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The authorized use of the assets and related payments can be trading points when they acquire a licence. The key for the start-up licensee would be to first determine their likely asset use scenarios, and then negotiate favourable terms for the main uses of the assets. (g) a licence in another area or area of use, in addition to the territory and/or FIELD, is subject to a separate agreement and requires the presentation of satisfactory supporting documents for Harvard University and LICENSEE`s willingness and ability to develop and market in that other area and/or area of use the types of products or processes likely to be covered in that other area and/or field. (i) has used commercially the object granted in the country or countries that hold a license, directly or by means of a sublicensing, and reasonably holds the object granted to the public, or a license may also have a balance between exclusive and not exclusively. Such a license is sometimes referred to as «exclusive» and is a license in which the donor licenses more than one licensee, but accepts that it grants licenses only to a limited group of other takers. The group of licensees can be identified on the basis of name, description (a license is only granted to takers who meet certain criteria) or simply to the number (a limited number of licenses is granted by the donor). For example, an exclusive licensing agreement for a number of patents may allow the start-up to remove one or more patents from the agreement in order to reduce its costs. The licensee takes a risk in this agreement, but gives the licensee more flexibility. 9.3 LICENSEE presents in all sublicensings granted under this agreement that LICENSEE`s interest in such sublicensings is terminated, in the choice of HARVARD, for termination of it or transferred to Harvard. If this is done correctly, the licensed start-up can benefit from professional patent management systems that they would not otherwise be able to afford. In addition, the licensee will be encouraged to invest in patents by paying for the accelerated costs, the additional costs associated with increasing the appeal with the Patent Office, the patent defense assistance before a new review or any other cost that the start-up can avoid. In a licensing agreement, the licensee and the licensee have aligned incentives.

Both parties want the licensee to succeed. Many licensing organizations, like some. B of the major universities, have professional patent management systems. They manage professional inventions and manage their portfolios to maximize value for their licensees. [2] Exclusive licenses are regularly granted by universities and other technology transfer offices, as well as by patent holders and patent finance companies. These agreements are the way in which technologies can be brought to market without imposing burdens on a start-up, while giving the patent holder a stake in success. [1] 10.9 LICENSEE must comply with all applicable laws and regulations. In particular, it is understood and recognized that the transfer of certain goods and technical data is governed by U.S. laws and regulations that control the export of these goods and technical data, including all U.S. Department of Commerce export authorization rules. These laws and regulations prohibit or require, among other things, a license for the export of certain types of technical data to certain countries.

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Kate Hurst Research   Cross Farm ad resized

Ormskirk Market Day

                                                                                Update:               April 2018

Work on  transcribing Land Tax records for Ormskirk, covering the period 1799 - 1804 is now complete and is available on CD, price £5.00.  These are the first records in a series of Land Tax Records held at Lancashire Archives in Preston.  Lots names of Ormskirk residents at that time are listed.  Please go to our CD Sales page for further details.

We have now completed our work on transcribing the Burscough Town Book, covering the period 1770 to 1850 and this is now available on a CD.  It contains names of churchwardens, constables, overseers of the poor and more.  It is in a searchable format and should be of interest to anyone with ancestors in the Burscough area.  The information it contains is not available anywhere else, as far as we are aware.  The CD also contains a list of names of people living in Burscough who were given free Beef in December each year, during the period 1801 to 1825.  Our thanks go to Lancashire Archives for allowing us to photograph these records.  Ref. DP/437/1 and PR1270.  The CD is priced at £7.00 and details for ordering can be found on our CD sales page.

The boatfamilies website continues to grow and now contains over 36,000 names in 4 main family trees.  It is hoped that eventually we will be able to merge them all into 1 large tree.  We are indebted to our members and visitors to the site for sending us their family information, which enables us to keep adding more names.  All information is checked by Keith Jenkins, who is the Administrator of the site, before it is added.  We have now been able to link into boatmen not only in Lancashire, but in Yorkshire, Cheshire and beyond.  The names on the site are searchable and so it is easy to see if your ancestor is mentioned.  New names are being added all the time, so keep checking back on the site.

Ormskirk Church
Ormskirk Parish

Ormskirk railwaymen 1908
Ormskirk Station

Scarisbrick Hall 1815
Scarisbrick Hall

Skelmersdale Station

Moor Street market
Moor Street


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Sunday, June 10, 2012

May Monthly Update

 May proved to be an insanely busy month at Swimworld for Lee. Which is good but the afternoon spent outside with Papa have been few and far between.

 Mornings motivating me, myself and I - I mean - me, E and R are becoming routine. I have much better success if I bite the bullet and get up at 6 and get myself caffeinated and the bags prepared. R has night of sleep the night through which is awesome - though I have been staying up late to get work done. E likes to dress herself now and wants to help with R.

 E has also enjoyed 'dumping' her crib but then she gets really upset when she does not have Nini. R has been sleeping in her crib for naps too which is awesome. We are on a semi-routine schedule with R at nights. Sleep training was a breeze with her. She cried a while the first couple nights and now hardly makes a peep.

 A couple pics from Mother's Day... I will do a separate post on E's birthday!

 One of E's new set of wheels. Helmet will be forthcoming!

 Lee and I and R went to a wedding while E and Grammy went to the 'scary' choo-choo at Pullen. This wedding reminded me of a wedding we went to a month after E was born!

 R holding her bottle! She has totally taken to the bottle which is great so she and Papa can have some time together. I am still nursing and have every intention of continuing!

 Ladybugs in the morning times.

 E is not crazy about bath-tubbie time anymore for some reason - which is okay by me because showers are quicker. I cannot really figure out what happened but we fill up the tub and 'I don't like it' follows!
 R is super big and can really hold her head up. She rolled over this month but would much prefer sitting up than being on her mat. She is talking and cooing alot and can really scream sometimes!
 E and Papa washed cars one Sunday afternoon. New set of wheel numero dos from the birthday.

 Not sure what to think about Papa washing the car!
 R looking on - kicking her legs. I think she is going to LOVE totting around with E.
 Time to wash the cycle!
I have no idea? Quintessential R with hands in fists and feet kicking being very serious.

Overall May was great. E turned two. Her vocab is through the roof. Seriously there is nothing she cannot say. She loves reading and singing songs. Old McDonald had a Farm is a favorite car tune and Baby Bear What do you See and Big Red Barn are the books of the month - she has memorized parts of them and will randomly start - I see a Red Fox slipping at me, Blue Heron, Blue Heron what you see - I see a Red Fox slipping at me.

R turned three months - which is crazy. She has taken to bath time and is growing out of her 0-3 month clothes : (

MMO was closed for a week in May which turned my world upside down but we survived it!

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Raising The Bar Of Tech Hiring With An Expert

Published On December 5, 2019 | By admin | Technology

Edouard Kombo, through #respectMyCode, you are currently promoting a worldwide Coding Recognition Ceremony meant to solve the hiring issues of tech talents. Why do you think we are facing worldwide hiring issues of developers?

For years, we have been hearing a myth of shortage of good developers across the world, but it doesn’t make sense at all.

Shortage means, lacking something important, or, in a marketplace, when supply doesn’t match demand, prices go up, it’s an indisputable law.

Consequently, it’s wiser to admit hiring issues, rather than spreading a myth of shortage of good developers.

How do you intend to solve these hiring issues?

There is no way in this world, anyone is going to get a tribe involved in something, without reflecting the tribe’s needs first, it doesn’t exist, and this process is called recognition of needs.

What you absolutely don’t want to do with this new generation of developers is, to promise a regular salary, with a regular experience, irrational tests, and a feeling of slavery.

Globalisation with micro jobs are here from a while, there is a lot of competition to get the most talented developers at the best price, more developers enter the market, all of them can expect to work from anywhere, at a better ratio quality of life/salary, and free themselves from constraints of a specific location.

Those expectations are the present and future of developers. Traditional hiring methods don’t make sense anymore, they are dead and meant to deliver complaints over and over again, without clear solutions.

The solution to get new talented developers involved, with more ease, is to recognise their new needs for, recognition, purpose, and freedom.

We focus on recognition, because it’s the central point.

Why a Recognition Ceremony?

Because, when a profession is so crowded at such a point that the value of its artists decrease, it is time to sacralize its best performers, in various and distinct categories, to increase the overall level of production.

Developers hired by our partners, will participate de-facto in one or more categories of our recognition ceremony.

What are your categories?

Best tech organization, Best dev team, best architect, best team leader, best problem solver, best qa team, rising team, rising talent, best head of engineering, best cto, best it, best it manager, best female developer, best male developer, best frontend developer, best backend developer, best mobile developer, best blockchain developer, best iot developer.

How do you evaluate?

Over a 12 month process, on the roadmap’s execution of our partners.

The jury is composed of only 10 of who we considere amongst the most influential minds of our profession. The 10, exchange and influence the profession on a daily basis.

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About me

My name is Wojtek Pastuch. I was born in 1988 in Poland where I live and work.  I have been passionate about pipes since I was 15 years old. For some time I collected and restored pipes for my own pleasure, which later led me to learn the craft of pipemaking. I have been very lucky to learn from some of the great masters of this craft about the techniques and styles developed and passed down from one craftsman to another for several decades. All of my pipes are made from the highest quality materials and with the utmost care to the smallest details. I pay special attention to the smoking qualities of my pipes which are always meant to be the best possible smoking instrument, so that they can please the palate as much as the eye of their owners.  My work gives me great joy and pride and I strive to transfer those feelings into each piece I make.


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The Battle of Mount Street Bridge 1916

mount street (2)

Dublin, Ireland is very far from the killing fields of the Western Front. Yet it was here in the spring of 1916 that thousands of British soldiers found themselves in action in what was then considered the second city of the British Empire. The graveyards of Dublin hold the remains of a number of those that fell in action, their neglected and often forgotten gravestones reminders of a turbulent past and a fallen generation.

On Easter Monday, 24th April 1916, Patrick Pearse, a schoolteacher and commander of the Irish Volunteers, read the proclamation of the Irish Republic from the steps of the General Post Office in Sackville Street, Dublin. As this event was unfolding battalions of Irish Volunteers were occupying strategically located positions throughout Dublin city in order to defend the newly declared republic. Earlier that morning, one of those battalions, under the command of Commandant Eamon de Valera, occupied their designated position, Boland’s Bakery in Ballsbridge, Dublin.

MICHAEL MALONE001 (3)At 11.00 hrs Lieutenant Michael Malone led sixteen Volunteers from “C” company, 3rd battalion towards Mount Street Bridge, a key crossing point into Dublin city. Their orders: to prevent British reinforcements from entering Dublin. Here they set up several well-located positions from the bridge to the junction of Northumberland Road and Pembroke Road. These positions consisted of a schoolhouse, two houses at 25 Northumberland Road and Clanwilliam House and a Parochial Hall. Immediately on entering their designated posts, the Volunteers began turning each position into an impenetrable fortress. Barricades of furniture reinforced the locked doors of each post.

As events were unfolding in Dublin, British High Command in England received an urgent request from Ireland for reinforcements in order to put down an armed insurrection. On Monday evening 24th April 1916, the 59th North Midland Division under the command of Major-General A.E Sandbach, C.B, D.S.O., received orders from Brigade H.Q. to ‘stand to’ for an immediate move. The division consisted of three brigades; 176th (2/5th, 2/6th South Staffordshire Regiment, 2/5th, 2/6th North Staffordshire regiment); 177th (2/4th, 2/5th Lincolnshire Regiment, 2/4th, 2/5th Leicestershire regiment) and the 178th infantry division (2/5th, 2/6th, 2/7th and 2/8th battalions of the Sherwood Forester regiment). [1]

Many men had obtained leave for the holiday weekend and as they returned to barracks they were informed of the impending move. Soldiers from each battalion were furnished with forty- eight hours dry rations and a quantity of ammunition. The men were enthusiastic at the thought of active service overseas and believed that a critical situation had developed on the Western Front and that the 59th division was destined for France or Flanders. [2] The mobilised division began immediate embarkation for Kingstown (now Dun Laoghaire), Ireland.

northumberland road (2)As the Sherwood Foresters were disembarking, Lieutenant Malone was fortifying his post at 25 Northumberland Road. His attention was drawn to the sound of advancing soldiers coming towards his position. Marching towards the house were a unit of British soldiers that formed part of a local Home Guard unit who were returning from weekend manoeuvres to Beggars Bush Barracks, Ballsbridge. As they reached the junction of Northumberland Road and Haddington Road, Lieutenant Malone and James Grace opened fire into their ranks. Many men collapsed as they were hit, while others ran towards the gates of the nearby barracks for refuge. They were unable to return fire, as their rifles were unloaded. After the gunfire had ceased, bodies littered the street. Locals ran from their houses to assist the wounded British soldiers. The dead and wounded were carried from the roadway.

Unknown to Lieutenant Malone, the schoolhouse was vacated and its garrison returned to Boland’s Bakery. In total, seventeen Volunteers remained in defensive positions on the street. Early on Wednesday morning April 26th 1916, the newly arrived British troops assembled on the quayside in Kingstown. Some of these regiments were made up of young men from Nottingham and Derbyshire, known as the Sherwood Foresters. They were inexperienced soldiers who had only had six weeks of basic training. Many had never fired a rifle. Orders were received that the 2/5th and 2/6th battalions were to make their way towards the Royal Hospital Kilmainham via Stillorgan and Donnybrook. The 2/7th and 2/8th battalions were to follow the coast road through Ballsbridge and make their way to Trinity College. The other battalions were to remain in reserve. Carrying their full military kit, the Foresters began to march towards the centre of the city. They rested at the Royal Dublin Society in Ballsbridge where they received information that the Schoolhouse on Northumberland Road was occupied by rebel forces. As the battalions moved out, Adjutant Captain F.C Dietrichsen met his wife and young children on the roadside. He broke ranks and hugged them. He was delighted to see that they were safe, as he had sent them to Ireland to avoid the increased German Zeppelin raids in England.

clanwilliam house 2 (2)

As the British troops reached the junction of Northumberland Road and Haddington Road, Lieutenant Malone and Seamus Grace opened fire into the ranks of the marching Foresters. The first volley of shots claimed the lives of ten men among them, Captain Dietrichsen. The order to drop was given and the British soldiers lay prone in the middle of the road, in full view of the guns of Malone and Grace who fired into their ranks. The British troops charged the building but were repulsed, suffering heavy casualties. Attempts to outflank the building also resulted in more casualties. In order to storm the position, the crown forces needed to lay down a covering fire while assaulting the building with hand grenades. The regiments had failed to bring with them an essential part of their armoury, a Lewis machine gun. Having procured some hand grenades from a nearby military training school, the men laid down a covering fire with their rifles and once again charged towards the building. Casualties were again heavy but this time they managed to blow the front door in. At the same time a section of British troops gained entry to the rear of the house via Percy Lane.

A barricade constructed of household furniture blocked those soldiers attempting to gain entry through the front door. Within the house the gunfire was so intense that Grace’s weapon jammed. As he attempted to clear the blockage, he shouted to Lieutenant Malone to get out. Grace took refuge in the darkened basement and tried desperately to clear his weapon. As Malone descended the stairs towards the hall, he was confronted by the British soldiers who entered through the back door and was shot dead. In order to clear the house the military threw grenades into the basement but Grace had taken cover behind a metal stove, avoiding serious injury. He remained undetected until after the battle.

The Sherwood Foresters moved towards their next objective, the Schoolhouse. As they passed the Parochial Hall, the Irish Volunteers fired into their ranks at point blank range. Twenty soldiers collapsed as bullets tore into their ranks. Having expended their supply of ammunition, the Volunteers retreated out the rear of the Hall and were arrested by the military as they attempted to escape via Percy Lane. Having stormed the Schoolhouse and finding it empty, the British soldiers turned their attention to Clanwilliam House. The Volunteers positioned at Clanwilliam House opened fire into the British troops as they advanced up Northumberland Road towards the bridge at Mount Street. A desperate battle ensued. The defenders of Clanwilliam House fired volley after volley into the charging British troops. Time and time again they failed to cross the bridge. Bodies littered the road; the moans and cries of the wounded filled the air. Nurses and doctors from the nearby Sir Patrick Dun’s hospital came forward on to the bridge and after obtaining a brief ceasefire the wounded were taken from the battlefield. Moments later the battle resumed with the same vigour. On the sound of a whistle the British soldiers charged the Volunteer’s position. Lieutenant Foster recalls the attack, ‘It was a bad moment, all we could do was sham dead and lie still.’  [3]

He reached out and took hold of a rifle that lay discarded on the bridge. As the firing subsided from the house, Captain Quibell leapt to his feet and shouted: ‘Up and at them lads.’ A small forced raced across the bridge into a hail of gunfire towards and succeeded in reaching Clanwilliam House. [4]

Unable to gain entry via the doorway, they broke a window and climbed through. The military began clearing the building by throwing grenades into each room, an action that caused the building to catch fire and burn to the ground. In the desperate action at Clanwilliam House, three Volunteers lost their lives as crown forces assaulted their position. The surviving four Volunteers escaped through the rear of the building and evaded capture. Official British casualties amounted to four officers and 216 other ranks killed or wounded during the engagement at Mount Street.

Throughout the battle the Volunteer positions were supported by sniper fire from Boland’s Bakery and the nearby railway tracks. It was estimated that twenty civilians were killed or wounded as they attempted to assist the stricken Foresters on the bridge. It is a little-known fact that many people do not realize that there were more civilian casualties in the 1916 Rising than there were military casualties. The story of the Battle of Mount Street Bridge is both tragic and heroic. The scenes that unfolded in this leafy suburb made an indelible mark in the history of the Sherwood Foresters. In early 1917 the Foresters were dispatched to the Western Front, The battle for Dublin becoming a sideshow to the horrors they were to encounter in France and Flanders.

Today, much of central Dublin has changed as many areas were rebuilt in the years that followed the Rising. Though Clanwilliam House was destroyed, the other posts on Northumberland Road remain more or less as they were that Easter week, a stark reminder of the carnage and death visited on this stretch of road that spring day of 1916.

[1] Bradbridge, E.U., 59th Division 1915-1918 (Wilfred Edmunds, Chesterfield, 1928)
[2] O’Brien P., Crossfire, 1916 & the Battle for the Four Courts (New Island Press, Dublin, 2012)
[3] Oates, The Sherwood Foresters in the Great War 1/7th, 2/7th, 3/7th, 1914-1918
[4] O’Brien, P., Blood on the Streets 1916 & The Battle for Mount St. Bridge (Mercier Press, Cork, 2008)

Written By Paul O’Brien


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Change in shareholding of Oman’s state-owned petrochemical companies

The ownership profile of Oman Refineries and Petrochemicals Company, Oman Polypropylene and Aromatics Oman is set to undergo a major change in the next few weeks, as reported by Platts. This follows the formation of a new government-owned company - Oman Oil Refineries and Petroleum Industries (ORPI) announced earlier this week. It is believed that the shares of the three petrochemical and refining entities are to be distributed equally between the government, Oman Oil Company, or OOC, and a private company. All the three companies will function under the umbrella of ORPI under one central management. The rationale behind this step could be to ensure similar decisions for all the petrochemical entities depending on the market conditions. The three companies currently have a complex, interwoven shareholding pattern. OOC, a fully owned government subsidiary owns 79% of Aromatics Oman, whereas ORPC holds a 20% stake in the company, and 1% is held by South Korea's LGI Corporation. Oman's Ministry of Finance owns 40% of Oman Polypropylene while OOC and LGI hold 40% and 20% respectively. The government of Oman, represented by the Ministry of Finance, owns 75% of ORPC's shares, while the OOC owns 25%.
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Free Thinking: Biosimilars: Friend or foe to healthcare?

Our Free Thinking white paper looks at the opportunities for biosimilars and the threats to innovator biologics.
Biologics, whose active substance is derived from a living organism, have enabled healthcare to make significant therapeutic advances across a whole raft of therapy areas since their introduction in the 1970s. However, these medicines come at a price, reflecting the complexities involved in developing and manufacturing products derived from living cells. Annual treatment costs in the US can range from US$25,000 to US$200,000.

Biosimilars medicines, the follow-on “generics” to biologics which have come off-patent, present a significant opportunity to introduce cutting-edge therapies to the treatment landscape for many diseases, while also addressing the cost-effectiveness demands now being made on global healthcare systems.

Download and read the complimentary whitepaper at

We are one of the largest independent healthcare market research and consulting agencies in the world. Trusted partner to the global pharmaceutical industry, we use our expertise and experience to deliver intelligent, tailor-made solutions. We provide strategic recommendations that go beyond research, helping our clients to answer their fundamental business challenges.

9th July 2014

Company Details

Research Partnership

+44 (0)20 8069 5000

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Webcast: Influencing HCP behaviours – Is now the perfect opportunity?
Putting behavioural science at the forefront of market research
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Quantitative specialist joins Research Partnership, London
Global healthcare market research consultancy Research Partnership has appointed Roy Rogers as a Quantitative Director in their UK offices in London
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Amplifying the patient voice: How to conduct patient research sensitively to uncover emotional insights
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The power of a good story: Turn your insights into effective storytelling with data visualisation
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How will COVID-19 affect uptake of vaccinations against other diseases?
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emotive hires new recruits for 2014

Ex-pharmacist and experienced project manager join team

London-based digital healthcare agency expands workforce as company continues to grow

As a company that prides itself on providing excellent client service, emotive has a strong focus on building a dedicated workforce of highly qualified individuals. The company has now appointed a new Account Executive and Project Manager to their team.

After gaining invaluable experience as a pharmacist, Anjani Patel is a fresh face within the digital marketing industry. She now hopes to use her passion for healthcare and patient support to deliver innovative and effective solutions for emotive’s clients. Anjani joins the account handling department as an Account Executive.

Laura Raisanen has over 8 years of experience in project management for the healthcare industry, working for agencies and leading pharmaceutical companies. Her expertise in patient support programmes and medical adherence, combined with her love of digital, makes her a great addition to the emotive team.

emotive’s Head of Digital Andy Hastie said, “We wouldn’t be able to offer our clients such innovative and creative solutions without excellent support from our account handling and project management departments. We are very happy to have two such motivated and passionate individuals join our team.”

For more information on how emotive can help you, get in touch or visit

23rd January 2014

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Learning about Rare Genetic Disorders on Undiagnosed Children’s Day
26th April marks Undiagnosed Children’s Day; a day to celebrate and raise awareness for the 6,000 children that are born annually in the UK with an unknown, rare genetic disorder.
After a busy first quarter, emotive welcomes five new team members
We’re well into 2019 and with Q1 complete, the year is shaping up to be one of our busiest yet. With two exciting new EMEA and Global accounts added in Rare Disease and Advanced Therapies along with expanding existing client work, emotive is delighted to welcome five new recruits to the team.
emotive appoints a Mental Health First Aider
To round off stress awareness month, emotive is pleased to announce the appointment of our first Mental Health First aider, Kate Wagstaff, Senior Account Executive.
Day in the life of an emotive Art Director
Nairn, our Art Director, holds a degree in Graphic Design from Duncan of Jordanstone College of Art & Design, University of Dundee. He joined emotive in 2013 as a Junior Designer and has been a part of the team for over six years.
Porphyria Awareness Week – Round Up
Porphyria Awareness Week has given the team at emotive an opportunity to show our support for those touched by this debilitating Rare Disease as well as our enthusiasm for working in this field.
“My first six months in medical communications” – views from an emotive graduate recruit, Immy
In September 2018, Immy joined emotive through the graduate recruitment scheme after completing her Masters in Pharmacy at the University of Reading. Six months into her role, we asked Immy to tell us about her experience so far.


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G8WAY - Web 2.0 Enhanced Gateway To Educational Transition

About the G8WAY Project

Web 2.0 Enhanced Gateway To Educational Transition
Project website: www.g8way-eu.net
Project duration: 11/2009 – 10/2011
This project has been funded with support from the European Commission through the Lifelong Learning Programme.

A major characteristic of European societies might be seen in the rapidly growing differentiation of educational pathways, opportunities and biographies. This increase in complexity from learners requires great effort into initiative taking, creativity, problem solving, risk assessment and decision taking. Through the past years various structures have been developed in order to support students in mastering educational transition. However they have been often formulated in an institutional perspective, counting out learners’ experience and creativity skills as well as new opportunities of technology enhanced learning.

G8WAY is based on the idea, that the growing availability of web 2.0 allows for bridging this gap through learner centred and connective approaches, with a chance to more effectively manage educational transition. Thus, G8WAY will develop web 2.0 enhanced learning environments, which will enable learners to reflect and develop creativity potentials and transitional skills in the light of self and others’ learning experience, made visible through a variety of media sets and PLE tools, each of them designed to meet the requirements of transition envisaged, and all of which are mapped into one single pedagogy framework.

G8WAY will produce 2 transition scenarios, which is a) school to work and b) general to higher education. A third scenario will test the latter ones in an intergenerational learning setting. For each of the scenarios a problem oriented concept and case based reasoning method will be developed and embedded into a web 2.0 learning environment. The project capitalizes on the outcomes of excellent EU projects, which developed e-tools to make visible informal competencies through media such as digital video and fotography, digital cartoons, assessment tools and e-portfolio.

Posts about G8WAY

Using web 2.0 and social media in European projects

December 20th, 2012 by Graham Attwell

Graham Attwell, Pontydysgu, UK from Web2LLP on Vimeo.

There is growing interest in how to use social media in European research and development projects. The Web2LLP project aims to improve web strategies and maximise the social media presence of lifelong learning projects. Their web site explains they provide “personalised support and training (a week-long face-to-face course and free webinars), and shares best-practices and resources.”

One of those resources is a video gallery including interviews with project managers who have used social media in European Commision sponsored Lifelong Learning Programme projects.

And when Maria Perifanou asked me for an interview how could I refuse. I talked to Maria about how we used social media in the G8WAY project. The G8WAY project was based on the idea that the growing availability of web 2.0 allows for bridging the present gap between the structures developed to support students in mastering today’s educational transition and their formulation in an institutional perspective through learner centered and connective approaches, with a chance to more effectively manage educational transition.  “G8WAY  developed web 2.0 enhanced learning environments, to enable learners to reflect and develop their creativity potentials and transitional skills in the light of their own and others’ learning experience, made visible through a variety of media sets and PLE tools, each of them designed to meet the requirements of transition envisaged, and all of which are mapped into one single pedagogy framework.”

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Who owns the e-Portfolio?

September 4th, 2012 by Graham Attwell

Over the years I have had a fair bit of interest, in this diagramme, produced in a paper for the the e-Portfolio conference in Cambridge in 2005.

I has some discussion about it with Gemma Tur at the PLE2012 Conference in Aveiro. And now Gemma, who is writing her doctoral dissertation in ePortfolios, has written to me to remind me of our discussion. Gemma says:

I thought I could add that eportfolios built with web 2.0 tools may have another process which is based on networking. Cambridge (2009, 2010) argues about the construction of two selves, the networked self and the symphonic self. The first is about documenting learning quickly, in everyday life, taking brief notes with short and quick reflection, sharing and networking. The second is about presenting learning, reorganizing learning, linking learning evidence, with longer and more profound reflection… no networking in this final stage, as it is an inner process

As I am working with learning eportfolios, with web 2.0 tools, networking is a learning process for my students. Therefore, they are building their networked self.

So, if I argue networking is an eportofolio process of web 2.0 eportfolios, who owns the process? Looking at your article and your illustration, I thought it could be a process owned by both the learner and the external world. If networking is a process of sharing, visiting, linking, connecting, commenting, does it mean that it involves both the learner and the audience? this is what I thought before you told me that it is the learner’s process for sure.

So do you think that definitely I should argue that it is only owned by the learner? Then although it could need someone else to comment and connect, in fact, the act of networking is the student’s responsibility? is this the reason why you think that?, do you think I should argue it is owned by the learner?

These are interesting discussion impacting on wider areas than ePortfolios. In particular I think the issue of control is important to the emerging MOOC discussion.

Returning to Gemma’s questions – although I have not read the paper – I don’t think I agree with Cambridge’s idea of he networked self and the symphonic self – at least in this context. I think that networking becomes more important when presenting learning, reorganizing learning, linking learning evidence, and longer and more profound reflection. these processes are inherently social and therefore take place in a social environment.

However it is interesting that social networking was hardly on the radar as a learning process in 2005. And when I referred to the ‘external world’ I was thinking about external organisations – qualification and governmental bodies, trade unions and employers rather than broad social networks. Probably the diagramme needs completely redrawing to reflect the advent and importance of Personal Learning Networks.

However, despite the fact that personal social networks exist in the external world (the ‘audience’), I think the owner of the process is the learner. AZnd I would return again to Ilona Buchems study of the psychological ownership of Personal learning Environments. Ilona says:

One of most interesting outcomes of the study was the relation between control and ownership. The results show that while perceived control of intangible aspects of a learning environment (such as being able to determine the subject matter or access rights) has a much larger impact on the feeling of ownership of a learning environment than perceived control of tangible aspects (such as being able to choose the technology).

Personal Learning Networks are possibly the most important of the intangible aspects of a learning environment. The development of PLEs (which I would argue come out of the ePortfolio debate) and the connectivist MOOCs are shifting control from the educational institutions to the elearners and possibly more important from institutions to wider communities of practice and learning. Whilst up to now, institutions have been able to keep some elements of control (and monopoly through verifying, moderating, accrediting and certifying learning, that is now being challenged by a range of factors including open online courses, new organisations such as the Social Science Centre in Lincoln in the UK and Open Badges.

Such a trend will almost inevitably continue as technology affords ever wider access to resources and learning. The issue of power and control is however unlikely to go away but will appear in different forms in the future.

How to classify and search careers resources?

September 4th, 2012 by Graham Attwell

More news from the excellent icould web site which “gives you the inside story of how careers work. The icould storytellers relate, in their own words, their real life career journeys. There are over a thousand easy to search,varied and unique career videos as well as hundreds of written articles. From telecoms engineers to police officers, from landscape gardeners to web designers, from engine drivers to zookeepers; they talk about what they do, what it’s like, how they came to be where are and their hopes for the future.”

the problem with any such site is how to classify information and even more so how to make it searchable. Yes tag clouds help. And of course you can search by keywords. But when we are talking about careers (and many other topics – for example Open Educational Resources) it is not so easy. On the one hand there is the need to make specific information easily accessible, on the other hand the aim to let people explore options they might not have thought of. And of course much depends on qualification requirements. My own very limited research found that most young people do not go to official careers resources but just enter search words into Google – with very variable results.Furthermore, they seemed to have a limited ability to judge the varci8ty or authority of search returns.

A press release from icould Director, David Arnold says:

In response to a major piece of user testing and feedback earlier in the year, conducted for us by the International Centre for Guidance Studies at the University of Derby, we have completely revised our homepage, changed the structure of our content and made our functionality more explicit.  This will make it easier for our users to personalise icould content, search out what is important to them and find what they need to inspire the next step on their career journey.  As always, we welcome your comments and suggestions for further improvements and are grateful for your links, tweets, likes and recommendations.

I tested their new search wizard which asks users

  1. What types of job are you interested in?
  2. What subjects do you study, or enjoy most?
  3. What type of company would you like to work for?
  4. What kind of working lifestyle would suit you best?
  5. What qualifications do you have?

It came up with probably too many results. but they were genuinely career directions I might have been interested in. And I far prefer this broader exploratory approach to many of the very dubious psychometric tools on the market, which seem to provide all kinds of strange results based on algorithms which make a lot of assumptions around our lives and interests which might or might not be true.

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Wales to encourage schools to make full use of social networking technologies

August 31st, 2012 by Graham Attwell
Leighton Andrews, Wales Assembly Government Minister for Education and Skills, has announced an ambitious agenda in response to an independent review of digital classroom teaching. Of particular note is the commitment to “a new approach to the use of social networking technologies in education” through “encouraging schools to make full use of social technologies in order to engage learners and improve learning outcomes.”
Andrews says:

In previous years, local authorities have been asked to block access to social networking sites in schools, libraries and youth clubs, as a result of very understandable concerns about online predators, cyberbullying and the risk of disruption to classroom activities. However, this policy can have adverse effects. It deprives schools of access to tools and resources which might otherwise be used creatively and constructively in education both within and beyond the classroom. More importantly, it means that children are most likely to be using these sites outside the school, at home, or on mobile devices, in environments which may be unsupervised and where they have less access to informed guidance and support on how to stay safe online.
In 2008, Wales was the first country in the UK to introduce the teaching of safe and responsible use of the Internet into both the primary and secondary school curriculum. The underpinning approach was that we first teach children to use the Internet safely under supervision, and then help them to develop the skills and understanding they need to manage their own risk as they use the Internet independently. Enabling access to social networking sites in schools will be consistent with this approach, providing pupils with the opportunity to learn safe, responsible and considerate online behaviours in the context of supported educational activities. It will also help schools to include parents in these activities.”

We have long argued that blocking of social networking (and other web sites) in schools was a backward and futile step. Lets hope that other countries follow the lead of Wales.

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The right to work

August 19th, 2012 by Graham Attwell

When I was at school, I never had a Saturday job, or even a paper round, although many of my friends did. My parents were afraid that working would interfere with my education. But I did work in the summer holidays and after leaving school worked for a year before going to university. And I think I learned as much working as I ever did at school. Indeed, the importance of work experience was shown up in our European funded G8WAY project on school to work and university to work transitions.

The Guardian newspaper has drawn attention to a study by the UK Commission for Employment and Skills (UKCES) on part time jobs.

The study found that “the proportion of teenagers combining part-time jobs with school or college has slumped from 40% in the 1990s to around 20% now, according to a government agency. Latest figures show that 260,000 teenagers have a Saturday job compared with 435,000 in 1997.”

UKCES say that there are multiple reasons for this. “The trend is not just recession-related but the result of an increasing expectation that young people should stay on at school, as well as a dwindling number of Saturday jobs, according to the report. Many of the jobs that young people do, such as bar work, are in long-term decline, and are forecast to stagnate or decline further over the next decade.”

The lack of opportunity for paid work is preventing young people becoming independent and in many of the case studies we undertook through the G8WAY project, resulting in considerable family tensions.

And there is an irony here. At the very time young people are being denied the right to work, employers are increasingly demanding work experience, as a precursor to employment. The result is that many young people are being forced to undertaken internships, either at a low pay rate or even without pay. That such internships exist, suggest that there are jobs. It is just employers do not want to pay.

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Developing a response to youth unemployment

May 9th, 2012 by Graham Attwell

Since I wrote my last article on ‘What is the answer to youth unemployment?‘, elections in Greece, France and Germany have seen a decisive rejection of European austerity politics. This is hardly surprising. It doesn’t take a genius to work out that ever deeper cuts and austerity, whilst ultimately cutting the real cost of labour and thus boosting corporate profits, are unlikely to boost growth, jobs or individual prosperity in any way.

The EU reaction has been to call for a new strategy for growth, although details of what that might entail are pretty hazy.

As I wrote in the previous article, one of the main results of the recession has been a massive increase in youth unemployment and, in particular, a substantial increase in graduate unemployment. At the same time companies are increasingly requiring work experience prior to employment resulting in increasing pressure for new graduates to undertake low paid of unpaid internships. Pretty clearly new policies are needed for education and training but there seems little public discussion of this, let alone of what such policies might be. The prevailing EU policy is more of the same and try harder.

To rethink policies for education and training requires looking back at how we got where we are now. And it requires looking at more than just education and training policy – we need to examine the relationship between education and training, labour market policy and economic policy. here I am going to look at just a few aspects of such policies and hope to develop this a little more in the next week or so.

For the last decade – or even longer – economic policy has been driven by a liberal free market approach. In turn labour market policy has similarly been based on deregulating labour markets and removing protection for workers (interestingly, Germany, the one country in Europe where the economy is growing, has probably one of the highest levels of labour market regulation). At a European level, education and training policy has been dominated by a drive to make qualifications more transparent and thus comparable in order to promote the mobility of labour. Employers have been given a greater role in determining the content and form of qualifications. Employability has become a key theme, with individuals being made responsible for keeping their knowledge and skills up to date, often as considerable personal expense. A number of countries have tried to liberalise education and training systems by reducing subsidies for public education and introducing individual voucher schemes.

At them same time the rather ridiculous EU Lisbon declaration, declared the aim to make the EU “the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion”, by 2010. Obviously this failed. But in line with such thinking most countries in Europe saw the way forward as moving from old fashioned vocational training to mass university education to cater for the demand for the thousands of new knowledge jobs. These jobs never materialised (except in countries such as the UK in the deregulated financial services sector which ultimately triggered the economic meltdown). As Wikipedia notes:

Much of the initial theorizing about the advent of a fundamentally new era in which economic activity is increasingly ‘abstract’, i.e., disconnected from land, labour, and physical capital (machines and industrial infrastructure) was associated with the ‘business management’ literature of the ‘new economy’ NASDAQ bubble, which collapsed in 2001 (but slowly recovered, albeit, in a leaner format, throughout the 2000s). This literature was initially known more for its hyperbole and faddishness than for its academic/empirical integrity.

In reality, many of the new degree courses were vocational in orientation – such as in the new Universities in the UK or in the Fachshule in Germany. These courses were either for new occupations – for instance in computing or simply replaced traditional vocational qualifications. It is arguable whether such a policy was financially sustainable or even desirable. It is certainly arguable whether an academic programme of learning is more effective for such subjects than traditional forms of work related learning.

To further policies associated with the obsession with the knowledge economy were the raising of the school leaving age and the so called lifelong learning policy. Longer schooling was needed, it was argued, to cope with the needs for higher levels of knowledge and skills for the knowledge rich jobs of the future. And lifelong learning was needed for the learning economies in which knowledge is the crucial resource and learning is the most important process.

At them same time the EU and national governments identified a number of key sectors which were felt to be crucial and which were then promoted through he education systems. In the late 1990s, there were dire predications of a massive shortage of computer programmers which never came to pass. And in the last five years or so EU and national governments have promoted the importance of STEM subjects – Science, Technology, Engineering and Maths as key to the future of employment and economies. Such priorities were based on a business driven policy of skills-matching promoting the “involvement of businesses in forecasting skills needs, through an employers’ survey tool and qualitative studies on the skills needs of business” (EU New Skills, New Jobs policy).

It is clear such policies have failed  and exhorting governments and agencies to try harder will go nowhere. What is needed is a fundamental rethink. As Professor Phillip Brown points out, the Lisbon Strategy was based on the idea that the technological lead then enjoyed by advanced industrial economies would be maintained with an increasing polarisation between highly skilled and well paid jobs in those countries and low paid low skilled manufacturing jobs being undertaken in developing countries. For a variety of reasons, including rapid technology transfer and a massive expansion of public education systems in countries like China and India, this hasn’t happened.

Indeed it may be the very manufacturing sector which was downgraded by EU policy which is the future for jobs in Europe especially in Small and Medium enterprises. For all the talk of high tech, knowledge based jobs. The construction industry is the biggest industrial employer in Europe with 13,9 million operatives making up 6,6% of the total employment in EU27. In addition it has a substantial influence on other industries represented by a multiplier effect. According to a study by the European Commission, 1 person working in the construction industry is responsible for 2 further persons working in other sectors. Therefore, it is estimated that 41,7 million workers in the EU depend, directly or indirectly, on the construction sector. Out of the 3,1 million enterprises 95% are SMEs with fewer than 20 and 93% with fewer than 10 operatives (pdf file). And manufacturing makes up almost 25 percent of the German economy, as opposed to only 11 percent in the United States. German mittelstands – small, family-owned and mid-size manufacturing companies – are key to the manufacturing sector. Rather than relying on university graduates for skills and knowledge, the mittelsands tend to employ graduates from the Dual apprenticeship system.

Indeed, many countries are promoting apprenticeships as one way out of the present mess. The present English coalition government boasts of the increase in the number of apprenticeship places. But in truth most of these places are apprenticeships only in name. The supermarket chain, Morrisons is the largest apprenticeship provider in the UK with many apprenticeship consisting of short induction training courses. To deliver the skills and knowledge for workers in a manufacturing economy through apprenticeship requires high quality training and the active involvement of employers and train unions alike. Moreover it requires social (and financial) recognition fo the value of apprenticeships. that seems a long way away.

To overcome the present crisis of youth unemployment requires a series of radical and interlinked policy initiative involving economic and labour market policies rather than just tinkering with education and training curricula. At a macro econ0omic level it means developing manufacturing industry rather than merely relying on financial services and the high tech knowledge industry sector. It means making sure companies provide high quality training, rather than forcing individuals to be responsible for their own employability. It means making sure that those who have gained vocational qualifications have opportunities to use those skills and knowledge and are properly rewarded for their learning. It means freeing up capital for starting small companies. It means proper financing for vocational schools and providing alternatives to young people rather than just more school and expensive university courses. It means abandoning skills matching and planning for future societal skills needs.

In other words we have to abandon liberalisation and free market ideologies and to recognise that economies and employment are a social function. As such society has to plan for the future of employment and the provision of jobs for young people. Is this too much to ask?

What we’ve been doing

April 10th, 2012 by Graham Attwell

the last three months have been pretty hectic. So much that I have been somewhat lackadaisical in posting on this blog. Partly it has been due to the sheer volume of work and also traveling so much. For some reason I always find it difficult to blog when I am on the road. Another reason is that a lot of the work has been developmental and has naturally generated a series of notes and emails but little writing. Its time to make amends.

In this post I will give a short run down on what we have been up to. Over the next couple of weeks I will post in a bit more detail about the different projects and ideas. All the work shares a series of ideas in common:

  • The work is based on the ideas of open education and open data
  • The projects seek to enable practitioners to develop their own learning materials
  • Most of the project incorporate various elements of social software but more importantly seek to utilise social software functionality to develop a shared social dimension to learning and knowledge sharing
  • Most of the work supports both face to face and online learning. However we have been looking hard at how learning and knowledge development is socially mediated in different contexts.

Open Data

Over the last year we have been working with a series of ideas and applications for using open data for careers guidance. Supported by the Mature-IP project, by Careers Wales and Connexions Northumberland and more lately UKCES, we have been looking at how to use open data around Labour Market Information for careers advice and guidance. Needless to say, it has not proved as easy as we thought, raising a whole series of issues around target users, mediation,  and data sources, data reliability and data interpretation, amongst others.

We have encountered a series of technical issues but these can be overcome. More important is understanding the social uses of open data for learning and decision making which is much harder!

Webquests 2.o

The original idea of  Webquests was based around a series of questions designed to encourage learners to search for new meaning and deeper understanding using web based tools and resources. Although Webquests have been used for some time in schools and colleges, we have been working to adopt an updated Webquest 2.0 approach to the needs of learners in Small and Medium Enterprises. These inquiry–oriented activities take place in a Web 2.0–enhanced, social and interactive open learning environment (face to face and/or on–line) that combine at the same time collaborative learning with self–paced learning.

Once more, this work has posed a series of challenges. While we have been pretty successful in using webquests 2.0 with SMEs, it has proved harder to enable practitioners to develop their own online learning materials.

Work based learning

We have been continuing to explore how to use technology to support work based learning and in particular how to use mobile technologies to extend learning to different contexts in Small and Medium Enterprises. We are especially interested in focusing on work practices and how technology can be used to support informal learning and practice in the workplace, rather than the acquisition of more formal knowledge. In order to finance this work we have developed a number of funding applications entailing both background research and (more enjoyably) visits to different companies.

We are fairly confident that we will get support to take this work forward in the near future.

Social media and social empowerment

We have been looking at how to use social media and in particular internet radio, not for promoting social inclusion, but for giving a voice and opportunity for expression to those excluded form access to traditional education and media. Once more, we are confident that we will be able to launch a new initiative around this in the next couple of months.

We will be publishing more about this work over the next couple of weeks. If you are interested in any of these ideas or projects please get in touch.

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Coding the future

March 8th, 2012 by Graham Attwell

The debate over computer science, digital literacies etc. in the UK is still continuing. And the success of the Raspberry Pi computer – selling out of its first 70000 production run in under a week shows the demand and interest in coding and computers in general.

One driver of the debate is that employers are unhappy with the competence and knowledge of potential employees. But this is not new. Employers have always moaned that job applicants do not have the right skills, aptitudes, attitudes – whatever. And it is always the fault of the schools or universities. Maybe it is time that employers started thinking about their own role and responsibilities for training a future workforce. And that includes the IT industry. Of course curricula need updating. Learning how computers work is probably more of a democratic necessity rather than for employment or the economy. There is a danger that we evolve as a society of consumers essentially controlled by the technology of a few major corporations. You know who they are!

But just tweeking the school curriculum or weeding out production fodder university courses will not solve the problem. The real issue is how we view learning – how we create learning environments outside the classroom and how we value learning that takes place outside the formal education sector.

I like the following thoughtful comments from Chris Applegate on his blogpost ‘Why it’s not just about teaching kids to code

Secondly, there’s a spectrum of challenges, but there’s also a spectrum of solutions. It’s not just schools and universities that need to bear the burden. As I said, coding is a practice. There’s only so much that can be taught; an incredible amount of my knowledge comes from experience. Practical projects and exercises in school or university are essential, but from my experience, none of that can beat having to do it for real. Whether it’s for a living, or in your spare time (coding your own site, or taking part in an Open Source project), the moment your code is being used in the real world and real people are bitching about it or praising it, you get a better appreciation of what the task involves.

So it’s not just universities and schools that need to improve their schooling if we want to produce better coders. Employers should take a more open-minded approach to training staff to code – those that are keen and capable – even if it’s not part of their core competence. Technology providers should make it easier to code on their computers and operating systems out-of-the-box. Geeks need to be more open-minded and accommodating to interested beginners, and to build more approachable tools like Codecademy. Culturally, we need to be treat coding less like some dark art or the preserve of a select few.

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A third of recent graduates in low skilled jobs

March 7th, 2012 by Graham Attwell

I spend a lot of time at the moment looking at how we can interpret and explain labour market data, especially for use in careers. Universities are a sensitive area of policy in the UK, and particularly in England, with an increase in fees of up to £9000 a year from this September. Inevitably, young people – and parents, are increasingly wondering if it is worth it in terms of future careers.

Strangely the big fall off in applications is from mature students who will be less effected as many of them will not hit the ceiling for repayments of the students loans being made available to pay the fees.

Thus, I suspect, it is perception rather than immediate hard economics which is driving people to apply or not.

Yesterday, the Office of National Statistics (ONS) published a new report – Graduates in the Labour Market 2012 – based on the latest statistics from the Labour Force Survey. And in a very welcome development, they published a video on Youtube to accompany the PDF report. The Guardian newspaper highlighted the main results of the4 report:

More than a third of recent graduates are employed in low-skilled jobs, official figures show.

In the final quarter of 2011, 35.9% of those who had graduated from university in the previous six years were employed in lower-skilled occupations, the Office for National Statistics (ONS) said. This compares with 26.7%, or just over one in four, in 2001.

In the same period, the number of recent graduates in the jobs market has grown by 438,000 to around 1.5 million in 2011.

Jobs categorised as low-skilled by the ONS include hotel porters, waiters and bar staff, and retail assistants.

The report may be masking the extent of graduate unemployment however, as the unemployed figure excludes those on work experience or internships many of which are short term and, controversially, unpaid.

The one figure which surprised me in the video was the concentration of graduates in London and the South East. I suspect this reflects the role of the London and the South East as the centre for banking and finance, most of which jobs require a degree. Conversely those regions with a lower percentage of graduates are mainly focused on manufacturing industry. Whilst these industries require skilled workers, degrees may not be so important. I would be very interested to see a comparison between pay and employment of graduates and skilled workers (without a degree – for instance with an apprenticeship). Unfortunately the way in which The Labour Force Survey collects data around qualifications makes it very difficult to make any meaningful comparisons. Yet, especially for young people from working class backgrounds, that may be a key choice for them in coming years.

And whilst the present English government is attempting to increase the number of apprenticeship places, there have been persistent criticism over the quality of those apprenticeship places (see this recent BBC report), with many so called apprenticeships consisting of short courses in the retail and service industries – just those very areas where so many recent graduates are ending up!

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Using Cartoons for Engagement

November 29th, 2011 by Graham Attwell

GoAnimate.com: Episode One – Jenny Jobseeker by elleemployability

I’ve been working on a series of webquests on the use of the internet far careers guidance and counselling. And I stumbled on this great blog by Elle Dyson. Elle is making a a mini cartoon series following the journey of ‘Jenny Jobseeker’ as she battles through the unemployment jungle. As she says there are limitations to the free version of Go animate (the online tool she used to make the cartoon) but, she says, “it serves as (I think) a rather nifty tool for engagement – providing a little bit of advice, giving them a bit of a laugh, and most importantly engaging them in the service, encouraging them to access support from us, and in accessing local opportunities.”

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Project List

Current Projects

  • MediaInAction

    Past Projects

    EuroTrainer II

    ICT and SMEs

    Interest and Desires

    Learning Layers IP

    RadioActive Europe

    Reflective Evaluation

    Show your own Gold

    Support Careers Guidance

    TACCLE 2

    TACCLE 3 Coding

    WebQuest for HRM

    This web site reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

  • Activities


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