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Stroke recovery in low- and middle-income countries: A spotlight on the integral role of Stroke Support Organisations
No full textUncovering students’ powerful persistent passion: Implications for policy and practice in widening access and success in healthcare education
No full textAs nursing continues to advance health care in the 21st century, the present change in demographics, tied with the ongoing disparities in health care and health outcomes, will warrant our enduring attention and action. This paper argues that increasing the diversity of the workforce in professional healthcare roles is necessary to meet the demand for nurses, midwives and other health professionals. This drive includes recruiting and retaining a culturally diverse workforce that mirrors the United Kingdom’s change in demographics and to reduce health disparities. Our qualitative study in England recruited, trained and supported ten student-peer-researchers, who explored the experiences of 70 ‘non-traditional’ students and recent graduates in National Health Service (NHS)-funded higher education programmes. A key theme of the majority of participants was a powerful persistent passion to be healthcare professionals, which offered them resilience in addressing and overcoming the entry hurdles, sustained them through the many barriers and challenges they experienced on their journey to becoming qualified, and ultimately delivered diversity to the NHS. This is in contrast to the way in which widening participation in healthcare education is discussed in the literature, where the focus is on what students’ lack (awareness, information and academic credentials); the dominant discourse is of student deficit, rather than strength. This paper explores how students’ ‘powerful persistent passion’ can be recognised, validated and nurtured – rather than ignored, exploited and eroded – to facilitate widening access and improving retention and success in higher education, by higher education and healthcare providers working closely together
MHAN: Multi-head hybrid attention network for facial expression recognition
No full textIntegrating Facial Expression Recognition (FER) with deep learning techniques hassignificantly enhanced emotion analysis performance in the past decade. Convolutionalneural networks (CNNs) and attention mechanisms facilitate the automatic extractionof complex features from facial expressions. However, current methods often facechallenges in accurately capturing subtle variations in expressions, tend to be computationallyintensive, and are susceptible to overfitting. To address these challenges,this paper proposes a lightweight FER model based on multi-head hybrid attentionnetworks (MHAN). It designs two innovative modules: efficient local attention mixedfeature network (ELA-MFN) and multi-head hybrid attention mechanism (MHAtt).The former integrates multi-scale convolutional kernels with the ELA attention mechanismto enhance feature representation while ensuring precise localization of criticalareas, all within a lightweight framework. The latter utilizes multiple attentionheads to generate attention maps and capture subtle distinctions in expressions. Withonly 4.27M parameters (94% reduction from POSTER’s 71.8M), MHAN effectivelyreduces computational resource requirements, and can be efficiently implemented forboth fully supervised and semi-supervised learning tasks. And it employs a smooth label loss function solving overfitting issue. We have validated the effectiveness ofMHAN over three public datasets RAF-DB, AffectNet, and FERPlus, including crossdatasettests. The results show that MHAN outperforms state-of-the-art models interms of accuracy and computational complexity, demonstrating improved robustness.MHAN can also recognize the expressions of non-traditional datasets like sculptures,validating its cross-domain generalization capabilities. The source code is available athttps://github.com/hanyao666/MHAN
Acculturation Domains, Drinking Motives, and Alcohol Use and Consequences among Asian American University Students
No full textAlthough Asian American (AA) college students tend to exhibit lower prevalence of heavy alcohol use compared to other racial/ethnic groups, excessive alcohol consumption within this population occurs. It has been suggested that U.S. acculturation may be associated with both alcohol use and negative alcohol consequences. Theory and research with other ethnic groups point to the importance of drinking motives in influencing alcohol consumption and consequences. However, the extent to which acculturation is associated with drinking behaviors, particularly when examined simultaneously with drinking motives in a multivariate context has not been delineated among AA college students. Using multivariate modeling techniques with a multisite sample of AA college student drinkers (n = 243), we tested how specific acculturation domains (cultural practices/identity) and drinking motives were associated with alcohol use and negative drinking consequences. Results indicated that higher endorsement of heritage cultural practices was related to less alcohol use but more negative alcohol consequences. These associations remained significant after accounting for drinking motives and known demographic predictors of alcohol use. Higher endorsement of enhancement motives was associated with elevated alcohol use while higher coping-depression motives were related to negative alcohol consequences. Overall, our findings suggest that heritage cultural practice aspects of acculturation are a protective factor against increased alcohol use that may also be a risk factor for negative alcohol consequences among AA students. Further work within AA college student samples and various racial/ethnic groups is recommended to examine the extent to which certain acculturation domains may exert contradictory effects on alcohol consumption and associated consequences
Playing by the (emotional) display rules:the everyday practices of coach educators
No full textWhile the social and interactive complexity of coach education work has attracted increased scholarly attention, there is a paucity of work addressing the emotional display rules that feature in coach educators' interactions with others. This article begins to address this lacuna by presenting novel insights into how the emotions that coach educators convey to their learners are shaped by identifiable display rules. Data were generated via 21 emotion diaries and 33 semi-structured interviews conducted with 4 coach educators. Using a phronetic iterative approach to data analysis, we identified that coach educators' emotional performances were governed by four emotional display rules: (a) smile and be happy, (b) do not show any nerves or stage fright, (c) displays of anger are prohibited and (d) strategic displays of disappointment are permitted. The identification of distinct feeling rules and impacts on the emotional labour work of coach educators makes an original contribution to the sociology of emotions in sport, understanding of coach educators' work, and has significant practical implications regarding the preparation, support and development of a pedagogically astute and cared-for coach education workforce.</p
When I say … Impact in Health Professions Education research
No full textThere is an increasing imperative for health professions education (HPE) research to demonstrate real-world impact by improving the quality of education, training, and/or healthcare. The expectation that all research will benefit wider society can justify the use of financial and other increasingly scarce resources in a cost-effective way for the greater public good. Consequently, it is essential for HPE researchers to establish what constitutes impact in HPE, and how it can be measured and demonstrated appropriately
Using photo-elicitation with children for researching disability in physical education
No full textEducational researchers will be very aware that there is a requirement for those involved in education to “recognise the right of the child to education, with a view to achieving this right progressively and on the basis of equal opportunity” as stated by the UN Convention on the Rights of the Child (Article 28.1, 1989). We also know that there is a need for children to be consulted on practices that affect them (Section 2B of UK Children and Families Act, 2004). However, there is a paucity of guidance on ways in which we can really listen to children’s experience and particularly disabled children’s experiences and engage them via research to influence the design and implementation of their education. To begin to consider this gap in the academic literature we will explore how children’s views and experiences can be ascertained using multisensory and creative research methods, with a particular focus on using photo-elicitation within the context of research on physical education (PE). In doing so we offer a discussion of three short case studies; 1. The ‘Visualising Opportunities: Inclusion for Children, Education and Society’ (VOICES) Project; 2. A project intended to overcome lack of engagement with PE in a secondary school; 3. An Adventurous Activities event involving pupils within a higher education setting. Our discussion provides examples of how creatively adapting a photo-elicitation method for use within educational research can contribute a greater understanding of disabled pupils’ experiences of PE to inform how teaching and learning for all children can be designed and implemented more effectively. <br/
Travelling with comprehensive sexuality education (CSE): critical reflections on the historical geography of the CSE curriculum
No full textThis paper offers a critical historical-geographical examination of Comprehensive Sexuality Education (CSE), interrogating its claims to comprehensiveness and universal applicability. Drawing on the left-of-queer frameworks from queer Marxist, decolonial queer and queer of colour literature, it argues that CSE's transnational travel from its US origins to global contexts like Vietnam is deeply implicated in neoliberal and neocolonial processes. Combining the analysis of institutional curricula (from the U.S., UNESCO, and Vietnam) and autoethnographic reflections on a decade of teaching and designing CSE, the paper demonstrates how the transnational/translocal circulation of CSE functions as a biopolitical technology: it promotes an individualistic, depoliticised ‘pan-optimism’ that instrumentalises sexuality education for capital accumulation and colonial hierarchisation while obscuring historical power relations and material structures of inequalities. The paper concludes by calling for a re-positioning of sexuality education through an emancipatory, internationalist, and materialist queer politics that centres the very intersectional struggles CSE often marginalises
Temporal framing of external focus instructions enhances golf putting accuracy in novices
No full textA plethora of studies have investigated internal and external foci of attention effects on motor performance. However, few studies have considered the temporal aspects of these foci. Within the present study, 26 novice participants (22 males, 4 females; Aged 18–21 years) were instructed to focus their attention either on maintaining a square clubface at impact (i.e., swing-impact condition) or maintaining a square clubhead throughout the swing (i.e., throughout-swing condition). Although both conditions were external foci, it was hypothesised that the swing-impact would provide more task-relevant information and facilitate movement automaticity during the backswing and follow-through. Participants who focused on maintaining a square clubface at impact demonstrated significantly better putting accuracy than those who focused on maintaining a square clubface throughout the swing (p = .047). These findings highlight how subtle changes in instructional language, particularly those that affect temporal components, affect motor performance. Instructions may be optimal when they focus attention for a short temporal duration and only on the most task-relevant point of execution (e.g., impact). Future studies are encouraged to explore the interaction between temporal and task-relevance features of instruction