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The effect of paracetamol on the growth of Calliphora vomitoria larvae (Linnaeus, 1758) (Diptera: Calliphoridae) and the implications for estimating post-mortem interval
No full textDeciphering the sophomore slump: changes to student perceptions during the undergraduate journey
Get PDFThe second year of university is little-researched, despite being a focal point for declining performance, persistence, and satisfaction. It is important to establish appropriate methods for studying this ‘sophomore slump’ and to pinpoint specific antecedents from broad domains noted in literature (e.g. students’ social integration, perceptions of the curriculum). Using a novel methodology, 166 undergraduates were surveyed in successive years of study to derive a gold standard ‘within-subjects’ data sample. Under a replicated design, a ‘between-subjects’ sample of over 1000 students completed the same e-survey just once, in year one, two, or three. Quantitative comparison of the responses across years showed over 85% agreement between samples. This endorses between-subject approaches (i.e. simultaneously surveying students from different years) to facilitate rapid interventions that benefit students before they graduate. In terms of detailed findings, year two saw positive trends in students’ academic engagement (e.g. self-reported independent study time), social integration (e.g. feeling accepted, involvement in extra-curricular activities), and views on teaching staff (e.g. approachability). Although appraisals remained broadly favourable, there was, in contrast, significant deterioration in global perceptions of the learning atmosphere (e.g. course enjoyment), as well as specific elements of the teaching provision (e.g. contact hours, feedback). Notably, there appeared to be little progression in students’ academic self-perceptions (e.g. confidence to make presentations, enter class debates). Year two also saw increased thoughts of drop-out. These results highlight the unique character of the second year at university and indicate potential target areas for enhancing this phase of the undergraduate journey
Global Citizenship and Cross-Cultural Competency: Student and Expert Understandings of Internationalization Terminology
Get PDFInternationalization of the curriculum is of increasing interest in many universities; yet, the terminology used to describe it is highly varied and it is not clear that students understand its core concepts. This study explores students’ understandings of the terms global citizenship and cross-cultural competency, and compares them with use in the literature and by experts. A large-scale questionnaire of students from a range of disciplines is supplemented with qualitative data from pedagogic and internationalization experts. Findings indicate that student understandings of both terms were mixed, and frequently differed from the way the terms are used by experts and in the literature. The concept of cross-cultural competency was more likely to invoke a sense of agency among students than was global citizenship, contrary to how they are depicted in the literature. This suggests that there may be some pedagogic benefits to be gained from using the former term
Restless legs syndrome in Multiple Sclerosis patients: a contributing factor for fatigue, impaired functional capacity, and diminished health-related quality of life
Get PDFObjectives
Restless legs syndrome (RLS) symptoms are common in Multiple Sclerosis (MS) patients. The aim of the current study was to examine for the first time whether RLS could affect the functional capacity and various contributing parameters related to quality of life and fatigue in MS patients.
Methods
According to their RLS status, 50 relapsing-remitting MS patients were divided into the RLS (n = 10) and non-RLS groups (n = 40). Specific questionnaires were used in order to assess the health-related quality of life (HRQoL), fatigue levels, sleep quality, daily sleepiness, and depression symptoms of the patients. Functional capacity was examined using a battery of functional tests. Total body and visceral fat levels were assessed via bioelectrical impedance analyzers.
Results
Sleep quality, depression, fatigue, and HRQoL levels were found to be significantly worse in the patients with RLS compared to their free-RLS counterparts (P < 0.05). In addition, patients with RLS were found to exhibit further impairments in their performance in various functional tests related mainly with strength levels of lower extremities (P < 0.05). Finally, the patients with RLS were found to have significantly higher both total and trunk fat levels compared to patients without RLS (P < 0.05). A strong correlation was observed between the severity of RLS symptoms, sleep quality, fatigue, and QoL levels.
Discussion
It seems that RLS contributes even further to impairments on sleep quality, fatigue, functional capacity, and therefore HRQoL levels in relapsing-remitting MS patients, whilst for the first time a link between high fat levels has been revealed
Thriving as a Professional Teacher: How to be a Principled Professional
No full textThriving as a Professional Teacher explores the tensions and balance between developing the classroom you know will be best for the children you teach, and facing external pressures such as Ofsted, performance management, Teacher Standards and the need to prepare children for SATs and other tests.
The book locates the professional in the political context before outlining the key challenges faced and experienced, and laying the foundations necessary for the professional to thrive. An expert team of contributors analyses the differences between professionalism and 'professionalisation', and emphasises the importance of promoting a collaborative, sharing culture to give you the knowledge needed to challenge and contest competing agendas. Topics covered include:
•understanding the impact of policy upon teachers and the teaching profession;
•developing a professional identity as a teacher;
•building resilience and a sense of wellbeing as a teacher;
•building and sustaining creativity in the curriculum;
•safeguarding young people;
•examining the impact of globalisation on educational practices.
With case studies, opportunities for reflection and clear chapter summaries woven throughout, Thriving as a Professional Teacher will help you to form a sustainable identity and to create a teaching and learning environment in which both teachers and students can thrive. It is an essential read for both trainee and practising teachers
Impact loading during distracted running before and after auditory gait retraining.
Get PDFVisual feedback gait retraining has been reported to successfully reduce impact loading in runners, even when the runners were distracted. However, auditory feedback is more feasible in real life application. Hence, this study compared the peak positive acceleration (PPA), vertical average (VALR) and instantaneous (VILR) loading rate during distracted running before and after a course of auditory feedback gait retraining in 16 runners. The runners were asked to land with softer footfalls with and without auditory feedback. Low or high sound pitch was generated according to the impact of particular footfall, when compared with the preset target. Runners then received a course of auditory gait retraining, and after the gait retraining, runners completed a reassessment. Runners before gait retraining exhibited lower PPA, VALR and VILR with augmented auditory feedback (p0.104). A small effect of auditory feedback on VILR in runners after gait retraining was observed (p=0.032). Real time auditory feedback gait retraining is effective in impact loading reduction, even when the runners were distracted
