ORCID Profile
0000-0001-9745-7717
Current Organisations
York University
,
Newcastle University
,
The Chinese University of Hong Kong
,
The University of Hong Kong
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Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-304-3.CH006
Abstract: This paper examines the relevance of research on scientific discovery learning in simulations to professional legal education simulations. There are striking similarities between the research findings from this domain, and our experience of running simulations in law in the Glasgow Graduate School of Law. However, simulation learning depends on factors that arise not only from the design of the simulation, but also from the environment of implementation. We argue that, while the paradigm of simulation research represented by many of the studies on scientific discovery learning is a valuable one for law and other disciplines, the educational effectiveness of e-simulations also depends critically on three factors: design of learning outcomes, type of simulation field, and the organisation of communities of practice around and within a simulation. These factors demonstrate a fundamental need to re-configure design concepts around the potentialities of the emerging new medium in the form of a new ‘trading zone’.
Publisher: SAGE Publications
Date: 17-05-2017
Abstract: This article is a version of themes presented at a plenary lecture given at the 2016 Legal Education Conference at the Chinese University of Hong Kong. Regulation of legal education is becoming increasingly important as regulation becomes more complex and intrusive in educational design and practice. As a consequence of pressures upon regulators from government, consumer groups, educational institutions, the profession and other stakeholders, there has been an increase in the number and size of reports and reviews as regulators and accreditors seek to position and re-position their practices within the regulatory field. In that field, regulatory relationship is one aspect of the regulation of legal education that is insufficiently researched and understood. This article seeks to explore models by which the relationship between regulators and legal educators can be improved. It begins by summarizing some of the regulatory literature on legal education, and suggesting that a complexity theory approach in safety regulation could be used in legal education. An ex le of regulatory relationship between educational institution and regulator will be described and aspects analyzed in the final section, I outline possible ways forward for regulators and legal educators.
Publisher: Informa UK Limited
Date: 2003
Publisher: Routledge
Date: 05-12-2016
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Elsevier BV
Date: 2006
DOI: 10.2139/SSRN.2432596
Publisher: Universitat Politecnica de Valencia
Date: 26-10-2014
Abstract: Este artículo es un estudio de caso sobre la simulación como vía para el aprendizaje de valores y ética, un enfoque aplicado a lo largo de todo el currículo en un programa de postgrado de formación profesional en Derecho, el Diploma en Práctica Profesional, en Escocia. Comprende aprendizaje presencial con el uso tanto de recursos convencionales impresos como de recursos digitales en línea. Aunque el uso de la web para simular un entorno profesional no es nuevo en si mismo, es la primera vez que se lleva a cabo íntegramente su implementación en una escuela de Derecho (primero en la Glasgow Graduate School of Law y posteriormente en la Strathclyde Law School). El artículo explora la génesis del enfoque, sus bases interdisciplinares, y su uso en distintas escuelas de Derecho, así como sus efectos en la creación de comunidades de aprendizaje y en la tarea de facilitar la autorevelación ética.
Publisher: Informa UK Limited
Date: 02-10-2018
Publisher: Informa UK Limited
Date: 03-2003
Publisher: Informa UK Limited
Date: 07-2011
Publisher: Cambridge University Press (CUP)
Date: 2002
DOI: 10.1017/S1472669600001201
Abstract: ‘Transactional learning’ at its simplest means learning from doing transactions. When professionals learn they often do so, as Donald Schön reminds us, by learning from within transactions – ‘knowing-in-action’. By this Schön means that professionals solve problems by constructing for themselves a repertoire of precedents, images and remembered actions. Problems are not solved by using rules alone, but are framed or constructed according to the repertoire. Professionals try out solutions for fit, re-frame, feed back to themselves, try out other solutions. The result is what Schön calls ‘ reflection-in-action’. According to him, this is what produces the doctor's “feel’ for a specific diagnosis, or a lawyer's ‘feel’ for a case, (Schon 1983).
Publisher: ANU Press
Date: 22-09-2017
Publisher: IEEE
Date: 07-2009
DOI: 10.1109/VIZ.2009.13
Publisher: Proceedings of the National Academy of Sciences
Date: 05-02-2008
Abstract: Patients with type 2 diabetes have reduced gene expression of heat shock protein (HSP) 72, which correlates with reduced insulin sensitivity. Heat therapy, which activates HSP72, improves clinical parameters in these patients. Activation of several inflammatory signaling proteins such as c-jun amino terminal kinase (JNK), inhibitor of κB kinase, and tumor necrosis factor-α, can induce insulin resistance, but HSP 72 can block the induction of these molecules in vitro . Accordingly, we examined whether activation of HSP72 can protect against the development of insulin resistance. First, we show that obese, insulin resistant humans have reduced HSP72 protein expression and increased JNK phosphorylation in skeletal muscle. We next used heat shock therapy, transgenic overexpression, and pharmacologic means to overexpress HSP72 either specifically in skeletal muscle or globally in mice. Herein, we show that regardless of the means used to achieve an elevation in HSP72 protein, protection against diet- or obesity-induced hyperglycemia, hyperinsulinemia, glucose intolerance, and insulin resistance was observed. This protection was tightly associated with the prevention of JNK phosphorylation. These findings identify an essential role for HSP72 in blocking inflammation and preventing insulin resistance in the context of genetic obesity or high-fat feeding.
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-322-7.CH006
Abstract: Game-based learning and simulation is a powerful mode of learning, used by industries as erse as aviation and health sciences. While there are many generic Virtual Learning Environments available to further education and higher education in the United Kingdom, there is no widely available open-source Web-based simulation environment for professional learning. The SIMPLE (SIMulated Professional Learning Environment) project has designed, created, implemented and is in the process of evaluating such an environment in a range of disciplinary settings. The simulations that are being created place both undergraduates and postgraduates in a professional context where their work is, as it will be in the workplace, distributed between tools, colleagues, resources, anticipated, and unanticipated problems. One of the key tools that staff will use to create simulations is the “narrative event diagram”, a design tool as well as a means by which the narrative of the simulation is constructed. This chapter will describe the tool, its design history and context, its current use, and next design iteration. In particular it will show the interdisciplinary genesis of the tool’s design, arising from the confluence of computer science, information science, and narrative theory, and its power in designing professional educational simulations.
Publisher: Informa UK Limited
Date: 30-06-2010
Publisher: Elsevier BV
Date: 2004
DOI: 10.2139/SSRN.1087768
Publisher: Taylor & Francis
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Paul Maharg.