Unruly Modernity: Reconciling Modernity and Decolonisation in Migration Theory

This paper uses unruly modernity as a way of reconciling modernity and decolonisation in migration theory. Migration theory has adopted aspirations and capability as two underpinning concepts for explaining migration. Drawing on empirical research these aspirations and capabilities are usually set within modernity and describe modernity as a driver, condition and/or result of migration. At the same time, another group of migration researchers aims to divest migration thinking from the shackles of modernity, pointing to the different entanglements of coloniality and migration, in terms of migration processes, the topics studied and the peopling of migration research. I call this the coloniality of migration, coloniality in migration and coloniality and migration respectively. These researchers argue for stepping away from modernity/coloniality, to decolonise migration research. Given the centrality of modernity to migration processes and theorisation, how do we decolonise migration theory? This paper deploys unruly modernity as a way of bringing these two perspectives together. Unruly suggests that as modernity and migration are linked, we should explore the inherent plurality of modernity through counter‐hegemonic, alternative and hybrid modernities to decolonise migration theory. Unruly also points to the disruptive ways in which modernity may be lived. It thus offers us the opportunity to disorder the coloniality‐modernity argument to reorder migration theory. The paper outlines how unruly modernities can be operationalised through reflexivity, arguing that one implication of unruliness is that we must analyse reflexivity as a tool among those whom we research and not only that of researchers

Determinants of Anti-Seizure Medication Non-adherence and Response to Treatment Among People with Epilepsy in Kilifi, Kenya

The epilepsy treatment gap (ETG) and poor adherence to antiseizure medications (ASMs) remain major challenges in low- and middle-income countries (LMICs). This study assessed adherence, evaluated the effectiveness of short messaging service (SMS) reminders, and investigated ASM-related adverse drug reactions (ADRs) in epilepsy patients from Kilifi and Nairobi, Kenya. A cohort of 1,692 people with epilepsy was assessed for medication adherence, with 38% having drug level data. In Kilifi, a randomised controlled trial (RCT) involving 1,038 participants tested SMS interventions (text, audio, both) versus control. Drug levels were measured at baseline, three, six and twelve months and a third of these were available at the time of analysis. At baseline, adherence was low—overall gap was 68% (71% in Nairobi, 65% in Kilifi). Factors associated with poor adherence included active epilepsy (aOR=1.80), ASM polytherapy (aOR=3.1), and low quality of life (β=-0.007). The SMS intervention in Kilifi reduced non-adherence over time. ASM levels below the quantification limit decreased from 34% at baseline to 29% at follow-up. Suboptimal levels dropped from 64% to 57%. However, overall incidence rate of non-adherence showed no significant difference across intervention groups. Proportion of secondary outcomes improved: daily seizures fell from 22% to 3%, severe disability from 33% to 16%, and negative beliefs from 29% to 20%. SMS reminders reduced the incidence rate of poor quality of life in those with adequate ASM levels but increased incidence rate of severe disability in those with low/suboptimal levels. ADRs affected 68% of 138 participants with mainly psychiatric (59%) and movement symptoms (51%) reported. Risk factors associated with ADR included polytherapy (aOR=2.3) and phenobarbital use. Psychiatric comorbidities were associated with polytherapy use, including depression (aOR=2.9) and psychosis (aOR=1.9). Electrolyte imbalances were found in 19.4% of 1,495 participants, notably hypomagnesaemia (associated with CBZ use) and hyponatraemia (associated with polytherapy use). Addressing side effects, monitoring ASM levels, and implementing comprehensive interventions are essential to reduce the ETG and improve adherence in LMICs

Confidentiality and the ethics of coaching and mentoring students

This chapter explores the ethical choices that practitioners work with when coaching and mentoring students in higher education (HE). This chapter explores the philosophical and historical developments of ethical principles which have guided practitioners working in the helping professions. It considers the importance of ideological and cultural differences, as well as relations of power, across contexts, when practitioners work reflectively and reflexively to explore their ethical choices and inform their decision-making. This chapter argues that embracing this level of complexity requires practitioners to enhance their ethical maturity when coaching and mentoring students in HE. Ethical maturity is a way of being which, by cultivating a sensitivity and self-awareness of the motivations for behaviour and its consequences, seeks to facilitate positive outcomes and avoid harm. This chapter begins by defining ‘ethics’ and reviews professional ethical codes of practice and frameworks for decision-making which promote opportunity, equality and inclusion for students and practitioners. Using case study scenarios, this chapter explores a wide range of topics which bring to life ethical decision-making for practitioners supporting students in HE contexts

The eschewed sinh-arcsinh <i>t</i> distribution

Rosco et al. (2011) introduced and studied the sinh-arcsinh t (SAS-t) distribution. In this article, we introduce a modified version of that distribution which we call the eschewed sinh-arcsinh t (ESAS-t) distribution. The new proposal proves to be somewhat simpler than the former and, on balance, given the pros and cons listed in the article, we now recommend the ESAS-t distribution over the SAS-t distribution as the preferable version of a sinh-arcsinh t distribution

Fostering deliberation and action in context: an analysis of implementation research among healthcare professionals in LMICs from a post-digital perspective

Strengthening health systems through workforce development is central to combating health crises and inequalities in some of the world's poorest countries (Agyeman-Manu et al., 2023) and is a key objective for implementation research (IR). Workforce development programmes often include blended and online modalities, offering the means to reach relevant communities at scale, removing barriers in accessing lifelong learning opportunities (see Frenk et al., 2022). However, approaches that privilege issues of access, reach and scale are overlooking critical problems, such as the persistent gap between ‘what one knows’ and ‘what one practises’ (Penkunas et al., 2021; Davis et al., 2003). In this paper we describe the implementation of an EdTech innovation situated within a technology-supported health workforce development programme in two distinct public health systems: Nepal and Ghana. This work focused on the challenge of Antimicrobial Resistance (AMR), a critical area of health practice related to the burden of bacterial infections. We report on an embedded multiple case study of a health workforce development programme across participating health facilities (n=12; 6 in each country). Taking a postdigital positionality (Jandrić et al., 2018) and using critical analysis guided by Helfrich et al.’s (2007) adapted Framework for Complex Innovations, we examine contextual factors that facilitated or impeded implementation. We used an iterative process to collect and analyse qualitative data generated by healthcare workers (HCWs) leading implementation activities in their organisations. By bringing in the relevance of the health field perspectives on the EdTech, the analysis illustrates the impact on implementation climate and the fit between the innovation and the values of participants. It provides evidence of how the innovation supported HCWs in organising new spaces of action to negotiate wider work and learning arrangements and facilitate the move of knowledge into their practice, hence offering a potential pathway to address the ‘know-do’ gap. The paper offers a significant contribution in understanding and conducting EdTech implementation research in professional settings in complex, resource-constrained settings

Social Work Reflections

Social Work Reflections is a compelling testament to the significance and impact of social work. Recognizing the challenges practitioners face in an increasingly complex and evolving field, this edited collection brings together diverse perspectives from educators, practitioners and managers to showcase the vital role social workers play in advancing social justice and safeguarding society’s most vulnerable members. Drawing on the expertise of academics, practitioners and individuals with the lived experience of social work services, this book aims to inspire progress and empower students, practitioners and managers at all levels of study and practice by emphasizing their value as drivers of individual and collective change

How Ed Tech could help to make us (become) healthier

We live in unprecedented times where never before in history are we able to scientifically link health outcomes to health choices we all make as individuals, families and as societies. In any high street or supermarket there are endless choices of food and drink available to buy. With unprecedented levels of ready-prepared meals and ‘ fast’ foods sometimes one wonders why one would even consider to prepare and cook one’s own dinner. A nice anecdote when we first moved to the UK in our new home in 2010 was that the decorator who finished our kitchen in our rental house said: “You have an amazing kitchen with a fantastic stove, but you will probably never going to use that with so many take-away options in your neighbourhood!” One reason to be critical towards what one eats and drinks and how one remains physically active is the increased evidence that most modern “Western” diseases linked to obesity, diabetes, and cardiovascular issues are all linked to the (un)conscious life-style choices we all make. With two thirds of UK adults being overweight or even obese, and numbers across the world rising to similar levels in the UK, one wonders how and why we ended up in this situation, and how we could reverse this trend (with Ed Tech)

Expressive arts and design

This chapter illustrates the increasing body of research that advocates for creativity to be a crucial aspect of young children’s holistic development, highlighting specifically the benefits for society and business. In response to this, it includes a variety of ideas from contributors, highlighting how all aspects of this aspect of the EYFS have been planned, taught and evaluated. The chapter finishes with a summary of the key points to provide a takeaway for readers

English Language: The Basics

This lively and engaging book traces English’s remarkable journey from a small, local language to the global resource it is today. The book follows the story of English from its earliest origins, through its growth and expansion over the last 1,500 years, to the part it plays in twenty-first century society. Along the way, the book explores the language’s complex ties to cultural identity, literature and politics. It tracks its evolving relationship with technology – from the invention of the printing press to the rise of artificial intelligence – and explains how it became the global lingua franca across almost every field of international activity. Concise, clear and informative, the book offers an ideal introduction for anyone curious about the English language: how it developed, how it is used today, and what role it will likely play in the future of global communication