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Factors influencing the integration of traditional medicine and mainstream medicine in mental health services in West Africa: a systematic review using narrative synthesis
Get PDFThis study explored the enablers and obstacles to the integration of traditional medicine and mainstream medicine in mental health services in West Africa. This study is a systematic review conducted in accordance with the relevant parts of the Preferred Reporting Items for Systematic reviews and Meta-analyses. Keywords searches were done in databases, and other reference lists were also searched. The Rainbow model of integrated care and a thematic analysis framework were used to account for the factors influencing the integration of traditional medicine and mainstream medicine in mental health services in West Africa. A total of 12 studies met the eligibility criteria after the evaluation of 6413 articles from databases and reference lists. The themes of: policy and implementation; different conceptualisation of mental health/referrals; trust issues, and education and training, were enablers or obstacles of integration depending on how they worked to facilitate or hinder integration. There was an indication of little integration of TM and MM at the macro, meso and micro levels in mental health services in West Africa. Though the study does cover all the West African states evenly, it is recommended that policy-makers and stakeholders interested in integration should ensure integration activities, especially policies, cut across all the levels of the rainbow model of integrated care and are planned and aligned at the macro, meso and micro levels instead of using ad hoc measures, informal initiatives or placing TM services in MM mental health services, which do not amount to integration
How far can student voice enable teachers to adapt teaching in classrooms and support improved teaching and learning?
No full textThe United Nations Convention on the Rights of the Child (UNCRC) that was ratified by the UK in 1991 states that every child is entitled to education (Article 28), which must be provided in a way that enables them to express their views in accordance with Article 12 (1) and to participate in school life. Children should not lose their human rights simply as a result of passing through the school gates. The focus of this chapter is the extent to which paying careful attention to students’ views in a small-scale action research project in a mainstream secondary school was able to contribute to teachers’ expertise in adaptation of pedagogy in classrooms and, hence, increase the students’ participation in learning activities and potentially enhance educational outcomes and future life chances. An audit of school practices had identified adaptation and differentiation of teaching in classrooms as an area requiring enhancement. In response to this, the project was designed as a pilot to trial ways in which students who experienced barriers to learning might be enabled to discuss the difficulties they faced with those who taught them in an environment where they felt safe to do so and might provide insights that would enable their teachers to differentiate and adapt their pedagogy for them and thus improve the students’ access to learning activities in their classrooms. The project was designed and carried out by the first author of this chapter; hence, it is written in the first person. She was the special educational needs co-ordinator (SENCo) in the school at the time, with a responsibility for ensuring effective inclusion of those students with special educational needs and disabilities
Inclusion, exclusion, social justice, and children's rights to education: reflections of a former secondary school inclusion manager
No full textThis chapter will examine the complex and, at times, contradictory nature of the role of inclusion manager from the perspective of a former secondary school teacher, later special educational needs co-ordinator (SENCo) and vice principal in a secondary comprehensive school in an urban area of the East Midlands in England. In particular, the chapter, written in the first person of the author, will consider her views in relation to her role alongside established and up-to-date policy and research regarding ‘inclusion’ in education, in particular with regard to social justice and the reality of practice
Differences between L2 listening and reading
No full textWith technology being an increasingly important presence in modern life, children, adolescents and L2 learners are exposed to more and more digital materials, such as audio books, interactive posters with sound files and videos, and TED talks, in classrooms and daily life. These digital audio-visual materials are increasingly becoming a major source of information and learning (Khabbazbashi, Chan, & Clark, 2022). Herring (2019) argues that education is now operating within a communication paradigm that is “fundamentally multimodal”. The affordances of new digital platforms (e.g., Google classroom, Zoom, Microsoft Teams) mean that L2 learners can now more easily collaborate with their peers to complete group work at home. Such a shift means that L2 listening comprehension is playing a more prominent role in social and educational contexts. Nevertheless, it has not received as much attention as reading comprehension has in second language acquisition, assessment, and pedagogical research, especially in relation to the processes involved in L2 listening (Field, 2008, 2013). Furthermore, listening comprehension is often conflated with reading comprehension and operationalized in a similar way in pedagogical and assessment practice (van Zeeland & Schmitt, 2013). To contribute to the discussion of how the processes of L2 reading and listening comprehension differ, this chapter provides an overview of cognitive models of L2 reading and listening, and discusses how input modality may affect the process of comprehension, followed by a discussion of the differences between L2 reading and listening. Based on the account of the nature of L2 reading and listening, the chapter will discuss the implications for task design by contrasting some key characteristics in reading and listening texts and their impact on comprehension
Use of keystroke logging to collect cognitive validity evidence for integrated writing tests
Get PDFIntegrated writing tasks are commonly used for teaching, learning and assessment purposes in most higher education contexts. These tasks are cognitively demanding as they require students to transform knowledge by engaging in processes of discourse synthesis, i.e. selecting, organising, and connecting information from multiple source texts into a new or synthesis text. The purpose of the present exploratory study was to investigate L2 writers’ discourse synthesis processes underlying the performance of an integrated reading-writing task. The participants were three university students who completed an integrated reading-writing task as part of a postadmission academic literacy test at a British university. Data were collected using a variety of qualitative research techniques: analysis of keystroke logs, retrospective interviews, and text quality analysis. Data analysis revealed distinct engagement in discourse synthesis processes among L2 writers. The study proposes a qualitative approach to analysing keystroke logging data to collect cognitive validity evidence (i.e. test takers’ engagement in discourse synthesis) underlying integrated writing test performance. The other major implications of the findings are the need for explicit teaching and assessment of these discourse synthesis processes, i.e. selecting, connecting and organising relevant ideas from multiple reading stimuli to produce a text, and the need to construct specific rating descriptors which reflect skills of discourse synthesis for integrated writing tasks
Revolutionizing higher education: unleashing the potential of large language models for strategic transformation
Get PDFThis paper investigates the transformative potential of Large Language Models (LLMs) within higher education, highlighting their capacity to reshape the academic landscape. By examining the complex impact of LLMs across critical areas of Higher Education Institutions (HEIs), including the role of HEIs as gatekeepers of knowledge, providers of credentials, research centres, incubators of innovation, drivers of social change and employers. In addition to academic integrity, the future of higher education, intellectual property, and public perception. The findings of this paper indicate that LLMs can empower transformation in HEIs by revolutionising various aspects of academia. The aim is to unveil the profound implications of integrating these cutting-edge technologies. The comprehensive study in this paper reveals the significant impacts and challenges associated with using LLMs in academic settings, which is achieved through a detailed analysis of current literature. The core findings suggest that LLMs hold the promise to trigger significant advancements in higher education. This paper also discusses the innovative potential of LLMs, and it outlines a path for their effective use in HEIs, emphasising the importance of a thoughtful approach to maximise their educational benefits. HEIs must address these challenges thoughtfully, ensuring that the integration of LLMs aligns with their fundamental objectives of promoting education, critical thinking, and personal growth
Navigating credibility and approachability in conflict zones:insights from fieldwork in Nigerian communities facing ecoviolence
Get PDFThis article contributes to the literature by proposing an expanded “framework for credibility and approachability,” extending the framework’s applicability in conflict-affected societies. The credibility and approachability framework aids researchers in comprehending and evaluating their fieldwork experiences, enabling them to articulate their experiences clearly and insightfully. Drawing on the reflexive experiences of a diaspora-based researcher who used this framework to prepare for fieldwork in Nigeria, the article illustrates the framework’s components plus the added “bearability” component. The experiences were borne out of a study with 54 participants across focus groups in communities affected by eco-violence in the Nigerian Middle Belt. The researcher’s positionality of “betweenness” is also discussed, highlighting the complexities of conducting research as an academic “homecomer” in communities located in conflict-affected areas
The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022-23 school year
Get PDFThe quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers
Barriers and facilitators of deceased organ donation among Muslims living globally: an integrative systematic review
Get PDFAim To identify the barriers and facilitators of deceased organ donation among the Muslim community living globally. Method A systematic search was undertaken in databases such as CINAHL, Medline with full text, Global Health and PsycINFO via EBSCO; Scopus via Elsevier; Web of Science via Clarivate; and PubMed via US National Library of Medicine National Institute of Health were used to retrieve the studies on the 31st of December 2023. Apart from these databases two other journals, the Saudi Journal of Kidney Diseases and Transplantation, and the Journal of Experimental and Clinical Transplantation were also used to search for relevant studies. Quantitative and qualitative studies that addressed the aim of the present review published from the 30th of April 2008 were included. Results Of the 10,474 studies, 95 studies were included in the review. The following five themes were generated based on narrative synthesis: 1) knowledge of organ donation, 2) willingness to donate, 3) community influence, 4) bodily influence, and 5) religious influence. While individuals view organ donation as a noble act, societal influences significantly impact their decision to register. Concerns include religious permissibility, potential misuse for commercial purposes, and the dignity and respect given to the deceased donor's body. Conclusions This review finds deceased organ donation decisions in this population are collective, influenced by religious views, and hindered by uncertainty. Interventional studies on strategies to address uncertainty could help us identify best practices for this population to improve deceased organ donation. Rather than an individual approach among this population, a whole-system approach, tailored-made evidence-guided community engagement could improve donation rates
Validity of a wrist-worn consumer-grade wearable for estimating energy expenditure, sedentary behaviour, and physical activity in manual wheelchair users with spinal cord injury
Get PDFPurpose: To evaluate the validity of a consumer-grade wearable for estimating energy expenditure, sedentary behaviour, and physical activity in manual wheelchair users with spinal cord injury (SCI). Materials and methods: Fifteen manual wheelchair users with SCI (C5-L1, four female) completed activities of daily living and wheelchair propulsion (2–8 km·h −1). Wrist-worn accelerometry data were collected using consumer-grade (z-Track) and research-grade (ActiGraph GT9X) devices. Energy expenditure was measured via indirect calorimetry. Linear regression was used to evaluate the prediction of criterion metabolic equivalent of task (MET) by each accelerometer’s vector magnitude (VM). Area under the receiver operating characteristic curve (ROC-AUC) evaluated the accuracy of VM for discriminating between physical activity intensities and for identifying accelerometer cut-points. Results: Standardised β-coefficients for the association between z-Track and ActiGraph VM for criterion MET were 0.791 (p < 0.001) and 0.774 (p < 0.001), respectively. The z-Track had excellent accuracy for classifying time in sedentary behaviour (ROC-AUC = 0.95) and moderate-to-vigorous physical activity (ROC-AUC = 0.93); similar values to the ActiGraph (ROC-AUC = 0.96 and 0.88, respectively). Cut-points for the z-Track were ≤37 g·min −1 for sedentary behaviour and ≥222 g·min −1 for moderate-to-vigorous physical activity. Conclusions: This study supports the validity of a consumer-grade wearable to measure sedentary time and physical activity in manual wheelchair users with SCI.</p
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