Bishop Grosseteste University

About: Bishop Grosseteste University is a education organization based out in Lincoln, Lincolnshire, United Kingdom. It is known for research contribution in the topics: Higher education & Teacher education. The organization has 148 authors who have published 269 publications receiving 2702 citations. The organization is also known as: Bishop Grosseteste College & Lincoln Diocesan Training School for Mistresses.

Foreword - Proceedings of DiGRA 2013 : DeFragging Game Studies.

Abstract: In the early game studies community, a good deal of fragging (in all three senses) took place between various camps, schools of thought and disciplines. This included discussions as to whether or not game studies should split into more discipline-centered communities; however, the overall trend has been to continue to grow our field as an “interdiscipline” that includes humanities, social sciences and psychology, computer science, design studies, and fine arts.

The British Almshouse: New Perspectives on Philanthropy ca 1400-1914

Abstract: The Family and Community Historical Research Society (FACHRS) emerged as a component of a local history establishment that reached its most developed form through the closing decades of the twentie...

The mechanical monster and discourses of fear and fascination in the early history of the computer

Abstract: This article explores the concept of monstrosity in relation to the development of digital computers during the 1950s in the United States. Discourse analysis of public representations of early digital computers reveals a consistent appropriation of monstrosity as a metaphor to capture cultural fears of human-mechanical hybridity and technological autonomy. Deconstructing the development and application of this metaphor provides valuable insight into cultural attitudes about computers during this period. Through this analysis, the development of the computer appears as simultaneously following its own unique trajectory while also coinciding with broader trends in the cultural histories of new technologies. In particular, the example of the computer epitomises a dichotomy of fear and fascination, which is frequently seen in response to new technologies. Specific examples of early computers that are considered include ENIAC, WHIRLWIND, and UNIVAC. The public representation of and responses to each of these machines demonstrates a fundamental division between admiration at their technical application and concern over their apparently unlimited potential. This dichotomy is identified particularly through examination of contemporaneous popular cultural representations. Images of monstrosity are also shown to be consistent in these public representations, with rhetoric focusing in particular on anthropomorphic machines and human-mechanical hybridity. As a result, the fears of scientific creation encapsulated by Shelley’s depiction of Frankenstein’s monster can be seen to play out over a century later through the ‘mechanical monsters’ of the 1950s United States.

Assessing externalizing and internalizing behaviour in children: use of the motor behaviour checklist in a typical school-age Polish sample

Abstract: The study was designed to investigate externalizing and internalizing behaviours in a typical school-aged sample of children (N=112) using the Polish version of the Motor Behaviour Checklist for Children. The instrument was translated into Polish and teachers observed and recorded the motor behaviour of their students in school settings during physical education and free play situations. Findings demonstrated a psychometrically robust application of the MBC in a Polish sample as well as gender differences in total externalizing scores. In addition, age was found to be significant correlated with internalizing scores and especially with the social interaction factor. Teachers reported boys as more inattentive and more hyperactive/impulsive than girls and more likely to display externalising symptoms connected with ADHD particularly in school settings. Findings underscore the importance of early diagnosis and have practical implications when designing behavioural management programs and educational interventions in school settings.