Guest Lecture by Alex Coulson, Executive Director of Sport Industry Group

December 16, 2016 Lauren Proctor

A Sport Business and Innovation student, Winnie, describes Alex Coulson’s guest lecture for the Institute for Sport Business. Alex Coulson works as Executive Director for Sport Industry Group which promotes business across the sport sector, bringing the industry together through a series of events, editorial content and a network of influential figures from across the British and international sporting landscape.

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A Merry Christmas To All of Our Users!

December 16, 2016 Steven Lake

cat

Just before everyone disappears off this weekend for a well deserved Christmas break (apart from all those who diligently remaining to study on next week!), we’d like wish all of our users a very Merry Christmas and a happy & prosperous 2017.

And in case you’ve not been following it on our Twitter feed (shame on you if you haven’t!), here’s our very own Library Twelve Days of Christmas countdown to the final day of term. Ready – one, two, three…

On the First Day of Christmas… A Pilky in a Christmas Tree!

On the Second Day of Christmas… Two Book Requests!

On the Third Day of Christmas… Three Festive Beards!

On the Fourth Day of Christmas… Four Library Levels!

On the Fifth Day of Christmas… Five Self Service Machines!

On the Sixth Day of Christmas… Six Students Studying!

On the Seventh Day of Christmas… Seven Study Pods!

On the Eighth Day of Christmas… Eight Pilky Vine Videos!

On the Ninth Day of Christmas… Nine Academic Librarians!

On the Tenth Day of Christmas… Ten New Leisure Reading Books!

On the Eleventh Day of Christmas… Eleven Charlie Cat Pictures!

And last, but by no means least… on the Twelfth Day of Christmas…

Twelve Festive Jumpers!

Have a great holiday!

Rockin’ around the FND

Rockin’ around the FND

December 15, 2016 Luke Starr

One of the best things about University is that it becomes perfectly normal to celebrate Christmas not once, but twice every year. But Christmas at uni isn’t like your usual winter festivities: everything is slightly more manic, slightly less sophisticated and all the more fun for it. Continue reading

Travelling back to Loughborough

Travelling back to Loughborough

December 15, 2016 Gemma Wilkie

So recently I have been on a road trip down the South West of Australia! Our journey was from Perth, to Mandurah, Bunbury, Bussleton, Yallingup, Margaret River, Augusta, Walpole, Albany and back to Perth. Continue reading

Christmas vibes

Christmas vibes

December 15, 2016 Asli Jensen

December already – tis the season eh. To be honest, I’ve been living in a limbo between Loughborough and London at the moment. Continue reading

8 reasons to vote for Adam Peaty in this year's SPOTY!

8 reasons to vote for Adam Peaty in this year's SPOTY!

December 15, 2016 Loughborough University

If you didn’t already know, Adam Peaty – swimmer for Great Britain, three time European swimmer of the year and Loughborough based Olympian – is in the running for BBC’s Sports Personality of the Year 2016. So, come on – let’s show some of that famous #LboroFamily spirit and vote for him. Continue reading

Library Semester 1 KPI Results

December 13, 2016 Steven Lake

6334000763_07e3880213The 2016-2017 Academic Year is our seventh year of measuring our KPI performance pledges, and we’re very happy to report that our half-time score is looking very healthy!

We’ve scored 100% across practically all the board for all of our scores so far this academic year, meaning we’ve kept completely up with our targets in areas such as returning and shelving books, and inter-library loan receiving and processing. Our shelving team again excelled themselves, ensuring that all books returned were back on the shelf within three hours.

The only crimp in our score was having to close the building due to the water main work back in October, meaning we only narrowly missed out on our target for 100% opening times by a single measly per cent.

Stay tuned for our next set of KPI figures which we will be compiling in April. If you would like to see a full summary of our targets and performance levels, they are available on our website. Please feel free to give us some feedback – it would be great to hear from you.