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What does it mean to be a ‘person’ with profound and multiple learning disabilities? Presenting the views of family members and allies
Get PDFBackground:-
Individuals with profound and multiple learning disabilities are at the centre of debates about what it means to be a person. These debates sometimes start from the position that a person is somebody who possesses mature cognitive abilities, such as intentional communication skills and self-reflection (which individuals with profound and multiple learning disabilities are sometimes said to lack). However, those closest to people with profound and multiple learning disabilities are rarely consulted. This paper presents research that addresses this gap.
Methods:-
Ten unstructured interviews were conducted with family members, friends and allies of the profound and multiple learning disabilities communities. Participants were asked to discuss what being a person meant to them, using their knowledge of supporting individuals with profound and multiple learning disabilities.
Findings:-
Interviewees suggested that a person was fundamentally a relational being, but this relationality was described in a myriad of ways (e.g., as mutual dependence, social role, social gradient, interactionist and storied).
Conclusions:-
A richer understanding of the personhood of individuals with profound and multiple learning disabilities can be developed by listening to more family members and allies, and this can provide a counter-narrative to the current dominant rational view of personhood
Lord Chesterfield and Elizabeth du Bouchet: new light on an eighteenth‐century liaison
Get PDFAlmost no trace has survived of the life of Elizabeth du Bouchet after she moved from The Hague to London and gave birth to Philip Stanhope, the illegitimate son of Philip Dormer Stanhope, the 4th Earl of Chesterfield, in 1732. Thirty‐three unpublished letters in the archive of the Chevening Estate, now at the Kent History and Library Centre in Maidstone, therefore offer scholars an unprecedented perspective on du Bouchet's life, on her continuing relationship with Chesterfield, and on their mutual concerns about the health and education of their son. These letters, all written in French by Chesterfield to du Bouchet over a thirty‐year period, also provide an intimate view of the Earl's debilitating deafness, of his hopes for his son, and of his affection for — and occasional frustration with — his former mistress
Intimidation as epistemological violence against social science conservation research
Get PDFWe investigated intimidation of conservation social scientists, which is ongoing and aimed at silencing or discrediting research findings. Although social scientists share with conservation biologists the desire to understand and address the biodiversity crisis, their analysis of structural power relations and contradictions in conservation is sometimes not appreciated. Intimidation can take place before and during fieldwork, during the publication process, and after publication in academic and public spheres. We examined our diverse experiences of intimidation, including legal threats, character assassination, physical threats, job exclusion, and curtailment of academic freedom. Diverse actors, including national research granting bodies, international policy makers, donors, ethics bodies, and conservation biologists and organizations, may target research that does not align with their political, economic, financial, and ideological interests. We refer to intimidating practices to suppress or alter unwelcome perspectives or research findings as epistemological violence. Tactics of epistemological violence relate to structural, systemic, symbolic, discursive, and material violence and have significant implications for understanding and improving long-term conservation. Epistemological violence can impede the progress, effectiveness, and social justness of conservation and suppress critical or differently informed perspectives crucial for a well-functioning academia. Intimidation hampers crucial collaborations among disciplines and with societal partners. Epistemological violence has detrimental consequences for affected individuals, the broader conservation community, people living in or near conservation areas, and conservation achievements
Utilising environmental social governance rating for predicting financial risk: FTSE 100
Get PDFThe focus of this research is on evaluating the ESG ratings of various FTSE 100 companies and their impact on financial risk. The study aims to analyze how ESG ratings affect the financial risk of FTSE 100 companies and to reveal the impact of profitability and liquidity on ESG ratings. Therefore, we examine the relationship between ESG ratings (Environmental, Social, and Governance) and financial risk for FTSE 100 companies. ESG factors are increasingly recognized as indicators of a company's ability to sustain itself and its financial performance. The utilization of ESG rating data offers several potential benefits, including providing investors and analysts with insights to evaluate companies' long-term sustainability and resilience. The study aims to reveal the connection between ESG ratings and financial risk, as well as investigate the influence of profitability and liquidity on ESG ratings. The research utilizes quantitative methodologies, including regression analysis and panel unit root tests, to analyze the data collected from FTSE 100 companies. The findings suggest a positive association between higher ESG ratings and better financial health, as well as a positive impact of profitability on ESG ratings. However, liquidity metrics do not significantly affect ESG ratings
Attention/working memory and executive function in Parkinson's disease: review, critique, and recommendations
Get PDFBackground: Cognitive impairment in Parkinson's disease (PD) is a well‐established non‐motor complication that significantly affects the quality of life and well‐being of both patients and care partners. To optimally detect mild cognitive impairment or dementia, extensive neuropsychological assessment is essential. A wide range of cognitive tests and clinical outcome assessments have been used in clinical settings, often without regard to their clinimetric quality. Methods: We performed a literature review of tests assessing attention/working memory and executive domains in PD (tests on other domains are included in an accompanying review). The selected tests were evaluated for their clinimetric properties and categorized by a panel of experts as “recommended,” “recommended with caveats,” “suggested,” or “listed” according to the International Parkinson and Movement Disorder Society Clinical Outcome Assessment Scientific Evaluation Committee guidelines. Results: A total of 30 tests were reviewed. Eight tests were “recommended,” including four tests assessing attention/working memory abilities (WAIS‐IV Digit Span, Coding and Symbol Search subtests, and Trail Making Test) and four tests assessing executive abilities (WAIS‐IV Similarities, Wisconsin Card Sorting Test, Fluency Tests, and Stroop Color‐Word Test). These tests demonstrated good to excellent levels of reliability and validity, have normative datasets, and are sensitive to change. Eight other tests were “recommended with caveats”, eleven were “suggested,” and three were “listed.” Conclusions: The recommended tests for attention/working memory and executive functioning in PD can guide PD cognitive assessment. Other tests were identified as potentially useful; however, caution is advised due to their clinimetric limitations. Further validation studies are required for these tests
Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts
No full textDrawing on chapters from a selection of authors from the fields of education, philosophy, political science, and sociology this book presents provocations on how citizenship might be experienced, conceptualised, expressed, and practiced in a range of settings.
Comprised of thirteen chapters by a group of international academics, the book engages with the concepts of ‘citizenship’ and ‘political agency’, as well as forms and expressions of citizenship, to consider how the practice of citizenship can be extended to move beyond mainstream political discourses. Discussions of decolonisation, race, disability advocacy, sexual health, protest, and democracy examine how citizenship and belonging are enacted in a range of international contexts. In order to explore these issues, the book draws on a range of empirical, theoretical, political, and speculative discussions from a range of perspectives. Throughout, it provides a critique of dominant conceptions of citizenship and explores how citizenship might be re-conceptualised and re-fashioned
Practical routes to preregistration: a guide to enhanced transparency and rigour in neuropsychological research
Get PDFPreregistration is the act of formally documenting a research plan before collecting (or at least before analysing) the data. It allows those reading a final research report to know which aspects of a study were decided before sight of the data, and which were added later. This enables informed evaluation of the severity with which scientific claims have been tested. We, as the British Neuropsychological Society Open Research Group, conducted a survey to explore awareness and adoption of open research practices within our field. Neuropsychology involves the study of relatively rare or hard-to-access participants, creating practical challenges that, according to our survey, are perceived as barriers to preregistration. We survey the available routes to preregistration, and suggest that the barriers are all surmountable in one way or another. However, there is a tension, in that higher levels of bias control require greater restriction over the flexibility of preregistered studies, but such flexibility is often essential for neuropsychological research. Researchers must therefore consider which route provides the right balance of rigour and pragmatic flexibility to render a preregistered project viable for them. By mapping out the issues and potential solutions, and by signposting relevant resources and publication routes, we hope to facilitate well-reasoned decision-making and empower neuropsychologists to enhance the transparency and rigour of their research. Although we focus neuropsychology, our guidance is applicable to any field that studies hard-to-access human samples, or involves arduous or expensive means of data collection
Critical histories in care and education: understanding the connections between the English care and education systems from the nineteenth century to the present day
No full textThis book puts the care experience at the centre of education history. Engaging and accessible, it provides historical insight to the growing field of care studies and reveals how nineteenth-century assumptions and prejudices about care-experienced pupils helped shape education policy and continue to do so today.
Drawing together original archive research with critical theory and written by an academic researcher and writer who is a foster carer herself, the book challenges some of the key myths and stereotypes involving the care experience and shines an illuminating light on their origins. Aimed primarily at undergraduate and postgraduate students in education, this book identifies discursive threads and provides a fresh insight through a critical retelling of the history of the care system. In combining the histories of care and education, it challenges some taken-for-granted assumptions about both. Throughout the book, students are invited to critically examine relationships between gender, class, care and work, and how they continue to impact on the role today