50716 research outputs found
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Does Play Belong in Primary Schools? Australian Teachers’ Perspectives
No full textTeachers’ conceptualisations of play significantly influence its integration in school contexts, yet these perceptions remain understudied. This study employs Parker et al.’s (2022) Framework for Quality Learning through Play as a theoretical lens to examine how Australian primary school teachers conceptualise play within educational contexts. Data collected from 238 practicing teachers across Australia was analysed through descriptive statistics, supported by participant written responses. Results revealed clear acknowledgement of the developmental benefits of play, aligning with the learning outcomes dimensions of the framework, while beliefs about implementing play into classroom practice and teacher’s facilitation roles varied substantially, reflecting tensions identified in the framework’s facilitation dimension. These findings highlight the complexity of implementing play as a pedagogical tool in primary education illustrating complexities of school contexts and curriculum requirements, tensions between child-led activities and teacher involvement in children’s play
Femtosecond laser ablation for the conservation of Galician granites
No full textThis paper investigates the femtosecond pulse laser ablation and cleaning of two Galician granites of high cultural significance used for many monuments and infrastructure in Galicia, Spain: Vilachan which is affected by biological colonisation, and an ashlar granite in Vigo affected by a gypsum-rich black crust. The ablation thresholds of the granites were established to be 1.3 ± 0.2 J∙cm−2. The ablation efficiency was determined to be 0.31 ± 0.05 mm3∙(min∙W)−1 for a fluence of 7.8 ± 1.0 J∙cm−2 for Vilachan and 0.33 ± 0.05 mm3∙(min∙W)−1 for a fluence of 8.3 ± 1.0 J∙cm−2 for Vigo ashlar. The damage threshold of both types of granite, when damage may occur without ablation, was then established at 0.8 J∙cm−2 for Vilachan and 0.5 J∙cm−2 for Vigo ashlar, values above which both stones were found to discolour and lose their characteristic yellow colours. Following the determination of these parameters, femtosecond laser cleaning was undertaken on the biological colonisation covering Vilachan, and the gypsum-rich black crust covering Vigo ashlar. Complete removal of the Vilachan biological colonisation was achieved under the ablation threshold of the stone, at 0.5 J∙cm−2, and no damage was induced to the underlying substrate. Acceptable removal of the black crust was reached, at 1.0 J∙cm−2 with limited damage to the substrate. The effects of laser irradiation on both types of granite were investigated using optical and scanning electron microscopy, optical profilometry, colourimetry, and multispectral imaging.</p
Does play belong in primary school? New research suggests teachers are not sure
No full textPlay is one of the most important parts of early childhood education in Australia.We know children learn about the world through play and it helps them build creativity and independence.There is also broad agreement among early childhood educators and policymakers about the importance of play from birth to five years.But once children start school, there is less certainty. Despite growing research about the importance of play in primary school, play is not often used for learning in these years.Our new study with Australian primary teachers highlights significant confusion about the role of play in their schools
Beyond ownership:Exploring the sharing economy platforms in Thailand's emerging market
No full textDespite the global rise of sharing economy platforms (SEPs), their success in emerging economies remains inconsistent—largely due to institutional voids and the lack of adaptive business models, leaving these platforms particularly vulnerable to external pressures. This study examines the institutional logics influencing SEP development in emerging economies, with Thailand as a case study. Through qualitative analysis, we identify a range of institutional forces and theorize their dynamic influence with platform development. The key insight of our study is the development of a novel integrated interactive sharing economy platform framework that reveals how these external forces act as both enablers and constraints, and how platforms can strategically leverage internal resources and capabilities to balance and contain these pressures. Our findings highlight the critical role of institutional logics in shaping platform outcomes and offer foundational guidance for future research, platform strategy, and policymaking in underexplored institutional contexts, particularly in emerging economies.</p
Proof of concept studies in mental health systems research:strategy and steps
No full textBACKGROUND: The implementation of interventions, digital tools, and policy plans in health systems research is highly complex. Proof-of-Concept (PoC) studies facilitate the development of these applications although they are rarely conducted or reported in mental health research. This paper describes the principles and processes to conduct PoC studies in mental health systems research.METHOD: The Technology Readiness Level in Implementation Sciences (TRL-IS) serves as the reference framework for this study. A 'lessons learned' process was applied to refine the concepts and develop a research strategy based on previous experiences with PoC studies. This process incorporated insights gained from a scoping review, case studies and discussion with both a core group and an extended group of experts.RESULTS: PoC studies assess the workability of an application, formulating the basic concept and determining whether its functionality can be transformed into a real prototype to be tested as intended via a pilot study and later demonstrated in the real world. The strategy to conduct PoC studies should be part of the analysis of readiness of any application in health system's research. The first four levels of readiness in the TRL-IS scale include (1) foundational knowledge, (2) formalised prior knowledge base, (3) completion of a workable PoC, and (4) prototyping. It's design requires input from experts in all four levels. Twenty-three main elements relevant to PoC have been identified in these four phases.DISCUSSION: PoC is generally omitted (or not reported) in mental health systems research. Researchers should be actively encouraged to overcome this omission. A common language, classification and vocabulary is needed for implementation science which incorporate this domain. The description of the specific activities conducive to PoC and prototyping should be provided. Training on the use of the TRL-IS framework including expert knowledge should also be promoted in mental health system research.</p
Self-help groups (SHGs): a tool for developing economies' socio-economic development
No full textParticipation in Self-Help Groups (SHGs) has emerged as a powerful tool for enhancing individuals' economic independence, particularly in rural areas. SHGs not only address financial challenges but also empower members by fostering savings habits, providing microfinance, and supporting entrepreneurial activities such as small-scale ventures. These groups contribute to overall socioeconomic development by improving the living standards of ffamilies and communities. The SHG Bank Linkage Program serves as an important pathway to financial inclusion, enabling economically disadvantaged individuals to access essential financial resources. This paper focuses on the empowerment achieved through SHGs in India, particularly in Andhra Pradesh, where these groups have been instrumental in promoting self reliance and addressing critical issues such as health, education, and safety. In addition to monetary support, non-financial assistance, including skill development, mentorship, and digital literacy, plays a crucial role in ensuring the long-term success of SHG initiatives. The study also explores how Micro Finance Institutions and SHGs contribute to entrepreneurship, underscoring the need for business support services and networking opportunities to help these ventures thrive. Despite their positive impact, challenges remain, particularly in terms of gender inequality, with many SHGs still experiencing male dominance in decision-making and income distribution. This paper focuses on the empowerment of individuals through SHGs, with a special emphasis on India, and explores how financial and non-financial support can contribute to the sustainability and growth of these groups
Individual-level and community-level factors for 10-year cardiovascular disease risk in Ethiopia:a retrospective, population-based, cross-sectional, observational study
No full textBackground: No study has quantified the 10-year cardiovascular disease (CVD) risk in individuals without previous CVD in Ethiopia using the latest 2019 WHO CVD risk equation. Our study aimed to quantify the proportion of the Ethiopian population with at least a 10% risk of developing primary CVD in the following 10 years, and to identify variations in risk associated with individual-level and community-level factors. Methods: This retrospective, population-based, cross-sectional, observational study used data on Ethiopians aged 40–69 years from across enumeration areas sampled in the WHO STEPwise Approach to Noncommunicable Disease Risk Factor Surveillance (STEPS) national survey. The survey was conducted between April 14 and June 26, 2015. The outcome variable was 10-year CVD risk, calculated using the 2019 WHO CVD risk equation. Risk factors used to calculate 10-year CVD risk were age, smoking status, systolic blood pressure, history of diabetes, and total cholesterol. Participants with missing data on risk factors were excluded, as were pregnant individuals and those with a history of CVD. Multilevel regression analyses were used to identify individual-level and community-level factors associated with 10-year primary CVD risk. Findings: Of 2658 Ethiopian participants from 453 enumeration areas included in the analysis (1207 [45·4%] male and 1451 [54·6%] female), 7·3% (95% CI 6·3–8·2) had a 10-year CVD risk of at least 10%. Overall, 10-year CVD risk was higher in urban residents (β coefficient percentage 0·88%, 95% CI 0·60–1·15; p<0·0001) versus rural residents, in participants who were retired or unable to work (0·50, 0·05–0·96; p=0·028) versus working or unemployed participants, and in participants with low physical activity (0·46, 0·16–0·76; p=0·0021) versus participants with high physical activity. The odds of 10-year CVD risk of at least 10% were higher in those with primary education or less (adjusted odds ratio 4·14; 95% CI 1·25–13·68; p=0·021) or with secondary education (4·04, 1·15–14·10; p=0·028) versus participants educated to at least college status; in urban residents (2·03, 1·26–3·27; p=0·0031) versus rural residents; in those who were retired or unable to work (2·01, 1·15–3·49; p=0·014) versus those who were working or unemployed but able to work; and in those with low physical activity (2·35, 1·47–3·76; p<0·0001) versus those with high activity. Communities living in climates with higher water vapour pressure had higher overall 10-year CVD risk than those with lower water vapour pressure (β coefficient percentage 1·56%, 95% CI 0·68 to 2·43; p<0·0001), whereas those in hotter climates had lower risk than those in cooler climates (–0·07, –0·14 to –0·01; p=0·023). Interpretation: This study shows variations in CVD risk with individual-level and community-level factors in the Ethiopian population in 2015. Priority populations for the assessment of CVD risk and early intervention include individuals in urban areas, those who are retired or unable to work, individuals with low physical activity and lower education, as well as communities experiencing inherently higher water vapour pressure and cooler climates. Funding: None.</p
An international consensus on the etiology, risk factors, diagnosis and Management for individuals with Frozen Shoulder:a Delphi study
No full textIntroduction: There has been an emergence of evidence in the area of frozen shoulder (FS) within the past decade related to risk factors, etiology, diagnosis, and management. It has become increasingly challenging for clinicians and researchers to stay up to date in these areas, particularly with the clinical practice guidelines that are available being few and outdated. To this end, the aim of this study was to produce an international consensus on the risk factors, etiology, diagnosis and management for individuals with FS. Methods: During phase one a steering committee was formed in order to identify experts in the area of FS, examine the current evidence related to FS and identify key areas lacking consensus. Phase two consisted of inviting experts to participate in a three-round survey with a priori consensus level set at 80%. Descriptive statistics were utilized to determine the characteristics of the expert panel, response rate, and level of consensus. Results: A total of 14 international experts responded to all three rounds of the Delphi survey with 100% response rate following round one. Consensus was reached for 101 items (57 in the first round, 37 in the second round and 7 in the third and final round). Specific to key topic areas, the following number of items reached consensus; etiology 9 items (diabetes mellitus, trauma, shoulder arthroscopy, thyroid disease, prolonged immobilization, adrenocorticotropic hormone deficiency, metabolic synderome, connective tissue disorders, and hyperlipidemia), risk factors 40 items (including biophysical factors for developing FS and biophysical and psychosocial factors influencing the Management and course of outcomes related to FS), diagnosis 19 items (4 confounding the diagnosis and 15 signs and symptoms associated with FS), Management 33 items overall and categorized into effectiveness for early and later stages of FS). Conclusion: The results of this international Delphi study help to provide a consensus on key elements to consider in clinical practice related to etiology, risk factors, diagnosis, and management for those with FS.</p
Changing everyday pedagogical practices with digital technologies
No full textAdapting or changing pedagogical practices to incorporate digital technologies is notoriously challenging in early childhood education and care (ECEC). While digital technologies are part of the everyday lives of many children and educators, some educators remain concerned about too much screen time, the appropriateness of using digital technologies in ECEC settings, and how to integrate digital technologies to enhance learning for young children. This chapter explores some of the approaches that educators adopted when using technologies in the classroom, and some of the opportunities for children’s learning that occurred. It describes experiences that educators trialled when engaging children with digital technologies and identifies and explains how technologies can be used to enhance children’s play, including the practices of acknowledging, interpreting, and integrating. Examples of how children engaged with digital technologies reflect imaginative encounters where learning opportunities were plentiful. The results of an environmental scan (adapted from the Inventory for Early Years Settings – see Marsh et al., 2005) in classrooms at three timepoints depicted how educators made changes in their use of digital technologies.</p