The university was based in Pontypridd, in Rhondda Cynon Taf, with campuses in Trefforest, Glyntaff, Merthyr Tydfil, Tyn y Wern (The Glamorgan Sport Park) and Cardiff. The university had four faculties, and was the only university in Wales which had no link with the University of Wales.In July 2012 the University of Glamorgan and the University of Wales, Newport, announced that they had begun talks aimed at integrating the two institutions.
The Classroom 2.0 initiative is one of the most fundamental reforms to the way education is performed across the European Union. Starting its life at the ‘Digital Classroom of Tomorrow' (DCOT) Project in Wales, the initiative has shown that concepts like electronic individual education programmes (eIEPs) and the electronic twinning of schools (eTwinning) can play an important role in enhancing learning outcomes for school age learners. This chapter presents a review of the impact of the original Classroom 2.0 Project – DCOT – and explores some of the technical issues essential to the project's success across Europe and how this has led to Technologies 4.0, which has taken the form of ‘Supporting Information and Education with Multimedia and E-Learning for Networked Societies' (SIEMENS) in Wales.
The aim of this special issue is to understand better the many changes in adolescent psychopathology have taken place over the last decades. The factors associated with adjustment problems and psychopathology in adolescence today are not necessarily the same as the factors that predicted problems and psychopathology in the past. But the basic strategies for connecting negative experiences with adolescent psychopathology remain as important today as they were for understanding adolescent psychopathology decades ago. This is well exemplified in the studies included in this Special Issue. What all this studies have in common is that parenting and the family environment are assumed to play a key role in adolescents' adjustment and psychopathology. Finally, given that all papers in this special issue are based on conference presentations at the 15th Biennial Conference of the European Association for Research on Adolescence (EARA), some more information on that conference in included in this introduction.
1 School of Health and Life Sciences, University of the West of Scotland, Hamilton Campus, Hamilton, Scotland, UK 2Health and Exercise Science Research Laboratory, School of Applied Science, University of Glamorgan, Pontypridd, Wales, UK 3Department of Physiological Sciences, Federal University of Espirito Santo, Vitoria, ES, Brazil 4Exercise and Chronic Disease Research Laboratory, Department of Physical Education, São Paulo State University, Bauru, SP, Brazil 5Experimental Physiology and Biochemistry Laboratory. Physical Education and Sport Center of Federal University of Espirito Santo, Vitoria, ES, Brazil
