Sunderland College

Digitalization has significantly transformed higher education, influencing teaching methodologies, learning experiences, and institutional operations. The integration of digital technologies into academic settings has led to increased accessibility, flexibility, and innovation in both curriculum design and delivery. This shift is not only reshaping how students engage with content but also how educators approach instruction, fostering a more personalized and student-centered learning environment. The rise of online learning platforms, digital libraries, and virtual classrooms has democratized access to education, especially for non-traditional students such as working professionals and individuals in remote areas. As a result, educational institutions are adopting blended learning models that combine traditional face-to-face instruction with digital resources, providing learners with greater autonomy and adaptability. Furthermore, digital tools are enabling real-time data collection and analysis, allowing for more effective student assessment and feedback mechanisms. Higher, the rapid digitalization of higher education also presents challenges, such as the digital divide, where students from economically disadvantaged backgrounds may lack access to necessary technological resources. Additionally, there are concerns regarding data privacy and the potential over-reliance on technology in educational settings. This paper aims to explore the multifaceted impact of digitalization on higher education, examining both its benefits and limitations.

ABSTRACTHigher education institutions (HEIs) are increasingly being measured using key performance indicators (KPIs) such as student retention, success, achievement and attendance. There is a dearth of research focusing on group dynamics within classroom settings, with very little focusing on cohesion. There is, however, evidence, in organisational and sports settings, that cohesion can have a positive impact upon performance and adherence to group activities. More cohesive classes may therefore result in improved performance in higher education (HE) . This study aimed to examine whether group cohesion was related to markers of student success in higher education (HE) classes in three English colleges. Participants were 107 first-year sports students who completed the Perceived Cohesion Scale for Small Groups (PCS) at the end of semesters one and two. Responses were correlated with student attendance, success, achievement and retention. Results indicated that attendance was positively correlated with cohesion (r = 0.4, p = 0.01), but no other relationships emerged. The effect sizes were higher in semester two than in semester one, which suggests that cohesion may develop over time in student groups. The findings indicate that cohesion may be important to enhance attendance at colleges and that building cohesion should be a priority for classroom managers.

This chapter explores the issues which surround the development of a culture of research and scholarly activity within the college-based higher education sector in the United Kingdom. It uses as a case study the North East College Regional Scholarship Network (NECRSN), which contains a number of providers who are collaborating on the development of scholarly activity within, and across, their institutions. This chapter uses the experience of the participants in the NECRSN to explore the challenges at institutional and departmental levels of inculcating a culture of scholarly activity within college-based higher education. The activities of the network are used as an example to demonstrate how a collaborative approach at a regional level can stimulate innovation and alleviate some of the pressures on academics pursuing research within a vocational setting. The approach has now been operating for one year, and has seen some initial success.

Mary Foote (1872-1968) was a successful early twentieth century American artist who suddenly closed her New York studio in 1926 to go to Zurich to study with Jung. There she joined his 'Interpretation of Visions' seminars (1930-1934), which she recorded and edited. This work won Jung's praise and his friendship, but all too often Foote was seen merely as a secretary or background figure. Deirdre Bair's biography of Jung suggested that Foote's life and work deserved fuller study, if only to rebalance our view of Jung's early women followers. This paper takes up that work to ask how Foote's early life and career led to her important work in preserving and describing Jung's earliest attempts to apply his theories to clinical practice.

One-day transition to university workshops have been successful in enhancing peer networks. This study aimed to influence the transition from a Foundation Degree to a third year Undergraduate Degree programme through the use of peer led workshops. Two 2-hour workshops were planned and delivered by five previous students of the Foundation Degree, all of whom were completing their third year of an Undergraduate Degree. The workshops were delivered to 19 current Foundation Degree students. Visual analogue scales exploring students’ feelings and knowledge of the third year were administered prior to the first workshop, immediately after the second workshop and three months following the second workshop. Quantitative analyses found that the peer led workshops enhanced learners knowledge regarding course options, the third year project, module options and location of the universities sports science department. There was also a feeling of increased apprehensiveness following the peer led workshops. The transition from a Foundation Degree to the third year of an Undergraduate Degree can be enhanced by the delivery of two 2-hour peer led knowledge transfer workshops as part of Foundation Degree programmes.

Abstract Interest in the actions of the peptide cholecystokinin (CCK) has led to the design and synthesis of several non-peptide CCK antagonists, the most recent being that produced by Merck Sharp & Dohme and designated L-364, 718. This can be viewed as modified D-tryptophan linked to diazepam (1-methyl-3-(2-indoloyl)amino-5-phenyl-3H-1,4-benzodiazepin-2-one) 1.

Courtship has a cumulative inhibitory effect on the sexual behaviour of male Nasonia. The biological significance of this inhibition is considered. Courtship inhibits other activities, including the movements that normally follow courtship but precede insemination. If the female is receptive, this delay gives time for mutual recognition, and makes possible correct orientation and synchronization. Courtship also inhibits itself: if the female is non-receptive, courtship does not go on indefinitely. This termination of courtship allows the female to resume other activities and increases the male's chances of meeting other females, which it may inseminate.

Many young children have to deal with the death of a grandparent, an elderly relative or even a much loved family pet. Do you feel prepared to help them cope? Jill Sansom looks at the reactions you can expect and how to support a child and their family