980 research outputs found
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Blood Results in Clinical Practice: A practical guide to interpreting blood test results
No full textThis book was originally written after feedback suggested that storytelling was very helpful to students and practitioners wanting to remember blood tests and their implications. Each section, where appropriate, therefore contains a ‘story’, as well as an overview of the relevant anatomy, physiology and biochemistry. This revised, updated edition continues to use storytelling to aid understanding, and introduces a unique 10-point system to help explain blood results. The use of storytelling has also been significantly improved and refined, following several years of feedback on the first edition.
Less formal than a biochemistry textbook and containing more narrative than an online protocol, Blood Results in Clinical Practice provides an excellent, accessible introduction to blood tests and what they mean. It also enables advanced practitioners to reflect on and improve their practice; and includes new and updated sections of relevance to physiotherapists, paramedics, pharmacists and advanced nurse practitioners. Finally, it provides a resource for patients and their relatives who may be keen to know more about the meaning and function of particular blood tests
‘I don’t go to the gigs to go to the gigs – I don’t give a shit about the gigs!’: Exploring gig attendance and older punk women
No full textThis article considers gig attendance amongst a sample of twenty-two older punk women. A feminist methodology was employed, with qualitative data collected through semi-structured interviewing with seventeen older punk women, and an additional five women answering questions by e-mail correspondence. With the majority of the research sample attending gigs on a regular basis, it could be assumed that this meant music was a significance part of ‘doing’ punk but this was realized to be quite a simplistic assumption. The article will consider this in more detail through discussing two key questions: What are the key reasons and motivators behind older punk women attending gigs? What barriers do these women face when it comes to gig attendance
Sexual crime, religion and spirituality
No full textThis book offers a collection of original contributions to the literature on sexual crime, religion and spirituality. Does religion help people desist from sexual crime? Can it form the basis of interventions to rehabilitate people? Or does it provide justification and opportunity for committing it? What do the perpetrators say about their faith? What about the victims and survivors of sexual crime? The book asks and answers these questions and more in a unique collection of chapters – from academics, chaplains and prisoners.
The book begins with an exploration of the role, history and development of chaplaincy in the prison system over the years, before providing a more personal look through the eyes of the Lead Chaplain at Rampton High Secure hospital in the UK. Subsequent chapters weave together theories of desistance from sexual crime, and analyses of perpetrators’ accounts of their offending are also offered, alongside firsthand accounts of prisoners from a range of religions. The book concludes with a thoughtful journey through the book by the Lead Chaplain at HMP Stafford, UK. It will provide fresh insights for students and scholars of psychology, criminology, theology and social work, as well as for practitioners, chaplains, and readers with an interest in learning about sexual crime, religion and spirituality
Secondary school students’ attitudes to practical work in biology, chemistry and physics in England
No full textBackground: In England, practical work is a major part of secondary school science and yet little research has examined students’ attitudes specifically to practical work.
Purpose: To examine students’ attitudes to practical work in biology chemistry and physics in secondary schools in England.
Sample: The study involved 607 students from Year 7 to Year 10 (aged 11–15) drawn from three state-maintained secondary schools in England. The schools were, broadly speaking, representative of schools in England in terms of academic measures such as GCSE outcomes, value-added performance and socio-economic area.
Design and methods: The research considered students’ attitudes in terms of an established analytical framework incorporating the affective, behavioural and cognitive (ABC) domains and used a mixed methods approach involving questionnaires, lesson observations, and focus group discussions.
Results: Whilst secondary students’ attitudes to practical work were, generally speaking, positive they were not constant and homogenous but change over time. The affective value of practical work was found to vary by subject although in all three sciences this value decreased, albeit at different rates, as students approached their General Certificate in Secondary Education examinations (GCSE) taken at age 16.
Conclusion: The affective value of practical work needs to be considered on a subject by subject basis, rather than, as is often the case currently in school, in terms of a generic attitude to science practical work. Furthermore, the affective value of practical work can be maximised by using more at the start of secondary education (Key Stage 3 – ages 11–14) with a gradual, subject-specific, reduction as students approach their summative public examinations (age 16) when their preference for non-practical, exam orientated, teaching increases
Curriculum change in modern foreign languages education in England: barriers and possibilities
No full textThis paper considers the languages on offer in secondary schools in England and the possibility of enacting curriculum change with a view to reducing the dominance of French, Spanish and, to a lesser extent, German as a possible way to increase take-up of modern foreign languages post-14. Questionnaires were completed by 666 students aged 14-15, 70 head teachers and 119 heads of modern languages in secondary schools throughout England, investigating students’ views as to the languages they would like to learn and their views of particular languages as well as the views of senior and middle leaders on the factors which impact on the teaching of modern languages. The paper concludes that students are interested in a wider range of languages than is currently available, for reasons primarily relating to usefulness. It also finds that schools are constrained by operational concerns preventing them fully considering the possibility of teaching a wider range of languages. Implications for national-level language policy and the culture of school accountability are discussed
‘So, this is what really happened…’ Using story to explore theory of mind, perspectives, autobiographical recall and event reconstruction with autistic pupils
No full textUsing vocational education to support development solutions in the Pacific: An emphasis on climate change and health
No full textIn this article, author(s) reported on the results of the EU PacTVET project, which explored the use of TVET to support resilience in the region with an emphasis on climate change and health. An exploratory design was used to investigate how vocational education supports solutions for climate change and health. The results showed that vocational education plays a significant role in building safety and resilience of people in the region. Most significantly, getting an accredited qualification on health resilience and/or job in the health sector may help them to respond to climate change effectively and efficiently
Crossing the threshold: when transition becomes troublesome for A-level students
No full textThe purpose of this paper is to present an original approach to considering some of the challenges of acclimatising to A-level study from the perspective of students, through the theoretical lens of the Threshold Concept Framework (Meyer & Land, 2003). I argue that focusing on threshold concepts in A-level specifications provides unique insight into some of the causes of students’ cognitive and affective emotional difficulties. Furthermore, this approach provides a structure through which teachers can explore ways of designing effective pedagogical approaches to supporting students through this troublesome journey whilst maximising their academic progress
Translation and cross-cultural adaption of the motor behavior checklist (MBC) into Brazilian Portuguese
No full textIntroduction:There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers. The Motor Behavior Checklist (MBC; Efstratopoulou, Janssen, Simons, 2012) was designed to be completed by this professional in free play-situations or during physical education classes to rate students’ motor-related behavior using 5-point Likert scales. The MBC comprises 59 items distributed into two broadband factors (externalizing and internalizing) and seven behavior problem scales: rule breaking, hyperactivity/impulsivity, lack of attention, low energy, stereotyped behaviors, lack of social interaction, and lack of self-regulation. The objective of this study was to describe the translation and cross-cultural adaptation processes of the MBC into Brazilian Portuguese.
Method: The following procedures were conducted: forward translation of the original instrument, production of a synthesized version, back-translation, literal and semantic comparison, back-translator’s evaluation of divergent items, synthesized version with back-translator’s suggestions, clarity assessment of the synthesized version by professionals (physical education teachers), focus group to assess clarity indicators of the instrument, evaluation of adjustments by the author of the instrument, and production of the final version.
Results: The results indicated a satisfactory level of agreement between the original and the back-translated versions, with 68% of exact equivalence between the translated items and 16% of terms requiring minor adjustments. In the draft version, 84% of the items were evaluated as clear by physical education teachers.
Conclusion:Future studies should be conducted to assess the psychometric properties of the Brazilian Portuguese version of the MBC