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Negotiating with technology: advancing the virtual in qualitative research methods
Get PDFPurpose:This study aims to describe key elements that are critical to virtual qualitative research especially whileworking with practitioners as participants.Study approach:This paper takes a reflexive researcher approach using a case study to explore how researchers adopteda qualitative research approach using digital technology. We use five principles suggested by Boland etal (2022) as a framework to consider and reflect on our experiences as researchers and those of ourparticipants.Findings:We highlight the gatekeeper’s support, trusted relationship with the organisations, interpersonal skillsof interviewers, stringent measures of securing data and shared experiences of interviewee andinterviewers helped complete virtual research. We recommend that four key factors such as digitalcompetency, feasibility, flexibility and resilience should be considered while undertaking orcommissioning virtual, qualitative research studies.Originality/Value:Social care practitioners and qualitative researchers increasingly negotiate with digital technologies toundertake their work. In this paper, we evidence how online qualitative approaches can be effectiveprovided challenges are dealt with diligently in each stage of the research process
Purity and pollution: faith vegans’ categorizations of plant-based foods as pure and animal-derived foods as polluting
Get PDFVeganism has increased exponentially in the UK in recent years and whilst studies have attended to the redefinition of edibility and the adoption of new relationships with foodstuffs, one area that is noticeably absent from academic scholarship is the intersection with religion. Considering the influence that religion has on understandings of edibility, permissibility, and consumption, research gaps emerge pertaining to how religion and veganism come together to reshape the perceptions and categorizations of food types by vegans of faith. This article draws on a sociological study which recruited 12 Muslim vegans, 12 Jewish vegans, and 12 Christian vegans in the UK and conducted semi-structured qualitative interviews, diary methods, and virtual participant observation to gain a holistic understanding of the faith vegan experience. This article?s main finding is a dichotomous categorization of food types by faith vegans, with plant-based foods being seen as pure and animal-derived products being seen as polluting and inedible. Further, these understandings are intertwined with religious ethics, principles, and teachings in order to construct veganism as both God?s ideal diet and correct religious observance, whilst animal consumption is constructed as human greed, weakness, and a violation of what is perceived to be the ethical spirit of religion
Bridge simulator as a training platform for future remotely controlled MASS navigators
No full textThis chapter explores effective bridge simulator training for future remotely controlled (RC) maritime autonomous surface ship (MASS) navigators. The investigation focused on advanced modern ship remote navigation through combined scaled unmanned models in a lake and manned bridge simulators. Remote control by laptop emerges as a dependable choice, offering direct line-of-sight control and proving highly effective for precise manoeuvres such as berthing operations. On the contrary, remote control using the simulator instructor station set-up provides enhanced connection reliability through digital twin technology, although lacking direct visual feedback. Despite challenges, remote control using digital twins in the bridge simulator allows navigators access to comprehensive navigational equipment, while scaling issues remain a concern. The outcome of this research could be an objective for further investigation on finding the future RC MASS maritime training requirements using bridge simulators, of which the training may be linked to the way in which remote navigation is conducted in the future
ARL5b inhibits human rhinovirus 16 propagation and impairs macrophage-mediated bacterial clearance
No full textHuman rhinovirus is the most frequently isolated virus during severe exacerbations of chronic respiratory diseases, like chronic obstructive pulmonary disease. In this disease, alveolar macrophages display significantly diminished phagocytic functions that could be associated with bacterial superinfections. However, how human rhinovirus affects the functions of macrophages is largely unknown. Macrophages treated with HRV16 demonstrate deficient bacteria-killing activity, impaired phagolysosome biogenesis, and altered intracellular compartments. Using RNA sequencing, we identify the small GTPase ARL5b to be upregulated by the virus in primary human macrophages. Importantly, depletion of ARL5b rescues bacterial clearance and localization of endosomal markers in macrophages upon HRV16 exposure. In permissive cells, depletion of ARL5b increases the secretion of HRV16 virions. Thus, we identify ARL5b as a novel regulator of intracellular trafficking dynamics and phagolysosomal biogenesis in macrophages and as a restriction factor of HRV16 in permissive cells
The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation
No full textAlthough there is a growing movement toward creating more equitable learning and teaching practices in higher education, academic developers are still grappling with practical ways to guide academics in inclusive curricular transformation. We briefly characterize the current conversation among academic developers and present and reflect on a new tool, the Culturally Sensitive Curricula Educator Self-Reflection Tool, that extends our earlier research using the Culturally Sensitive Curricula Scales student survey
Galvanic vestibular stimulation modulates EEG markers of voluntary movement in Parkinson's disease
No full textWe recently showed that vestibular stimulation can produce a long-lasting alleviation of motor features in Parkinson's disease. Here we investigated whether components of the motor related cortical response that are commonly compromised in Parkinson's - the Bereitschaftspotential and mu-rhythm event-related desynchronization - are modulated by concurrent, low frequency galvanic vestibular stimulation (GVS) during repetitive limb movement amongst 17 individuals with idiopathic Parkinson's disease. Relative to sham, GVS was favourably associated with higher amplitudes during the late and movement phases of the Bereitschaftspotential and with a more pronounced decrease in spectral power within the mu-rhythm range during finger-tapping. These data increase understanding of how GVS interacts with the preparation and execution of voluntary movement and give added impetus to explore its therapeutic effects on Parkinsonian motor features
Bridging theory and practice: The Chat Club’s influence on Football Studies education
No full textThis paper examines the impact of The Chat Club, an online event series integrated into the BSc Football Studies course at Solent University. Designed to enhance student learning, The Chat Club facilitates interactions with professional football staff globally through interactive sessions. The study explores the event structure, diversity of guest speakers, and outcomes based on student testimonials and relevant research on online Continuing Professional Development (CPD) initiatives. Hosting 34 events with 39 guest speakers, topics ranged from biomechanics to coaching strategies, bridging theoretical knowledge with practical insights. Student feedback highlighted networking opportunities, practical relevance, and enhanced engagement. The initiative supports an inclusive curriculum, fostering diverse role models and equitable learning environments. Findings suggest online CPD events like The Chat Club complement traditional teaching methods by offering flexibility, broader participation, and engaging learning experiences. The integration of professional insights with academic content promotes holistic learning, preparing students for real-world challenges and aligning with experiential and constructivist educational theories. However, challenges such as ensuring consistent participation and managing technological barriers need to be addressed. The paper concludes that The Chat Club significantly enhances the educational experience for BSc Football Studies students and offers a viable framework for future educational initiatives in higher education
Academic literacies as a theoretical underpinning for Learning Development support
No full textResearch into academic literacy or literacies, however the term is defined, and how the field relates to disciplinary practice, has been debated in recent decades (Lillis and Scott, 2007; Lillis, 2019). Consideration of academic literacies is also a key component of the Learning Development community as the profession has evolved and developed its own identity. Is the term defined as ‘literacy’ or ‘literacies’? Is it a core component of Learning Development practice, or is it more tied to disciplinary and curriculum-based delivery? By understanding the literature around the definition and the development and application of academic literacies, can we consider how this relates to current perceptions and understanding of the field in a Learning Development context and what impact it may have on student learning?This workshop provided participants with the opportunity to hear about current research being undertaken by the ALDinHE research virtual Community of Practice (vCoP) to investigate our current understanding of academic literacies, how they are (or it is, if considered a singular literacy) perceived across the Learning Development community, and how we might measure its impact on our practice and student learning. For simplicity within this paper, academic literacies will be referred to as a plural form.Due to the historical creation of Learning Development teams in response to sector changes in higher education, this workshop provided participants with the opportunity to hear about the current research on academic literacies. Participants were also able to discuss their own experiential views to develop a shared understanding of how we may apply this understanding to practice, and what the impact on our work may be. The workshop aimed to help define our understanding of academic literacies—both in terms of the literature and in practice—and take away ideas and examples of practice that we can apply in our own work
The relative-age effect in male Japanese football: a cross sectional analysis from youth to senior competitive level
Get PDFThe objective of this study was to examine the magnitude and persistence of the Relative-Age Effect (RAE) in competitive Japanese youth and senior football. A cross-sectional analysis of birthdate distributions of Japanese male youth academy football players (n= 4,488) from the U12 (n=268), U13 (n=481), U14 (n=464), U15 (n=483), U18 (n=1059) and professional players (n=1733) in the 2022 season was conducted. Chi-square goodness of fit tests and Cramer’s V tests were carried out to reveal the incidence and effect size of the RAE across the age categories. A significant RAE (P< .001) was found. It became more pronounced with age, peaking in the U18 age group (Cramer's V= 0.436; Q1/Q4 OR 6.04) before declining in senior professional players (Cramer's V= 0.204; Q1/Q4 OR=2.23). The organisation of youth competition in Japan, with a transition from annual age groups up to U15 to the U18 age group representing three years (U16, U17, and U18) appears to increase the selection bias towards early born players to the detriment of those born later in the age group. However, the transition to senior football saw, compared with the U18 proportions, a reduced proportion of Q1 players, a very similar proportion of Q2players and increased proportions of Q3 and particularly Q4. The clear implication is that a Q3 and Q4 youth player represents a better prospect for senior professional football than Q1 or Q2 and Q2 than Q1
The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation
Get PDFAlthough there is a growing movement toward creating more equitable learning and teaching practices in higher education, academic developers are still grappling with practical ways to guide academics in inclusive curricular transformation. We briefly characterize the current conversation among academic developers and present and reflect on a new tool, the Culturally Sensitive Curricula Educator Self-Reflection Tool, that extends our earlier research using the Culturally Sensitive Curricula Scales student survey
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