Purpose -To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach -Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this on the learning experience of students. Findings -Stress can be seen to impact both negatively and positively on the student learning experience. However, over half of respondents considered themselves to be considerably or extremely stressed and similar levels perceive that stress causes their teaching to be "below par" thus impacting negatively on the student learning experience.Research limitations/implications -The research was carried out in one institution and hence results cannot be generalised to cover the whole higher education sector. Practical implications -The findings, together with a growing awareness of the impact of employee stress on organisations, emphasise the need for the institution, and individuals within it, to control stress levels to ensure the student learning experience does not suffer. The paper does not address the growing phenomenon of e-learning which may act as a stressor: further research is recommended in this area. Originality/value -This paper highlights that the detrimental effect of stress does not only impact upon members of staff; stress may also impact negatively on the student learning experience.

22This study involved a global survey designed to assess perceptions and practices of horse owners 23registered on an open access online equine nutrition course. An online survey was designed to ascertain 24 the following information: demographics, current feeding practices, and perceptions and knowledge of 25 equine nutrition, including nutrition-related disorders. Response rate was 34 percent% (6538

The past half-century of urban studies has demonstrated that the design of human settlements is a potent tool of governance. Active involvement in place shaping has also been shown to be a key empowerment mechanism for citizens and a strong means of creating cohesion in communities. Internally displaced persons (IDPs) and refugee camps are a unique form of human habitation, temporary spaces created “between war and city.” Drawing from urban planning theory, camp management tools, and migrant narratives, this paper will explore the dynamics of the spatial relationship between camp residents and the international governance bodies who manage them. As we will demonstrate, this approach offers important insights into how the relationships between camp residents and aid agencies are negotiated, and the implications for governance in societies camp inhabitants later (re)settle in.

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