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Validation of Welsh language cognitive assessment tools (CATs): stage one
No full textThe primary aim of this research (stage one) is to identify the most frequently used Welsh language CAT in Wales. This information will be used to establish the requirements and set the foundation for subsequent stages of validation.
The primary objective of this research is to perform a desk-based review and engage with stakeholders to:
• determine the most frequently used CAT(s) in Wales during the study period (2021 to 2023)
• evaluate the psychometric properties of the CATs that have been translated into Welsh
• identify strategies for gathering high-quality normative data on the most frequently used, robust Welsh-language version(s) of CATs to ensure psychometric validation and facilitate reliable interpretation of assessments in clinical settings
The report is structured as follows:
• Section 2: methodology used for the desk-based review and consultation with
stakeholders
• Section 3: main findings
• Section 4: conclusions
• Section 5: recommendations for further validation work
From voice and systemic action: Addressing race and racism in a teacher education programme
No full textThis book explores the multifaceted concept of learner voice in education, emphasising its significance across various contexts and historical periods. It brings together diverse perspectives from multiple authors, addressing how learner agency can shape educational practices and policies, particularly in contemporary settings.
The chapters delve into critical themes such as the influence of teachers' beliefs on student learning, the impact of polarisation in our current educational discourse and the historical voices of children in Victorian schools. Notable case studies include a narrative approach to understanding higher education students' experiences and the examination of learner voice within prison education. The book also addresses pressing issues such as the representation of marginalised voices and the importance of inclusive practices in school leadership and curriculum design. Groundbreaking content includes discussions on "epistemic violence", highlighting the need for a more nuanced, considered and critically aware approach to learner representation.
This important collection will be essential reading for educational studies students and trainee teachers, as well as educators working in further or higher education. It provides practical insights and theoretical frameworks that constitute a roadmap for strengthening diverse learners’ voice and agency, thereby advancing educational equity and inclusion for all
Embedding sustainability in the Early Years curriculum: The Curiosity Approach and its foundations in the work of education pioneers
No full textIn this chapter, we explore what ‘The Curiosity Approach’ can offer us when considering the values of sustainability within Early Childhood Education and Care and Education. The Curiosity Approach is a pedagogy based upon well-established Early Childhood Education and Care approaches, that places children’s agency at its heart, igniting their creativity and their thirst for learning. It makes them more aware of the natural world around them. How wonderful would it be if pedagogues could support that excitement in relation to sustainable ways of living? This chapter draws on the Case Study of an International School situated in the United Arab Emirates through which we explore how sustainable resources, and a sense of agency in the world, can be woven through the curriculum of our youngest children
Genomics yields biological and phenotypic insights into bipolar disorder
No full textBipolar disorder is a leading contributor to the global burden of disease1. Despite high heritability (60–80%), the majority of the underlying genetic determinants remain unknown2. We analysed data from participants of European, East Asian, African American and Latino ancestries (n = 158,036 cases with bipolar disorder, 2.8 million controls), combining clinical, community and self-reported samples. We identified 298 genome-wide significant loci in the multi-ancestry meta-analysis, a fourfold increase over previous findings3, and identified an ancestry-specific association in the East Asian cohort. Integrating results from fine-mapping and other variant-to-gene mapping approaches identified 36 credible genes in the aetiology of bipolar disorder. Genes prioritized through fine-mapping were enriched for ultra-rare damaging missense and protein-truncating variations in cases with bipolar disorder4, highlighting convergence of common and rare variant signals. We report differences in the genetic architecture of bipolar disorder depending on the source of patient ascertainment and on bipolar disorder subtype (type I or type II). Several analyses implicate specific cell types in the pathophysiology of bipolar disorder, including GABAergic interneurons and medium spiny neurons. Together, these analyses provide additional insights into the genetic architecture and biological underpinnings of bipolar disorder
Impact-driven scholar, reflective practitioner, or pracademic? Conceptualizing hybrid roles to bridge the research-practice gap in HRM
Get PDFBridging the gap between theoretical concepts relating to human resource management (HRM) and practical application of research insights is essential for creating important, relevant, and therefore high impact management theories about work and organizations. Pracademics, who actively participate in both research and practice activities, cross boundaries between domains, so play a critical role in bringing theories into practice. However, the role of pracademics is conceptually underdeveloped and ambiguous, limiting our understanding of how actors engage in bridging the research-practice divide. We propose a continuum of research-practice roles, recognizing that hybrid roles are often fluid in nature. We explain how hybrid professionals hold different identities; as impact-driven scholars, reflective practitioners, or pracademics. These roles have implications for individuals' activities, identity work, career, and collaboration. Drawing on three contemporary challenges in HRM, we illustrate how hybrid professionals can align HRM theory and practice and help close the research-practice gap. As well as theoretical and managerial implications, we also highlight implications of the continuum of roles for policy makers and funders
Persistent Postpartum Preeclampsia Occurrence and Associated Risk Factors in Ghana—A Retrospective Cross‐Sectional Study
Get PDFBackground and Aims
Postpartum preeclampsia poses serious health risks including eclampsia, stroke, pulmonary edema, renal failure, and eventually death. However, there is a paucity of data on persistent postpartum preeclampsia among Ghanaian women, limiting the development of tailored interventions to reduce associated morbidity and mortality. This study investigated the prevalence and risk factors associated with persistent postpartum preeclampsia in Ghana.
Methods
A hospital‐based retrospective cross‐sectional study was conducted at St. Joseph Hospital, Koforidua, involving 210 women. Medical records and folders were used to collect sociodemographic, clinical, and obstetric data of the study participants. Statistical analyses were performed using SPSS version 26.0. p < 0.05 was considered statistically significant.
Results
The prevalence of persistent postpartum preeclampsia was 15.2%. After adjusting for multiple confounders in the multivariate logistic model, cesarean section delivery [(aOR = 4.72, 95% CI (1.90–11.72), p = 0.001)] and chronic hypertension [(aOR = 2.56, 95% CI (1.14–5.75), p = 0.022)] were associated with significantly increased odds of persistent postpartum preeclampsia. However, sociodemographic factors such as age, religion, marital status, education level, and occupation were not significantly associated with postpartum preeclampsia.
Conclusion
Persistent postpartum preeclampsia affects a considerable proportion of women in Ghana with cesarean delivery and chronic hypertension emerging as independent predictors. These findings highlight the need for close monitoring and follow‐up care for women with these risk factors during the postpartum period
Volunteers’ Psychological Contracts: Exploring Experiences and Expectations Before and During the COVID-19 Pandemic
Get PDFVolunteers occupy a unique position in organisations; not paid employees yet operating within organisational structures. Volunteering is also an additional life role, managed alongside home, family and, for many, work roles. Despite such complexities, our understanding of volunteer experiences and expectations is limited. We explore the experiences of 72 volunteers using a psychological contract lens (53 volunteers before the COVID-19 pandemic and 19 volunteers during the first national lockdown). Our findings offer insights into consistency across volunteers’ expectations (i.e., of collective commitment, shared values, and organisational and peer support) and two distinct aspects of experience aligning roles to the COVID-19 imperative (i.e., motivation and role flexibility). Implications for organisations are discussed in relation to volunteer support, engagement and retention, including ‘buddy’ systems, peer support networks and open communication regarding expectations
Exploring the application of the CCM approach and UDL as conceptual frameworks to enhance inclusive teacher training through Lesson Study
Get PDFThis study explores how the Constructionist, Contextualized, and Meaningful (CCM) approach, in tandem with Universal Design for Learning (UDL), can be realized through Lesson Study to serve as a foundation for inclusive education. The paper provides an insight into a research project undertaken to train future teachers for inclusion within a Brazilian university. It examines how both CCM and UDL contributed to teacher development and engendered inclusive practices, providing a possible pathway through the application of Lesson Study that has relevance for educational policies and practices in teacher training contexts. The analysis suggests that the use of Lesson Study, alongside the combined integration of CCM pedagogies and UDL, leads to the promotion of effective inclusive teaching practices that address the multiple educational needs of all students. The results demonstrate that, when Lesson Study is used to ground the iterative processes required for teacher professional development, and when CCM and UDL further inform these processes, then the requisite conditions are attained for significantly enhancing diverse students’ learning outcomes, thereby enabling inclusive education to flourish