4254 research outputs found
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Dis/locating Imagined Futures: The disabled habitus and young disabled people in alternative provision
No full textThis article considers the disabled habitus and a small group of young disabled people who are attending an Alternative Provision (AP), within one English Further Education College. The aim of this article is to understand the significance of the body in relation to these students’ work to assemble and locate a vivid imagined future, and proposes that the college functions as a critical space where much of this body work gets played-out. The article draws on an ethnographic study of a group of school-aged, working-class disabled students; a group whose educational, employment and social outcomes are chronically stagnant in England. The article postulates that their inclusions in to a college have unintended effects and consequences, which illuminates some of the pernicious consequences of school exclusion. Despite several negative experiences, both inside and outside the AP, the article shows how young disabled people develop and appropriate capital to inform and disrupt the habitus. The article concludes with questions about APs as constituting the means to confer value upon young disabled students in search of identities that are apposite to paid employment within the contemporary (and future) labour market.<br/
A scoping literature review of learning progressions of engineering education at primary and secondary school level
No full textBackground: This scoping literature review was undertaken by the Science and Engineering Education Research and Innovation Hub at The University of Manchester to enhance the understanding of how teachers can be supported to plan for progression in engineering education in primary and secondary schools in England. Purpose & Method: The aim of this literature review is to provide insight into Learning Progressions (LPs) published globally for primary and secondary school level. In setting out the context and parameters for the study the paper identifies and compares definitions for LPs. It synthesises emergent themes from 25 academic papers. Findings: Four main findings were deducted from the data papers. Firstly, UK curricular were not discussed. Secondly, within the dataset near parity between science and engineering-focused papers was revealed. Thirdly, of the data papers reviewed nearly the same number used pre-existing definitions of LPs to those that did not offer any definition or description of LP. Furthermore, around half this number created their own, or used a generalised description of LPs. Finally, the data papers highlighted a lack of common definition for engineering education LPs, unlike science LPs. None of the data papers provided an LP specific to engineering education aligned to the National Curriculum (NC) in England. Conclusions: Four recommendations emerge: i) engineering education should be recognised as a distinct subject within the NC for England; ii) more academic research and curriculum development is required within the field of engineering education LP specifically aligned with the NC in England; iii) industry and education would benefit from further collaboration to ensure that their respective needs and positions are adequately met through schools; iv) teacher professional development and resources need focused auditing and investment
Becoming less eligible? Intellectual disability services in the age of austerity
No full textThe aim of this study was to gather empirical data concerning the wellbeing of individuals with ID by asking:1. Have people with ID lost social care services as a result of austerity measures?2. What services do people with ID use and what are the costs of their support?3. What impact if any has any loss of benefits and services had on individuals with IDD
Valentina Caldari and Sara J. Wolfson, eds, Stuart Marriage Diplomacy: Dynastic Politics in their European Context, 1604–1630
No full textNutritional support for children during critical illness: European Society of Pediatric and Neonatal Intensive Care (ESPNIC) metabolism, endocrine and nutrition section position statement and clinical recommendations
No full textBackground: Nutritional support is considered essential for the outcome of paediatric critical illness. There is a lack of methodologically sound trials to provide evidence-based guidelines leading to diverse practices in PICUs worldwide. Acknowledging these limitations, we aimed to summarize the available literature and provide practical guidance for the paediatric critical care clinicians around important clinical questions many of which are not covered by previous guidelines. Objective: To provide an ESPNIC position statement and make clinical recommendations for the assessment and nutritional support in critically ill infants and children. Design: The metabolism, endocrine and nutrition (MEN) section of the European Society of Pediatric and Neonatal Intensive Care (ESPNIC) generated 15 clinical questions regarding different aspects of nutrition in critically ill children. After a systematic literature search, the Scottish Intercollegiate Guidelines Network (SIGN) grading system was applied to assess the quality of the evidence, conducting meta-analyses where possible, to generate statements and clinical recommendations, which were then voted on electronically. Strong consensus (> 95% agreement) and consensus (> 75% agreement) on these statements and recommendations was measured through modified Delphi voting rounds. Results: The final 15 clinical questions generated a total of 7261 abstracts, of which 142 publications were identified relevant to develop 32 recommendations. A strong consensus was reached in 21 (66%) and consensus was reached in 11 (34%) of the recommendations. Only 11 meta-analyses could be performed on 5 questions. Conclusions: We present a position statement and clinical practice recommendations. The general level of evidence of the available literature was low. We have summarised this and provided a practical guidance for the paediatric critical care clinicians around important clinical questions
An Interpretative Phenomenological Analysis of Coach Perceptions in the Practice Environment
No full textThe psychological environment where sporting activity is undertaken has been suggested to influence performance. The coach orchestrates practice activities and their perception of the psychological environment has been regularly evaluated in competition research but not in practice. The aim of this study was to explore coach perceptions of the psychological influencing factors present in the practice environment. Participants were six U.K. academy basketball coaches (mean age = 35 years). Data were collected through semi-structured interviews and analyzed using interpretative phenomenological analysis. Five superordinate themes were constructed from data analysis, which were player characteristics, team-first orientation, current performance perceptions, coach characteristics, and coaching structure. Results suggest that the coach has a unique insight into the psychological influencing factors of the practice environment. Combined with the practice environment framework offered by Smith, Cotterill, and Brown, a model is offered to aid practitioners in understanding the interrelatedness of psychological influencing factors in the practice environment
Adversarial Domain Adaptation for Crisis Data Classification on Social Media
No full textSmart cities are cyber-physical-social systems, where city data from different sources could be collected, processed and analyzed to extract useful knowledge. As the volume of data from the social world is exploding, social media data analysis has become an emerging area in many different disciplines. During crisis events, users may post informative tweets about affected individuals, utility damage or cautions on social media platforms. If such tweets are efficiently and effectively processed and analyzed, city organizations may gain a better situational awareness of the affected citizens and provide better response actions. Advances in deep neural networks have significantly improved the performance in many social media analyzing tasks, e.g., sentiment analysis, fake news detection, crisis data classification, etc. However, deep learning models require a large amount of labeled data for model training, which is impractical to collect, especially at the early stage of a crisis event. To address this limitation, we proposed a BERT-based Adversarial Domain Adaptation model (BERT-ADA) for crisis tweet classification. Our experiments with three real-world crisis datasets demonstrate the advantages of the proposed model over several baselines