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Assessment of mental health, religion and culture:the development and examination of psychometric measures (Part XIII)
No full textUrdu translation and validation of the Penn Inventory of Scrupulosity-Revised
No full textIntroductionScrupulosity is an Obsessive Compulsive Disorder in which an individual experiences persistent doubts and fears about committing religious and moral sins. Researchers have extensively used the Penn Inventory of Scrupulosity-Revised (PIOS-R), which has been translated into various languages.ObjectivesThe present study translated and validated the PIOS-R into Urdu.MethodsThe PIOS-R was translated using the forward-backwards translation method. A sample of 443 Muslim University students (male 224 and female 119) with an age range of 18 to 33 years (M = 21.56, SD = 2.02) completed the Urdu version of the PIOS-R. Cross-lingual validity was established on a further 60 participants.ResultsConfirmatory factor analysis (CFA) confirmed the two-factor structure of the Urdu version of the PIOS-R. It provided an excellent model fit to the data with chi-square 238.72, CFI = .92, GFI = .93 and RMSEA = .03. The Cronbach’s alpha coefficient of total scale, Fear of God Subscale, and Fear of Sins Subscale was .84, .74, and .78 respectively were satisfactory. The convergent validity of the Urdu version of the PIOS-R was demonstrated with significant positive correlations with measures of anxiety (r = .21, p <.001) and depression (r = .26, p < .001).ConclusionsThe Urdu version of the PIOS-R is recommended for use by researchers and practitioners. The results indicated good reliability and validity information for the Urdu version of the PIOS-R, which supports the measure’s utility across cultures and faiths
Making space for constructive co-creation
No full textCo-creation, we would argue, is best viewed as a journey, for it to be constructive there may not be a fixed route, and it may ultimately lead to unexpected destinations. It is clear that co-creation, at its deepest and most meaningful, is not a task set for students to complete. Rather, it is a shared endeavour that students can be involved in from the very outset. It should provide an opportunity for them, as well as staff, to set the agenda, or raise an idea for further investigation. Co-creation requires a reconceptualisation of classrooms as democratic spaces, where the work of teaching and learning is valued as a shared responsibility. If we view the learning journey through multiple lenses and provide spaces and structure for the plurality of voices, we then begin to create more equitable spaces and practices where the balance of power is redressed. Whilst it is difficult, or may not be necessary, to define co-creation practice, it is clear that co-creation is unquestionably relational. Importantly, the opportunity for growth in relational pedagogy means we value what our students bring to our organisations and how they make them a better place to be
Unveiling the commonly adopted teaching methods, strategies, and tools in college-based Higher Education:insights from a Delphi study
Get PDFThis chapter considers the pedagogical approaches used within college-based higher education (CBHE) in England. While a rich literature exists concerning the teaching and learning approaches adopted in university-based higher education, teaching practice in CBHE has been largely under-researched. Using data from a three-round online Delphi panel study comprising 16 expert CBHE teachers, this chapter provides novel insights into teaching practice in this sector. The data generated through this innovative methodology is unique and transforms what we know about CBHE teaching in England, complementing the handful of previous studies in the area. The expert panel identified 76 teaching methods, strategies and tools before reaching a consensus agreement on 54 of these which they viewed to be commonly adopted pedagogical approaches in CBHE. The chapter offers a detailed exploration of the Delphi methodology before revealing practical conclusions pertaining to the commonly adopted pedagogical approaches. These insights can arguably also be transferred to the wider college-based education teaching contexts such as 14-19 provision, adult education, and apprenticeship delivery. Furthermore, the findings identify workforce gaps in knowledge which may serve as a catalyst for college-based professional development activities
Mentoring as a forum from which to engage in and reflect on developing the spirituality of children
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Mediation matters in education:curriculum enhancement through mediation: an opportunity for higher education providers
No full textThe advantages of mediation as a dispute resolution method are well-documented. Have you considered the impact it can have on students? As the use of mediation has increased, so too has the development of alternative dispute resolution degree programmes, as well as individual university modules on the same topic, at both undergraduate and master’s level
Federated reinforcement learning enhanced human-robotic systems:a comprehensive review
No full textFederated Reinforcement learning (FRL) presents a transformative approach for leveraging Human-robot collaboration (HRC) systems by addressing critical challenges in traditional learning paradigms. This paper provides a comprehensive review of the current state of FRL technology and its potential applications within HRC systems. The adaptation of FRL in HRC system is still in its infancy. This review systematically analyses the development trends, current challenges, and future prospects of various learning approaches within HRC systems. The paper highlights the critical factors of developing a conceptual frame-work for FRL within HRC systems to fully realise the potential of FRL. This paper aims to provide valuable insights and guidance for future research efforts focused on advancing FRL technology for human-robotic collaboration
Enhancing college-based higher education programme leaders’ awareness of different teaching approaches
No full textThis case study draws upon some of the findings of a novel doctoral study, to enhance awareness of diverse teaching approaches among Programme Leaders in College-based Higher Education (CBHE). Despite the well-documented teaching approaches in university settings, CBHE practices remain underexplored. The intended aim of this case study was to broaden the repertoire of teaching approaches and learning experiences at the College
Association between air temperature and unintentional drowning risk in the United Kingdom 2012–2019:A nationwide case-crossover study
Get PDFObjective: Drowning is a leading cause of death. The World Health Organization (WHO) and United Nations (UN) emphasise the need for population-level data-driven approaches to examine risk factors to improve water safety policies. Weather conditions, have the potential to influence drowning risk behaviours as people are more likely to spend time around water and/or undertake risky activities in aquatic spaces as a behavioural thermoregulatory response (e.g., seeking coolth). Methods: A case-crossover approach assessed associations between changes in daily maximum air temperature (data from the nearest weather station to each drowning event) and unintentional drowning risk using anonymous data from the validated UK Water Incident Database 2012–2019 (1945 unintentional deaths, 82% male). Control days were selected using a unidirectional time-stratified approach, whereby seven and 14 days before the hazard day were used as the controls. Results: Mean maximum air temperature on case and control days was 15.36 °C and 14.80 °C, respectively. A 1 °C increase in air temperature was associated with a 7.2% increase in unintentional drowning risk. This relationship existed for males only. Drowning risk was elevated on days where air temperature reached 15–19.9 °C (Odds Ratio; OR: 1.75), 20–24.9 °C (OR: 1.87), and ≥ 25 °C (OR: 4.67), compared with days <10 °C. The greatest elevations in risk appeared to be amongst males and when alcohol intoxication was suspected. Precipitation showed no significant association with unintentional drowning risk. Conclusions: Identifying such relationships highlights the value of considering weather conditions when evaluating environmental risk factors for drowning, and may inform water safety policy and allocating resources to prevention and rescue.</p