1,729 research outputs found
A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution
Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners
30th European Congress on Obesity (ECO 2023)
This is the abstract book of 30th European Congress on Obesity (ECO 2023
‘Inner qualities versus inequalities’: A case study of student change learning about Aboriginal health using sequential, explanatory mixed methods
Racism and lack of self-determination in health care perpetuate injury and injustice to Aboriginal people. To instil cultural safety at individual, organisational, community and systems levels, a key site of action has been health professional education that seeks to elicit reflexivity, cultural humility and a working understanding of Aboriginal health concepts.
Studies in Aboriginal community settings show Family Well Being (FWB) empowerment education is effective in supporting personal and collective reflexivity and transformation through empowering life skills development. Implementation of FWB within educational settings shows early signs of effectiveness among students. Yet knowledge of the steps and processes of student change is lacking.
This mixed methods explanatory case study sought to measure and understand change in postgraduate students of a leading Australian university learning about Aboriginal health and wellbeing through blended delivery, including through face-to-face immersion in FWB in an urban classroom. Three interrelated studies investigated fidelity and acceptability of the program, measured and analysed growth and empowerment in students, and explained processes of change observed, through thematic analysis of asynchronous online discussions using lenses based on transformative learning and empowerment. Researcher reflexivity was promoted by Aboriginal supervision.
Over six years, 194 students enrolled in two different Aboriginal public health courses, 85 of them in the FWB course. As well as achieving program fidelity and acceptability, pre/post-course change in students across a range of emotional empowerment, personal growth and life-long learning processes was measured in the FWB group. Thematic analysis revealed students’ fluid and recursive processes of transformative learning in their professional selves and capacities to act in domains important to Aboriginal health.
This case study contributes new knowledge critical to strengthening health professional capabilities for ever more complex, uncertain and emotionally demanding sites of practice, and to work in empowering ways—with, not for, Aboriginal people and communities
"Le present est plein de l’avenir, et chargé du passé" : Vorträge des XI. Internationalen Leibniz-Kongresses, 31. Juli – 4. August 2023, Leibniz Universität Hannover, Deutschland. Band 3
[No abstract available]Deutschen Forschungsgemeinschaft (DFG)/Projektnr. 517991912VGH VersicherungNiedersächsisches Ministerium für Wissenschaft und Kultur (MWK
Behavior quantification as the missing link between fields: Tools for digital psychiatry and their role in the future of neurobiology
The great behavioral heterogeneity observed between individuals with the same
psychiatric disorder and even within one individual over time complicates both
clinical practice and biomedical research. However, modern technologies are an
exciting opportunity to improve behavioral characterization. Existing
psychiatry methods that are qualitative or unscalable, such as patient surveys
or clinical interviews, can now be collected at a greater capacity and analyzed
to produce new quantitative measures. Furthermore, recent capabilities for
continuous collection of passive sensor streams, such as phone GPS or
smartwatch accelerometer, open avenues of novel questioning that were
previously entirely unrealistic. Their temporally dense nature enables a
cohesive study of real-time neural and behavioral signals.
To develop comprehensive neurobiological models of psychiatric disease, it
will be critical to first develop strong methods for behavioral quantification.
There is huge potential in what can theoretically be captured by current
technologies, but this in itself presents a large computational challenge --
one that will necessitate new data processing tools, new machine learning
techniques, and ultimately a shift in how interdisciplinary work is conducted.
In my thesis, I detail research projects that take different perspectives on
digital psychiatry, subsequently tying ideas together with a concluding
discussion on the future of the field. I also provide software infrastructure
where relevant, with extensive documentation.
Major contributions include scientific arguments and proof of concept results
for daily free-form audio journals as an underappreciated psychiatry research
datatype, as well as novel stability theorems and pilot empirical success for a
proposed multi-area recurrent neural network architecture.Comment: PhD thesis cop
Ukraine's Many Faces Land, People, and Culture Revisited
Russia's large-scale invasion on the 24th of February 2022 once again made Ukraine the focus of world media. Behind those headlines remain the complex developments in Ukraine's history, national identity, culture and society. Addressing readers from diverse backgrounds, this volume approaches the history of Ukraine and its people through primary sources, from the early modern period to the present. Each document is followed by an essay written by an expert on the period, and a conversational piece touching on the ongoing Russian aggression against Ukraine. In this ground-breaking collection, Ukraine's history is sensitively accounted for by scholars inviting the readers to revisit the country's history and culture
The Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa : a commentary
Since its adoption on 11 July 2003, the Protocol to the African Charter on
Human and Peoples’ Rights on the Rights of Women in Africa (the Maputo
Protocol) has become a landmark on the African human rights landscape. It
has steadily gained prominence as a trail-blazing instrument, responsive to
the diverse realities of women on the African continent. This comprehensive
Commentary on the Maputo Protocol, the first of its kind, provides
systematic analysis of each article of the Protocol, delving into the drafting
history, and elaborating on relevant key concepts and normative standards.
This Commentary aims to be a ‘one-stop-shop’ for anyone interested in the
Maputo Protocol, such as researchers, teachers, students, practitioners,
policymakers and activists.https://www.pulp.up.ac.za/pulp-commentaries/the-protocol-to-the-african-charter-on-human-and-peoples-rights-on-the-rights-of-women-in-africa-a-commentaryhj2023Centre for Human Right
Connecting to make a difference : social learning and radical collective change in prefigurative online communities
In view of the current global social and ecological predicament, what might constitute relevant forms of radical collective change? What role can processes of social learning play in facilitating such change? And to what extent are online networks able to support the unfolding of such processes? This thesis addresses these questions. I first present the results of two participatory action research projects, taking place in two different prefigurative online communities attempting to bring about very different forms of collective change. The first focuses on building a transnational, decentralised grassroots economic system as an alternative to global capitalism, but struggles to shake free from the toxic influence of global financial markets, and from unhelpful ways of relating and organising. The second aims to foster self-organisation and new forms of relationality between humans and with the rest of the living world, but struggles to address the heritage of historical violence and injustice, or to bring about visible political change. With the help of the Wenger-Trayner social learning theory and evaluation framework, I consider what processes of social learning have been taking place (or not) in these networks, and their outcomes; and what other social change efforts may learn from these experiments and their limitations. Finally, I present a reflexive account of my own process of learning and unlearning through my involvement with these projects and others, with regards to the question of what may constitute radical collective change. This critical assessment of my own thinking and aspirations leads me to argue in favour of decolonial approaches to social change as potentially relevant responses to the global predicament. This thesis contributes to the understanding of social learning processes within prefigurative online communities, and to the practice of social change efforts in such contexts
Victims and survivors of symbolic violence: an examination of the lived experiences of 'near-miss' pupils within an academically selective education system
Eleven of the 151 Local Education Authorities which contain secondary schools in England are
classified by the DfE as being ‘highly selective’. Pupils who live in such areas take a test (‘the
11+’) in their final year of primary school which determines whether they gain access to an
academically selective school (‘a grammar school’). This thesis focuses on the lived
experiences of three pupils who took but did not pass the 11+, but whose Key Stage 2
attainment (as measured by statutory testing administered to all pupils across England in the
final year of primary school) categorised them as ‘higher attainers’ (‘near-miss pupils’).
This thesis draws upon Bourdieu’s thinking tools to explore the relationship between the
subjective lived experience of an individual pupil and the objective, but often unseen
structures of the education system they were part of. I draw upon the Mosaic approach as a
means of centralising the participant within this research and use a multi-method approach
to create an overall ‘picture’ of their lived experiences. Using an analytical framework centred
around a narrative approach, I construct and analyse thematic narratives based on the stories
which emerged from the participants’ data and then use these to re-present the lived
experiences of the participants.
The synthesis of the re-presentations leads to the findings of this research. These
demonstrate that in addition to falling victim to symbolic violence, the participants’ survival
was also evident, resulting from their knowledge of the ‘game’ and its rules. This therefore
presents a more nuanced perspective on academically selective education than the
dominant/dominated binary within Bourdieu’s conceptualisation of symbolic violence. In
addition, this thesis highlights that qualitative engagement with pupils’ perspectives on
academically selective education has, to date, been largely underused within both education
policy and academic literature. This thesis argues that centralising such perspectives serves
to raise important considerations for the relationship between education and social justice
by demonstrating what can be learned from engaging with the nuances within the lived
experiences of pupils
Basketball, culture and society in a devolved context: a qualitative analysis
This thesis investigates the potential of basketball as a tool for development in Scotland. It provides an original conceptual synthesis of knowledge that offers a critical narrative concerning the evolving relationship between basketball, development, and society alongside the limits and possibilities of basketball in Scotland. The study adopts the interpretivist paradigm alongside qualitative methodology. It consists of an exploratory mixed-methods approach which utilises audio-visuals, documents and reports alongside semi-structured interviews and embeds a case study design. The research comprises four empirical chapters: The Development and History of Basketball in Scotland; Grassroots Basketball in Scotland: basketballscotland; Community Basketball in Scotland: Blaze Basketball Club; and Professional Basketball in Scotland: Caledonia Gladiators Basketball Club. Findings indicate that basketball helps develop people, communities and nations through capability building processes. To generate optimal developmental outcomes through basketball, a collaborative, democratic, intentional, person-first, community-driven, needs-motivated, ground-level led system bound by connections alongside relationships, underpinned by passionate people is required. The earlier people are introduced to basketball and the longer they remain in basketball environments, the greater the potential for developmental outcomes. To maximise results, basketball in Scotland must address its main limitations: funding; lagging opportunities; participatory barriers; Scottish basketball’s disjointed community, nature, positionality, and system; alongside Scotland’s sporting culture
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