Once you get into the box you can\u27t get out : Schools managing at risk students and their post-school options

This paper explores student and teacher understandings of what it means to be \u27at risk\u27 in a Northern metropolitan Melbourne school located in the area of high cultural diversity and unemployment. The research team undertook a range of interviews with 20 Year 10 students and their teachers as part of a research project investigating teacher and student attitudes to the role of the school in how at risk young people understand their futures. Drawing on Bourdieu\u27s notion of habitus for a conceptual framework, we describe three \u27anecdotal cases&rsquo; that exemplify the \u27static\u27 nature of the relations between the school, the teachers, the students and the community. The cases highlight the following paradoxes: (i) a teacher discourse of care that fails to address student motivation and attempts to change; (ii) a lack of agency for both teachers and students when dealing with at risk categories and attempts to best manage post school options; and (iii) the apparent alienation from the school of parents in an otherwise cohesive local community. These tensions were manifestations of staff composition and dynamics, cultural attitudes, and a limited sense of location that worked against resilience, mobility and capacity building for the students.</div

Pathway planning and \u27becoming somebody\u27 : Exploring the tensions between wellbeing and credentialism with students at (educational) risk

This paper maps the policy shifts around the education and training of youth that frame how schools respond to issues of youth\u27 at risk\u27. These shifts have occurred with the move from the self managing schools marked by market discourses of competition, autonomy and image management that supplanted earlier discourses of welfare and community, through to recent policies in Victoria arising from the Kirby Review of Post compulsory Education and Public Education, the Next Generation undertaken by the Labor government. These reports, and the policies emerging out of them, are producing new discourses about youth and schooling focusing on wellbeing, learning networks and more systemic support for schools at the same time as there is increased accountability and expectations of schools. Drawing on the school exclusion literature from the U.K, and using Bourdieu\u27s notion of habitus, we examine the findings from a recent study undertaken on the Geelong Pathways Planning project, funded through a Victorian government strategy, to discuss how schools respond to such initiatives. The project explored the ways in which students in the Geelong region understood and worked with the job planning pathways program, and how service providers (schools, community education facilities, job networks etc) coordinated to meet the needs of individual youth. There was a disjuncture in the participating schools between the discourses of care and welfare for students at risk, and the actual practices and policies that ignored or excluded such students. This paper concludes with a discussion of what might be required systemically, in schools and in their relations to other education providers, to build the capacity to respond more effectively to all students.</div

The Distinctive Affordances of Close to Practice Research: An Argument for its Deployment within Postgraduate Initial Teacher Education

The purpose of this chapter is to explore whether undertaking a scaffolded form of classroom-based research could support postgraduate university–school initial teacher education partnership programmes. Our design for supporting student teachers to execute a Close-to-Practice (CtP) based empirical study is described including methodological and philosophical underpinnings. Close-to-practice (CtP) research is defined as research that ‘focusses on defined by practitioners as relevant to their practice, and involves collaboration between people whose main expertise is research, practice, or both.’ (BERA, 2018). In the case of this study, issues were decided in collaboration between student teachers and schools. In terms of evaluation of the efficacy of such an approach, a qualitative methodology was undertaken, comprising of a critical discourse analysis of student teacher written research reports. Discourse analysis revealed that several sociocognitive processes took place during, and as a result of, student teachers engaging in CtP research, including explorations of identity, polarisation to collective groups, articulation and examination of beliefs and values and negotiation of existing power relationships and structures. In addition, the data showed that many aspects of undertaking a small-scale research study supported student teacher pedagogical knowledge acquisition and professional development. Student teacher testimony also revealed they valued this mode of learning and developed positive attitudes to educational research in the widest sense. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers, in England and potentially further afield

Using experience-based design to understand the patient and caregiver experience with delirium

Hospital-acquired delirium negatively affects clinical outcomes and the care experience for patients and family caregivers. Following the qualitative methods of experience-based design, we completed observations of hospital units and interviews of patients, caregivers (including family members and other companions), and hospital nurses and other staff regarding their experiences with delirium. In addition, we administered an experience-based design questionnaire to another 130 subjects from the same groups. Key findings included: there is a need for preparation of the patients and family caregivers for the possibility of delirium (particularly before surgery), and patients and caregivers lack understanding of delirium and its potential prolonged aftereffects. We identified that caregivers may both contribute and detract from delirium care as they: (1) often identify delirium early; (2) are invaluable for supporting patients during re-orientation after delirium episodes; (3) frequently lack the preparation and skills for adequate delirium detection and response; (4) may not be present at critical times; (5) can be challenging for the delirium management team, and (6) are frequently discussed as the person who best understands the patients’ baseline cognitive state and behavior. Experience-based design is an innovative framework to increase our qualitative understanding of the patient and caregiver experience during and following episodes of hospital acquired delirium

Cell-penetrating peptides, targeting the regulation of store-operated channels, slow decay of the progesterone-induced [Ca 2+ ] i signal in human sperm

© 2015 The Authors. Published by Oxford University Press. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1093/molehr/gav019Previous work has provided evidence for involvement of store-operated channels (SOCs) in [Ca(2+)]i signalling of human sperm, including a contribution to the transient [Ca(2+)]i elevation that occurs upon activation of CatSper, a sperm-specific cation channel localized to the flagellum, by progesterone. To further investigate the potential involvement of SOCs in the generation of [Ca(2+)]i signals in human sperm, we have used cell-penetrating peptides containing the important basic sequence KIKKK, part of the STIM-Orai activating region/CRAC activating domain (SOAR/CAD) of the regulatory protein stromal interaction molecule 1. SOAR/CAD plays a key role in controlling the opening of SOCs, which occurs upon mobilization of stored Ca(2+). Resting [Ca(2+)]i temporarily decreased upon application of KIKKK peptide (3-4 min), but scrambled KIKKK peptide had a similar effect, indicating that this action was not sequence-specific. However, in cells pretreated with KIKKK, the transient [Ca(2+)]i elevation induced by stimulation with progesterone decayed significantly more slowly than in parallel controls and in cells pretreated with scrambled KIKKK peptide. Examination of single-cell responses showed that this effect was due, at least in part, to an increase in the proportion of cells in which the initial transient was maintained for an extended period, lasting up to 10 min in a subpopulation of cells. We hypothesize that SOCs contribute to the progesterone-induced [Ca(2+)]i transient, and that interference with the regulatory mechanisms of SOC delays their closure, causing a prolongation of the [Ca(2+)]i transient.L.L. was supported by theWellcome Trust (Grant #086470). J.M. was supported by a University of Birmingham Teaching Assistantship. Funding to pay the Open Access publication charges for this article was provided by . .

Somatostatin Regulates Central Clock Function and Circadian Responses to Light

Daily and annual changes in light are processed by central clock circuits that control the timing of behavior and physiology. The suprachiasmatic nucleus (SCN) in the anterior hypothalamus processes daily photic inputs and encodes changes in day length (i.e., photoperiod), but the SCN circuits that regulate circadian and photoperiodic responses to light remain unclear. Somatostatin (SST) expression in the hypothalamus is modulated by photoperiod, but the role of SST in SCN responses to light has not been examined. Our results indicate that SST signaling regulates daily rhythms in behavior and SCN function in a manner influenced by sex. First, we use cell-fate mapping to provide evidence that SST in the SCN is regulated by light via de novo Sst activation. Next, we demonstrate that Sst  -/- mice display enhanced circadian responses to light, with increased behavioral plasticity to photoperiod, jetlag, and constant light conditions. Notably, lack of Sst  -/- eliminated sex differences in photic responses due to increased plasticity in males, suggesting that SST interacts with clock circuits that process light differently in each sex. Sst  -/- mice also displayed an increase in the number of retinorecipient neurons in the SCN core, which express a type of SST receptor capable of resetting the molecular clock. Last, we show that lack of SST signaling modulates central clock function by influencing SCN photoperiodic encoding, network after-effects, and intercellular synchrony in a sex-specific manner. Collectively, these results provide insight into peptide signaling mechanisms that regulate central clock function and its response to light