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Assessing an aquatic icon: a range wide priority setting exercise for the Giant Otter (Pteronura brasiliensis)
No full textThis book represents the result of a Range-Wide Priority Setting (RWPS) Exercise applied to assess the distribution and conservation status of the giant otter (Pteronura brasiliensis) across its range. For this exercise, an in-person workshop was held in 2018 in Puerto Maldonado, Peru, bringing together a group of specialists to organize all available information on the species, currently dispersed across different sources, and translate it into a conservation strategy. One of the outcomes of this exercise is the definition of Giant Otter Priority Conservation Units (GOPCUs), considering threats, distribution, relative abundance, and other potentially important factors. Thus, the GOPCUs represent specific sites for long-term conservation investment in giant otters, as well as studies and population monitoring on behavior, reproduction, and distribution.
This giant otter RWPS book is organized into 17 chapters: an introduction chapter, then a chapter covering general knowledge about the species, followed by a chapter which presents the methodology applied. The next twelve chapters summarize information about giant otters and report on the exercise conducted for each of the countries of current and historical species occurrence, and the final two chapters address, respectively, the results, and the discussion, as well as recommendations related to the RWPS exercise. We hope that this RWPS document will guide the actions and strategies for giant otter conservation more efficiently and effectively among all key stakeholders involved
Enhancing nursing and other healthcare professionals' knowledge of childhood sexual abuse through self‐assessment: a realist review
Full text linkAim
To explore how child sexual abuse/exploitation (CSA/E) self‐assessment tools are being used to enhance healthcare professionals' knowledge and confidence.
Background:
Child sexual abuse/exploitation is common and associated with lifelong health impacts. In particular, nurses are well‐placed to facilitate dis-closures by adult survivors of child sexual abuse/exploitation and promote timely access to support. However, research shows that many are reluctant to enquire about abuse and feel underprepared for disclosures. Self‐assessment provides a participatory method for evaluating competencies and identifying areas that need improvement.
Evaluation:
Researchers adopted a realist synthesis approach, searching relevant databases for healthcare professionals' self‐assessment tools/protocols relevant to adult survivors. In total, researchers reviewed 247 full‐text articles. Twenty‐five items met the criteria for data extraction, and to assess relevant contexts(C), mechanisms (M) and outcomes (O) were identified and mapped. Eight of these were included in the final synthesis based on papers that identified two key ‘families’ of abuse‐related self‐assessment interventions for health care contexts: PREMIS, a validated survey instrument to assess HCP knowledge, confidence and practice about domestic violence and abuse (DVA); Trauma‐informed practice/care (TIP/C) organisational self‐assessment protocols. Two revised programme theories were formulated: (1). Individual self‐assessment can promote organisational accountability; and (2). Organisational self‐assessment can increase the coherence and sustainability of changes in practice.
Conclusions:
There is a lack of self‐assessment tools/protocols designed to improve healthcare professionals' knowledge and confidence. Our review con-tributes to the evidence base on improving healthcare responses to CSA/Esurvivors, illustrating that self‐assessment tools or protocols designed to improve HCP responses to adult survivors of CSA/E remain underdeveloped and under‐studied. Refined programme theories developed during synthesis re-garding DVA and TIP/C‐related tools or protocols suggest areas for CSA/E‐specific future research with stakeholders and service user
“You are nothing and you have nothing”: Exploring social justice for youth leaving care in African contexts
Full text linkYouth leaving care face much adversity and oppression, including stigma, discrimination and unequal opportunities in young adult life, though there is a limited body of care-leaver research grounded in a social justice
perspective. This article, therefore, makes an important contribution to the field by applying Nancy Fraser’s work on social justice to interpret the experiences of youth leaving care in African countries and to explore how
leaving and aftercare care support could help to counteract the disadvantages and social inequalities they face. The paper draws on a study that involved qualitative interviews with 45 care-leavers across four African
countries: Ghana, South Africa, Uganda and Zimbabwe. Interviews were led by care-experienced peer researchers
and sought to explore young people’s experiences of transition from care to young adulthood. The findings show
how youth leaving care in African contexts can experience intersectional and mutually reinforcing social injustices as they transition to adult life. The narratives of these young people provide rich insights into their
experiences of Fraser’s notions of cultural misrecognition, maldistribution of resources and misrepresentation.
Economic and social subordination, due to intersecting experiences of alternative care, gender, disability and
cultural exclusion, stigmatises and marginalises youth leaving care, impeding their transition from care and
participation in society. Study implications include redistributing resources to improve leaving and aftercare
services, decentring oppressive social norms, recognising and valuing the intersectional identities of care-leavers
and encouraging care-leaver participation and political voice
Introduction. Celebrating Women in Higher Education – A Case of Nurses and Midwives
No full textThis introductory chapter describes the evolution of the text ‘Celebrating Women in Higher Education: A Case of Nurses and Midwives,’ setting the scene for the broader themes of gender, power, and the professional identity of nursing and midwifery educators that are explored within. In this introduction I describe how we have used a reflexive and auto-ethnographic approach to document our experiences as academics navigating a restructuring process within a UK university: one that brought into sharp relief the systemic gender inequalities that persist in female-dominated professions. Drawing on feminist theory and post-structural reflections, we have interrogated the limitations of traditional reflective practice (largely conceptualised by male theorists) and propose a feminist lens through which to explore power dynamics, career progression barriers, and the devaluation of women’s work in academia. This is a lens we hope is implemented within this book.
This chapter situates the importance of this book within a broader political and economic context, addressing the impact of neoliberal marketisation on higher education and healthcare, the casualisation of the (largely female) workforce, and the growing rollback of women’s rights globally. We explore the intersections of gender, race, and class in shaping professional experiences before acknowledging our own positionalities and the challenges of curating diverse perspectives while striving for authenticity and cohesion
Working mothers and carers
No full textThis chapter explores the complex realities faced by part-time working mothers in healthcare higher education (HE), drawing on personal narratives and theoretical frameworks to examine themes of work-life balance, maternal presenteeism, and identity transformation. Framed through the lens of ‘matrescence,’ the developmental transition to motherhood, we interrogate how cultural expectations, institutional structures, and gendered social norms intersect to shape the experiences of academic mothers. The chapter also considers the implications of part-time work on visibility, career progression, and mental load, while acknowledging the role of social support, identity negotiation, and feminist theory in understanding and challenging dominant discourses. Ultimately, this chapter highlights the tensions, contradictions, and resilience that characterise the lives of working mothers in academia, offering both critique and hope for more equitable futures in HE
John Gielgud on air: 65 years of performing Shakespeare on radio
No full textSir John Gielgud was a highly regarded Shakespearian performer on stage and screen. However, his prolific career playing Shakespeare on radio is far less celebrated. This article shows that he not only was one of the most important early radio actors, but continued to be influential throughout his life
Digest of Language-related Responses to the DfE Curriculum and assessment Review 2024
No full textThis document is an overview of a broad range of submissions on language education provided by 19 expert organisations, made up of subject associations covering English (NATE, EA), literacy (UKLA), EAL (English as an additional language at school: NALDIC), ESOL (English for adult speakers of other languages: NATECLA), Home, Heritage & Community languages (HHCLs; ALL, NATECLA), Modern Languages (ALL, BGA, L@MFL, UCFL), Classics (TCA), and bodies with a wide cross-curricular brief for languages (AQA, BC, BA, CIOL, CLE, CLiE, NALA, TBF, WoLLoW). These organisations had either published or agreed for their submissions (or summaries of their submissions (EA, TCA)) to be posted on a webpage hosted by the Committee for Linguistics in Education (CLiE) – 2024 C&A Review – Committee for Linguistics in Education – and this collection of texts provides the material for the digest that follows.
Although there are significant stakeholder organisations that are not included in this summary,1 these 19 submissions combine to provide a rather comprehensive view of what professional specialists in different areas of language education think of the current provision for 5-19 year olds in England, along with many of their ideas for improvement. The current text is intended to help navigate this substantial collection, and it identifies key commonalities, points of divergence, and areas calling for further discussion or evidence. It is offered in the first instance as a resource for language organisations themselves, facilitating further interaction and/or alignment as the CAR’s consultation unfolds. Beyond that, the text can be read as a snapshot of the current state of play and hopes for the future of curriculum and assessment in language education.
The first stage in the production of this document has been collaboratively undertaken by volunteers linked to the BA, BAAL, CLE, CLiE and LAGB.2 The second stage involved circulation to the associations and organisations whose submissions the document refers to, which have led to minor revisions in this final text. Because it follows the section headings in the CAR’s Call for Evidence and seeks accountability to the associations/ organisations and their submissions (which varied in the manner and detail of their responses), the main part of this digest is unavoidably repetitive. To help the reader track particular topics, there is an index at the end (digital searches may also be useful). Indeed, for their detailed arguments and their often extensive references to supporting research, readers should consult the individual submissions.
The views of the 19 expert organisations can, however, be drawn together more succinctly as follow
The poly‐rhythmic city: urban community land trusts as opposition to the slow violence of housing development
No full textAbstract: Gradual and invisible, “slow violence” has been applied to housing and urban redevelopment, gentrification, and its embodiment as stress and anxiety by those affected, usually the least well-off. This article presents a case study of the London Community Land Trust (CLT), which was engendered from a combination of the longstanding traditions of East End opposition to social harms, combined with new mutual housing forms that emerged in the early 2000s. Campaigners invested energy in the CLT, generating new rhythms and an imagination of territory that would provide an alternative to the failure of mainstream housing systems. The homes would be affordable to local people on average incomes and the neighbourhood characterised by a sense of belonging and community. The case study’s findings offer a fresh perspective on London’s housing crisis, and the potential of CLTs, by centring the experience and reflections of some whose lack of a suitable home threatened them with spatial displacement. Participant observation, surveys, and interviews with residents show the depth and impact of London’s housing crisis through reflections on the past, the joys and challenges of moving to an affordable, secure home, while building new relationships with neighbours and the physical environment