1,355 research outputs found
Children\u27s Book Festival: Sheila Turnage
No full textSheila Turnage is the author of Three Times Lucky
Dr. Sheila Carapico – Faculty Author Interview
No full textDr. Sheila Carapico, Professor of Political Science and International Studies, discusses her new book, Political Aid and Arab Activism: Democracy Promotion, Justice, and Representation, published recently by Cambridge University Press. In this book, Dr. Carapico examines what it means to promote “transitions to democracy” in the Middle East. Have North American, European, and multilateral projects advanced human rights, authoritarian retrenchment, or Western domination
Sheila O’Connor: A Reading
No full textSheila O’Connor is the award-winning author of six novels. Her genre-bending book for adults, “Evidence of V: A Novel in Fragments, Facts and Fictions,” combines flash forms, archival documents, memoir, and historical research to reconstruct the buried history of incarcerated girls. Honors for “Evidence of V” include the Minnesota Book Award and the Foreword Editor’s Choice Award, as well as the Marshall Project’s Best Criminal Justice Books of the year
Sheila Llewellyn: teaching
No full textSheila was born in Thetford, moved to Dursley and then to Cinderford by the age of 8. After attending East Dean Grammar School, she spent two years undertaking teacher training in Birmingham (to teach infants). She worked for three years in Birmingham (Marston Green) before health issues prompted a return to Gloucestershire to live and work.
She taught for several years at Coney Hill School, in Gloucester city, commuting each day from her family home in Cinderford. Sheila moved to teach at Walmer Hill School, remaining there until retirement at age 50. She was involved with the Guiding movement from age 10 (early entry to the Guides) on into adult life. Sheila was also involved with acting (Wesley Players, Cinderford) and the W.I.
She was a close friend of Elsie Olivey, who was key mover in development of the Dean Heritage Centre, Wesley Players, and Bilson W.I. etc. Elsie also undertook many recordings of older people from the Forest of Dean in the 1980s & 1990s which are currently in the process of being transferred to modern electronic storage systems. Sheila lived next door to Forest author Harry Beddington for many years, and also ‘knew of’ author Leonard Clark both of whom were from Cinderford.
Overview: The ‘Voices from the Forest’ collection represents a series of oral history recordings made between 2016 and 2019 (continuing) and funded as part of the Foresters’ Forest project, a National Lottery Heritage Fund landscape partnership programme. The recordings take a biographical, life story approach to discover the occupational histories of men and women in the Forest of Dean in the last half of the twentieth century. It compliments a series of recordings, made in the 1980s by Elsie O’Livey in the Forest of Dean, that feature the life stories of people in the first half of the century. The recordings are a rich source of material for social geographers, social and cultural historians and those interested in the history of the Forest of Dean and the broad occupational history of the area. The recordings feature recollections of men who worked thorough the last days of large-scale coal mining in the area, forestry related work and their adaptation to new modes of employment in fabrication and manufacturing industries. The collection has made a special emphasis on recording the experiences of women in the domestic setting, their experiences in the factories that grew throughout the period and the diaspora providing domestic services in London, Cheltenham and elsewhere. The improvements in domestic utilities, education and opportunity are reflected across the recordings. The recordings also reflect the economic uncertainty that existed throughout the twentieth century and the persistence of traditional activities such as sheep commoning, freemining and small holding that provided alternative forms of sustainable family living. The experience of major events such as the Second World War, post war rationing, and the Foot and Mouth epidemics are covered. The recordings were made in the homes of the interviewees and consents and permissions were in accordance with GDPR (2019)
Clinical learning environments
No full textThe limited capacity of clinical placements has resulted in exploration of newer and varied opportunities for clinical experiential learning for students. The use of placements overseas through exchange schemes highlights the issue of benchmarks for quality assurance of placements for learning. The clinical learning environment is at the core of effective professional learning for nurses or other healthcare professionals, patient safety, student experience and career intentions. Education institutions do need a clear understanding of the clinical learning environment (CLE) students are entering and how it contributes to effective professional learning. It is therefore a necessity to not only understand it but to be assured of the quality of it. This chapter will explore a the findings form an EU funded project which focusses on compiling benchmark standards for European placements and the development for a measuring instrument for prospective assurance for clinical learning environments. The issue of what comprises a quality learning environment and how this can be measured and supported will also be addressed
Essay on the raising of the author\u27s pet pig, Sheila, on Monhegan Island. Though
No full textEssay on the raising of the author\u27s pet pig, Sheila, on Monhegan Island. Though a local favorite with the lobstermen, Sheila began to scare small children and tourists, and was eventually butchered
Pedagogy for nursing: challenging traditional theories
No full textThis chapter explores the question of pedagogy within nursing education and considers what is the most appropriate approach in the learning and teaching of nursing for nurse educators to adopt. It further argues that to date insufficient attention has not been paid to the varied and changing demographic profile of student nurses. Alongside this is the issue of prior teaching and learning experiences before accessing higher education and impacts of this on transitioning to professional learning and practice. There is a suggestion that demographics and experiences of contemporary pre-registration student nurses and qualified nurses accessing higher education for continuous professional development (CPD) are increasingly similar. In the UK, both continuous professional development (CPD) students and the pre-registration student can be characterized as non-traditional students aligning closely to reported under-represented groups in many respects. It is also argued that nursing lacks a predominant or explicit pedagogy. Given the broad and diverse student nurse and CPD nurse population, there appears no one specific pedagogical approach espoused which fits such differing purposes and needs and the question is ought there be one. This creates a challenge for nurse teachers and the craft of facilitating learning. Drawing on a study at one London university which explored the experience of transition to higher education by nursing and healthcare students, a proposed model of pedagogic–androgogic (P-A) continuum with a fluid approach is presented to meet nurse student needs. This model advocates once nursing students are exposed to a variety of learning experiences their evolving needs can be located on this continuum to reflect their life progression and development. This model for nurse education conceptualization is proposed to respond to the changing demographic profile of student and other nurses, their varied teaching and learning experiences prior to entering university and impact on their success in transition journey
Inclusive learning, diversity and nurse education
No full textStudents embarking on undergraduate nursing programmes face many challenges. They must adapt to raised academic expectations, learn a bewildering new range of skills, values and behaviours, and begin to negotiate complex and emotionally demanding practice environments and relationships. In addition to practicalities such as moving away from support networks, constrained finances and perhaps being in a work environment for the first time, nursing students must incorporate changes into their personal identities and form a professional sense of self. How well students are supported to respond to these expectations via their own networks and through engagement and connection with their new profession and programme can shape their potential for achievement.
The nursing profession advocates for non-discriminatory inclusive care for all, as well as advocating for a wider diversity of care professionals. This means actively promoting inclusion in programme recruitment and development strategies. However, these aims are hindered by student attrition which is a significant issue throughout higher education in Britain including nurse education. Data published by the Higher Education Statistics Agency (HESA) in 2016/17 indicates that students facing multiple disadvantage are more likely to leave university in their first year than their peers. As well as being a clear example of social injustice, unequal completion rates reduce the projected workforce and disrupt supply and planning.
Discounting gender disparities, nursing has a strong record for recruiting and training a broad range of students, but completion rates emerge as lower than for other subjects. An influencing factor here may be that as the professional demands of nursing have intensified, so has the academic rigour required to deliver corresponding competency requirements. Nurse educators need to be creative and flexible to enable students to engage with complex learning which ranges from higher order thinking skills, and philosophical and ethical understandings, to intricate physical tasks. This creates challenges for inclusive curriculum design as well as needing to effectively facilitate it, it must be accessible to a diverse body of nursing students who may have strengths in terms of life experience but who present across the range of academic competence and confidence.
Inclusive learning and teaching is advocated as best practice in providing a response to these issues. However, inclusivity is a contested concept, with varied uptake and it sits within a higher education context of financial restrictions, larger class sizes and a push for more online provision. What is clear though is that academic outcomes across student groups are unacceptably varied with significant attainment gaps for those with multiple disadvantages. A key question for nurse educators is how best to develop an evidence base for the pedagogical approaches that are most likely to enable the completion of successful student nurse journeys for all, regardless of their starting point
Asymptomatic patients and immune subjects
Get PDFfirst_page settings Open AccessEntry Asymptomatic Patients and Immune Subjects by Sheila Veronese * [ORCID] and Andrea Sbarbati Department of Neurosciences, Biomedicine and Movement Sciences, Verona University, 10 Sq. L.A.Scuro, 37134 Verona, Italy * Author to whom correspondence should be addressed. Academic Editor: Stephen Bustin Encyclopedia 2022, 2(1), 109-126; https://doi.org/10.3390/encyclopedia2010008 Received: 15 November 2021 / Revised: 21 December 2021 / Accepted: 7 January 2022 / Published: 11 January 2022 (This article belongs to the Collection Encyclopedia of COVID-19) Download PDF Browse Figures Citation Export Definition An asymptomatic patient is someone who contracts a disease but shows no symptoms. An immune subject is a person who is free from virus infection. Both of these categories of people experience the limitations of government imposed by a pandemic situation, with one important difference. Probably only the first subjects contribute, in spite of themselves, to the spread of the disease and to the contagion of the people most susceptible to the virus. This implies that their detection is essential to limit infections. Therefore, knowing the characteristics of these people and those immune to the virus can be extremely useful in mitigating the effects of the disease and/or defeating it
Entrevista com Sheila Grillo: Análise de Discursos Comparativa no Brasil
No full textNo dia 12 do mês de abril de 2022, Sheila Vieira de Camargo Grillo, professora livre-docente e pesquisadora da FFLCH/USP, recebeu-nos, gentilmente, em sua casa, para a realização desta entrevista, por meio da qual pudemos ouvir a autora a respeito de alguns pontos essenciais de uma nova abordagem de investigação científica no Brasil, a Análise de Discursos Comparativa ou Análise do Discurso Contrastiva (denominação adotada na França, país de origem da abordagem). A professora Sheila Grillo, a partir das perguntas que lhe fizemos, discorreu, dentre outros aspectos, sobre o surgimento dos princípios epistemológicos da abordagem em nosso país, citou alguns de seus importantes eventos ocorridos até o presente momento, bem como nos falou acerca da importância de trabalhos desenvolvidos entre ela e demais pesquisadores do Grupo de Pesquisa Diálogo (CNPq/USP) com professores e pesquisadores do grupo CLESTHIA – axe sens et discours, da Université Sorbonne Nouvelle, Paris 3. Desse modo, aproveitamos o espaço para agradecer à entrevistada pelo acolhimento e pelas informações disponibilizadas. Convidamos o leitor da Linha D’Água a apreciar o resultado deste trabalho.On April 12, 2022, Sheila Vieira de Camargo Grillo, a professor and researcher at the Faculty of Philosophy, Languages and Literature, and Human Sciences of the University of São Paulo, kindly welcomed us to her home for this interview. We were able to hear the author talk about the essential points of a new approach to scientific investigation in Brazil, Comparative Discourse Analysis or Contrastive Discourse Analysis (the name adopted in France, where it originated). Professor Sheila Grillo, based on the questions we asked, spoke about, among other topics, the emergence of the epistemological principles of Comparative Discourse Analysis in Brazil, mentioned some of the important events that have taken place until 2022, and also told us about the importance of the work carried out between herself and other researchers from the Diálogo Research Group (CNPq/USP) with professors and researchers at CLESTHIA - axe sens et discours, from Université Sorbonne Nouvelle, Paris 3. Thus, we take this opportunity to thank the interviewee for the welcoming reception and for the information provided. We invite the reader of Linha D\u27Água to appreciate the result of this work
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