268 research outputs found
Streamlining plagiarism detection: The role of electronic assessment management
No full textThis paper considers the problem of managing the workload implications of plagiarism detection as part of the larger issue of assessment management and within a holistic approach to educational integrity. It looks specifically at the potential for Electronic Assessment Management (EAM) to provide some of the solutions to this problem. It draws on the work of Mantz Yorke whose research into assessment management calls for the establishment of appropriate structures and mechanisms which support systems that achieve the dual imperatives of efficiency and effectiveness. This paper considers the workload issues related to plagiarism detection under these dual imperatives, looking first at the issue of effectiveness and then turning to consider the issue of efficiency. Finally, it argues for why and how these issues should be taken into account in the procurement of digital plagiarism detection software and how the use of these tools should fit within a rigorous and consistent holistic approach to educational integrity
Building on Rainbows: Supporting Children’s Participation in Shaping Responses to COVID-19
Get PDFThe UN Committee on the Rights of the Child has recently restated that children’s views should be inform responses to the COVID-19 pandemic. This is not a luxury, it is a protective measure. This research, led by Prof Cath Larkins, University of Central Lancashire, shows, across Europe:
• Of the 95 professionals, from 16 sectors and 20 countries, surveyed in one week in April 2020, 30% provided examples showing children’s participation in promoting wellbeing, information design, shaping services and critiquing practice. They reported little evidence of children’s views informing public decision-making.
• Exposure to additional challenges for care-experienced children, young Roma, migrant children, children with experience of vulnerable family situations, poverty and disability and those exposure to CSE and trafficking.
In summary, the research highlights the need to:
1. Provide Recognition. Commit to children's participation in shaping responses to COVID-19. Celebrate children's everyday contributions. Challenge age-based judgements.
2. Support Individual Children: Enable child participation in decisions and their meetings. Improve coordination. Ensure children have regular direct contact with named individuals, in education and social care.
3. Support Collective Influence: Increase opportunities for children to collectively highlight concerns, inform decisions, and hold decision-makers to account. Share platforms for children’s digital participation and offline - post, phone, television and radio.
4. Promote Inclusion: Adopt a critical Children’s Rights Based Approach, guided by marginalised children
5. Coordinate Digital and Offline Solutions: Ensure provision of digital equipment, electricity, access to data and internet safety information. Upgrade professionals’ digital skills and guidance. Provide personal support in use of digital equipment in situations where parents do not have these skills. Provide print copies of materials.
6. Resources for Professionals: Safeguard professionals’ time for participation activities. Provide PPE. Provide secure funding to grassroots and youth work organisations.
7. Public Health Inclusion. Ensure children’s inclusion in formal processes for community and public engagement, children’s services, public health and other structures.
8. Economic Measures. Promote children’s best interests in economic decision-making, learning from children about how to achieve this. Ensure immediate and long-term provision of nutrition, medication, housing and essential services, for children and families in vulnerable situations, and an adequate minimum income, to promote conditions in which children can access opportunities, participate and thrive
Learning theories and interprofessional education: a user's guide
Get PDFThere is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required
Cath and Mary Perrott in drop-waisted dresses at the Moonee Valley races, Melbourne, 1925 [picture].
No full textPart of the Bruce Howard collection.; Part of the collection: Nostalgic Australian photographs.; Catalogue record generated as part of a batch load.; Title based on information in Great Australian book of nostalgia / John Larkins and Bruce Howard.; Great Australian book of nostalgia, p.89.; Also available online http://nla.gov.au/nla.pic-vn5126122
Deeping the roots of children’s participation
Get PDFIn the field of childhood studies and child rights activism there is a strong commitment to supporting children's participation in public decision making. There are growing examples of this in practice across Europe. But it is rarely inclusive of marginalised children and can tend to focus on voice rather than action. This article, developed from a recent conference presentation, reflects on15 years of the author's practice and academic work. It suggests that fertile ground for deeper and strongly rooted examples of impactful and inclusive children's participation by picking apart existing participatory processes using a lense of citizenship, challenges, agency and time. This might enable us to dare to consistently name the risk that child participation can become an exercise in neoliberal citizenship, to steer practice towards more radical notions of participation as direct influence over resources (rather than voice) and to help ground calls for action in an understanding of the longterm patterns of inequality that many children are confronting.
Antibacterial CATH-2 Peptide Coating to Prevent Bone Implant-Related Infection
No full textThe development of antibacterial coatings is a promising approach to preventing biofilm formation and reducing the overuse of systemic antibiotics. However, widespread antibiotic use has resulted in antibiotic-resistant bacteria, limiting the efficacy of antibiotic-based coatings. Herein, an antibacterial coating is developed by layer-by-layer (LbL) assembly of two polymers namely PDLG (poly (D,L-lactide-co-glycolide)) and gelatin methacryloyl (GelMA) while chicken cathelicidin-2 (CATH-2), a cationic and amphipathic peptide, is loaded between these polymer layers. The electrospray method is used to apply the coatings to achieve efficient peptide loading and durability. The CATH-2 bactericidal concentration ranges are first identified, followed by a study of their cytotoxicity to human mesenchymal stem cells (hMSCs) and macrophage cell lines. Later, different LbL electrospray coating assemblies loaded with the optimal peptide concentration are sought. Various coating strategies are investigated to identify an LbL coating that exhibits prolonged and biocompatible CATH-2 release. The resulting CATH-2-coated titanium surfaces exhibit strong antibacterial activity against both Staphylococcus aureus and Escherichia coli bacteria for 4 days and are biocompatible with hMSCs and macrophage cells. This coating can be considered as a versatile delivery system platform for the delivery of CATH-2 peptides while avoiding cytotoxicity, particularly for the prevention of infections associated with implants.Team Peyman TaheriTeam Arjan Mo
Creating a comfortable working environment for cath lab physicians: Design of a body support
No full textThis project is about developing a solution for cath lab physicians. A cath lab physician is a medical doctor, with a background in cardiology, neurology, electro physiology or radiology, who performs cath lab procedures. A cath lab procedure is a minimal invasive procedure in which a catheter is brought into the body of a patient via a small incision. Cath lab physicians suffer from injuries due to the heavy physical workload of their job. The lead apron they wear to protect themselves against the radiation used during the procedures, in combination with long periods of standing, are the main cause of these injuries. An analysis is performed to get more insight in the nature of the injuries and of the environment of the physicians. To start prototyping in an early stage, a short ideation phase took place directly after the analysis. As a result, this phase brought requirements, wishes and concluded with two design directions. A stool with some new features was the best solution. This stool was designed to support the user. The seat will prevent the injuries on the legs while the integrated sternum support reduces the forces in the back muscle. A test was performed to validate the effect of the sternum support. The test shows a reduction between 10% and 15% of the tension in the back muscle. Further research will have to show if the use of the designed solution will actually prevent hernias in the future.Industrial Design EngineeringIndustrial Desig
Excursions as Corporate Agents: A critical realist account of children’s agency
Get PDFA recent flurry of academic debate highlights the lack of theoretical underpinning for the concept of agency within childhood studies (Oswell 2016, Leonard 2016, Esser 2016, Spyrou 2018, Stoecklin and Fattore 2018). In many empirical studies of children and childhood the term agency is used without clear definition (Kallio and Häkli 2013). Raithelhuber (2016) referring to Author (2014), suggests there is a tendency for agency to be ascribed to children without an adequate explanation of its meaning, and influence is demanded for children without indicating how this might operate. A theoretically grounded approach to understanding influence would serve to create firmer ground for our ‘ontologically weak paradigm’ (Oswell 2016: 24). I suggest that critical realist relational sociology has potential to enrich this theoretical grounding, if modified by an adequate understanding of children and childhood.
This paper outlines recent understandings of the term agency in childhood studies. I summarise Archer’s (1995, 2000, 2003) critical realist account of agency and indicate how her work diverges from similar relational approaches. Drawing on participatory research with children and young people, I discuss the limitations and affordances of these approaches. I suggest that a modified version of Archer’s work could help address some of the challenges faced by our discipline and reground understandings of the many things that agency can mean in relation to children and childhood
Construyendo sobre arcoíris: apoyando la participación de niños, niñas y adolescentes en la configuración de respuestas al COVID-19
Get PDFLa participación de los niños, niñas y adolescentes (NNA) en la toma de decisiones no es un lujo, es una medida de protección (Warrington y Larkins, 2019). NNA han demostrado repetidamente que ante situaciones de catástrofe, como terremotos, inundaciones o incendios, pueden hacer y, de hecho, hacen valiosísimas contribuciones para dar respuesta a los desastres y favorecer la reducción de los riesgos. Ante los desafíos planteados por las pandemia del covid-19, esta colaboración presenta las conclusiones de la primera fase (13-20 abril de 2020) de una encuesta online. Las personas informantes, 95 profesionales de 16 sectores diferentes, fueron contactados/as a través de redes de participación y derechos de la infancia en 20 países europeos, España entre ellos. Así mismo, se desarrolló una discusión online focalizada con personas expertas de 16 países europeos para verificar los datos recogidos y recabar información adicional. A partir de los enlaces proporcionados en las respuestas a los formularios, se tuvo acceso a otras fuentes generadas directamente por NNA. Los datos recogidos presentan evidencias sobre las prácticas y las experiencias de NNA así como sobre el impacto y la configuración de las respuestas ante la pandemia Covid-19 y la participación de NNA en ellas en 20 países europeos
Author guidance
No full textoai:openjournals.ljmu.ac.uk:article/43This guide will take the author through the registration and submission process. It also covers the points within the editorial process at which the input from the author is neede
- …
