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Placement skills for health and social care students
No full textPlacement experience or work-based learning (WBL) is almost certain to happen on any health or health and social care-related course. This is where you go into a work setting, such as a Nursing Home or a hospital as a student. This chapter aims to support you through the stages of WBL, from before placement, through the placement and then after the placement with advice, guidance and things to be aware of or think about during all these stages. The chapter uses the Benner Continuum as a framework to help explore and explain the learning journey you will go on throughout your placement experience or experiences. This guidance is relevant whether you are or an established employee within the health and social care sector
Navigating forced migration in the Horn of Africa: a systematic review of IGAD’s strategic challenges and opportunities
Get PDFThis systematic review examines how the Intergovernmental Authority on Development (IGAD) has responded to forced migration in the Horn of Africa, focusing on the legal, economic, and humanitarian challenges affecting its capacity for coordinated action. The review includes 22 studies published after 1995 that evaluate IGAD’s legal and policy frameworks, regional initiatives, and implementation practices. Sources were identified through systematic searches of Scopus, JSTOR, and Google Scholar, as well as official IGAD reports and regional policy documents retrieved in February and March 2025. Studies were screened for thematic relevance and geographic focus, and a qualitative thematic synthesis was used to identify core patterns. The analysis shows that IGAD has initiated meaningful regional frameworks, including the Nairobi, Kampala, and Djibouti Declarations, but the impact of these instruments is undermined by fragmented national legal systems that remain largely non-binding. As a result, displaced persons continue to face barriers to accessing basic rights such as employment, education, and freedom of movement. Financial constraints, infrastructure deficits, and inconsistent humanitarian coordination further impede effective responses. Many studies highlight the lack of inclusive, participatory mechanisms in both planning and delivery, especially in relation to vulnerable groups. While data limitations and methodological heterogeneity are acknowledged, the review identifies strategic pathways forward, including harmonisation of legal standards, investment in sustainable funding mechanisms, and strengthening of cross-border coordination through participatory governance
Developing Effective Leadership in Small Businesses: Identifying Key Contextual Factors
No full textLeadership research has placed greater emphasis on motivational processes to the detriment of other understudied mechanisms, namely situational variables and contextual factors in light of follower readiness. Understanding and being able to interpret contextual factors is an important tool in leading and managing the internal dynamics of small teams at different levels, to further our understanding of small groups in relation to their surroundings. This qualitative and exploratory research explored the contextual factors that could be considered in the leadership process for effective leadership among Ghanaian small businesses. The study adopted a multiple-case study strategy using a purposive-homogeneous sample of thirty staff from ten small businesses and analyzed primary data from semi-structured interviews through latent thematic analysis and the Gioia technique as an analytical path and presented the results descriptively. This chapter concludes that family ties, cultural, and religious factors are key contextual factors that need to be considered in the leadership process for effective leadership when managing small teams, as managers find these factors very difficult to manage. This finding will provide a practical guide for small business leaders, managers, and practitioners to understand the contextual factors that could be considered in the leadership process for effective leadership and to deal with them appropriately when they surface
Current methods for the exercise dose equalization in resistance training drive to markedly different session-induced efforts
No full textBACKGROUNDː Effects comparison of resistance exercises may require equalizing the exercise-induced dose, this is currently done by using methods based on total weight lifted or on sets performed until failure. Dose equalization of resistance training sessions by these methods was analyzed in the present study.
METHODSː Twelve trained participants performed five bench-press sessions with a similar relative endpoint determined by the inability to complete a set of 50% of the maximum repetitions number (MN). Sessions were performed at 50 or 85% of one-repetition maximum (1-M) with sets until failure or sets prescribing 50% of MN. The last session was performed with a reduced recovery pause to match the exercise density (total weight lifted/pause duration) of a previous session.
RESULTSː Sessions resulted in different total weight lifted (3158±1592 kg at 85% of 1-RM vs. 5330±1967 at 50%, P<0.001) and number of sets until failure (5.1±1.9 at 85% of 1-RM vs. 2.9±1.1 at 50%, P<0.001). Matching of sessions’ density suppressed the differences in the number of sets performed (=0.50).
CONCLUSIONSː Protocols’ equalization based on the total weight lifted is likely to result in exercise volumes close to maximums when performed with heavy loads, whereas equalization based on sets to failure could induce a sets number close to the maximum when performed with light loads. Current methods for protocols equalization rely on gross values of exercise volume without considering maximums, that can result in markedly unbalanced efforts and biased results. Prescribing each exercise volume according to its maximum might optimize the training protocols’ equalization
The Evolution of Initial Teacher Training and Education (ITTE) in England (2010–2024)
No full textSituated within the context of persistent teacher shortages and tensions between Higher Education Institutions (HEIs) and government, Initial Teacher Training and Education (ITTE) in England underwent significant transformation through a series of Conservative policies. Key reforms over this period, including the growth of school-based ITTE, the implementation of a government-mandated curriculum, and a reaccreditation process for all providers, have redefined the landscape and roles of parties involved in preparing new teachers at the start of their careers. This chapter explores two phases of policy reform in ITTE: the initial rapid expansion of school-based provision and the standardisation of content and quality through prescriptive frameworks such as the Core Content Framework (CCF). While these policies sought to improve recruitment and raise standards in ITTE, they also intensified tensions between providers and limited curriculum flexibility, resulting in an increasingly homogenised ITTE landscape. Despite reforms designed to improve teacher recruitment, there still exists the challenge of addressing teacher shortages in schools. The chapter concludes by reflecting on the resilience and innovation of teacher educators across the sector and the enduring role of HEIs amid a landscape of rapid and radical change
Utilising the ecological–intersectional model to identify the factors that impact LGBTQ+ coaches’ experiences in sport
No full textIntersectionality enables a deeper understanding of the experiences of LGBTQ+ coaches in sport, as an individual’s sexuality is not experienced in isolation from other identity factors. Research often addresses the LGBTQ+ community as a homogenous group or focuses solely on one category of identity. For example, previous research has commonly focused on the experiences of lesbian women coaches [e.g. Iannotta, J., & Kane, M. (2002). Sexual stories as resistance narratives in women's sports: Reconceptualising identity performance. Sociology of Sport Journal, 19(4), 347–369; Krane, V., & Barber, H. (2005). Identity tensions in lesbian intercollegiate coaches. Research Quarterly for Exercise and Sport, 76(1), 67–81; Kauer, K. J. (2009). Queering lesbian sexualities in collegiate sporting spaces. Journal of Lesbian Studies, 13(3), 306–318], but other aspects of identity that also shape coaches’ experience (such as race, class, disability, etc.) remain underexplored. Resultantly, we adopted the umbrella term ‘non-heterosexual’ to be inclusive of all genders and non-heterosexual identities, in an attempt to platform voices that are currently absent. The participants (n = 14) were coaches across nine different sports, with a broad range of coaching experience (2–30 years) and represented a variety of coaching levels (grassroots to professional). We adopted the Ecological–Intersectional (E–I) model to foreground exploration of how LGBTQ+ coaches’ intersectional identities shape their experiences. Specifically, the intersections of sexuality, gender, and race were emphasised by the coaches as factors that significantly impacted their experiences. How and why these intersections worked to shape experience is explored. In doing so, we show the heterogeneity of the LGBTQ+ sport coaching community, and the nuance and complexity of LGBTQ+ coaches’ lives
Playing the Rules: A review of Anna Sebastian’s exhibition What We May Also Do at Verdurin
No full textA review of Anna Sebastian's exhibition of The Gloria Paintings at Verdurin, London
Individualized Learning Programs in Italian Primary Education: Implications for Social Equity and Educational Outcomes
Get PDFThe Italian education system has undergone significant reforms in recent years with a focus on improving the quality of education and addressing longstanding challenges. This study critically analyzed the introduction of individualized learning programs in Italian primary education and their implications for diverse family systems, social networks, and the potential reinforcement of existing social disparities. While these programs aim to address individual student needs more effectively, there is a risk that they may inadvertently reinforce disadvantaged societies and impact social mobility. The study also examines the role of teacher expectations in children’s performance, drawing on pivotal research, such as the Rosenthal and Jacobson experiments, and explores the implications of these findings for student assessment and support within the Italian education system. Moreover, this study delves into the complex interplay among self-selection, equal opportunities, and implicit selection mechanisms within the educational system. Finally, the broader role of educational politics in shaping local school contexts, social networks, and cultural capital was considered, emphasizing the need for strategic investment in education to address systemic inequalities and promote equal opportunities for all children. The study concludes that a more holistic approach is necessary to combat educational inequalities, encompassing strategic educational investments, addressing systemic inequities, and fostering equal opportunities for children, while maintaining high educational standards
Kirsten Slemint - Burnt Country: A&E Accessibility and Environment Podcast
No full textKirsten Slemint talks about her film Burnt Country which won the Best Short Documentary at the first A&E Film Festival and is BAFTA nominated.
Could Australia's past help secure its future? 65,000 years in the making, Burnt Country is about fighting fire, with fire.
Exploring the profound knowledge and wisdom of First Nations, this film is an invitation to connect to country and community.
https://kirstenslemint.com
Max Endersby - The A Files: A&E Accessibility and Environment Podcast
No full textMax Endersby talks about his film The A Files. The A Files explores the experience of coming to terms with autism, told through a story of mystery, a mad scientists and meeting your clone