Language-related white matter tracts and their relationship to language function in typically developing children

The dorsal and ventral white matter tracts believed to connect the anterior and posterior language cortices have been investigated in previous studies, but not extensively in children and adolescents. Magnetic resonance diffusion tensor imaging (DTI) tractography was used in order to examine the asymmetry of dorsal and ventral language white matter tracts of 34 typically developing children ages 8 to 18, and the relationship of these asymmetries with language development and ability. In our sample of participants, the dorsal and ventral tracts both demonstrated lateralization to the left hemisphere in fractional anisotropy (FA), mean diffusivity (MD), and radial diffusivity (RD), but not for tract volume or axial diffusivity (AD). We found no correlations between tract asymmetries and age or language level

The Hmong Experience In School

Classrooms today are an incredibly diverse portrait of the emerging ethnicities that occupy the United States. Teachers are challenged with adapting these newly emerging communities of students. Understanding new cultures that occupy classrooms give teachers the opportunity to see students through a lens that allows them to access how to better serve their students. The research question in this study was, what is the Hmong experience in school? The motivating factor in this capstone was that while there is vast research for many minority populations and schools in the United States, there is little research for the Hmong population. This study looked specifically at experiences of Hmong families of a third grade classroom. The author surveyed the families of a third grade classroom from a K-8 Hmong-focused charter school and found that the while the individual perspective of every family varied greatly, there was a distinct connection with the importance of the Hmong culture in their child’s education

A Portraiture of Two Tribal College Leaders

This study explored the lives and self-perceived impacts of two Tribal college presidents in a northwest state of the United States. This qualitative inquiry employed portraiture in which the researcher created a diverse range of stories curated through interviews, observations of participants, and artifacts to formulate a story of each participant’s life. This study shared the unique stories of each Tribal college leader. Their stories were captured through questions about their perspectives and how they felt that they had contributed to their respective colleges. In addition to how they had contributed culturally, follow-up questions addressed how they had attributed to pedagogy and curriculum in cultural ways. This study shed light on the impacts that Tribal colleges have had on the communities that they served as well as the unique opportunities that they provided for American Indian students

“We have to change our mindsets”: A qualitative study of barriers and facilitators in research collaboration across Integrated Care System organisations

Background The introduction of Integrated Care Systems (ICS) in England aimed to increase joint planning and delivery of health and social care, and other services, to better meet the needs of local communities. There is an associated duty to undertake collaborative research across ICS partners to inform this new integrated approach, which might be challenging given that organisations span health, local authority, voluntary and community sector, and research. This study aimed to explore the appetite for collaborative Research and Innovation (R&I) across ICSs, potential barriers and solutions. Methods This qualitative study involved semi-structured interviews with 24 stakeholders who held senior positions within organisations across two ICS areas (Staffordshire and Stoke-on-Trent; Shropshire, Telford and Wrekin). Interview transcripts were analysed using inductive and deductive analysis, first mapping to the Theoretical Domains Framework (TDF), then considering key influences on organisational behaviour in terms of Capability, Opportunity and Motivation from the COM-B Behaviour Change Wheel. Results There were fundamental limitations on organisational opportunities for collaborative R&I: a historical culture of competition (rather than collaboration), a lack of research culture and prioritisation, compounded by a challenging adverse economic environment. However, organisations were motivated to undertake collaborative R&I. They recognised the potential benefits (e.g., skill-sharing, staff development, attracting large studies and funding), the need for collaborative research that mirrors integrated care, and subsequent benefits for care recipients. Related barriers included negative experiences of collaboration, fear of failing and low confidence. Capability varied across organisations in terms of research skills and confidence, which reflected the range of partners (from local authorities to NHS Trusts, primary care, and academic institutions). Conclusion These findings indicate a need to shift from a culture of competition to collaboration, and to help organisations across ICS to prioritise research, and share resources and skills to mitigate the limiting effects of a constrained economic environment. This could be further explored using a systems change approach, to develop the collaborative research efforts alongside the overarching move towards integrated care

Publication Records of Faculty Promoted to Professor: Evidence from the UK Accounting and Finance Academic Community

This study investigates the publication profiles of 140 accounting and finance faculty promoted to the senior rank of professor at UK and Irish universities during the period 1992 to 2007. On average, approximately 9 papers in Association of Business Schools (ABS) (2008)-listed journals, with 5 at the highest 3*/4* quality levels in a portfolio of 20 outputs are required for promotion to professor. Multivariate analysis provides evidence that publication requirements in terms of ABS ranked journal papers have increased over time, an effect attributed to the government research assessment exercise. There is no evidence that requirements differ for: internal versus external promotion, male versus female candidates; accounting versus finance professors, research intensity of institution peer group; or government research ranking of unit. There is also no evidence of a substitution effect in relation to increased recent publication history, quantity of non-ABS outputs or sole-authorship, all of which show a significant complementary effect. It is noted that there is very limited overlap in the UK and US publication journal sets, suggesting underlying geographically-based paradigm differences. The benchmarks provided in this study are informative in a range of decision settings: recruitment; those considering making an application for promotion to a chair and those involved in promotion panels; cross-disciplinary comparisons; and resource allocation. The evidence presented also contributes to the emerging policy debates concerning the aging demographic profile of accounting faculty, the management of academic labour and the Research Excellence Framework

Cooperative learning - a literature guide

Many accounting academics have expressed interest in the possibility of including cooperative learning in their courses. The purpose of this guide is to introduce interested readers to cooperative learning literature. This guide is intended to provide an introduction for accounting educators interested in applying and/or researching cooperative learning techniques. We start this guide by providing a definition of cooperative learning. We then review the underlying theories supporting the use of cooperative learning. An annotated bibliography of some of the major articles dealing with cooperative learning are presented in the final section

Quantitative Imaging of Body Composition

Body composition refers to the amount and distribution of lean tissue, adipose tissue, and bone in the human body. Lean tissue primarily consists of skeletal muscle; adipose tissue comprises mostly abdominal visceral adipose tissue and abdominal and nonabdominal subcutaneous adipose tissue. Hepatocellular and myocellular lipids are also fat pools with important metabolic implications. Importantly, body composition reflects generalized processes such as increased adiposity in obesity and age-related loss of muscle mass known as sarcopenia. In recent years, body composition has been extensively studied quantitatively to predict overall health. Multiple imaging methods have allowed precise estimates of tissue types and provided insights showing the relationship of body composition to varied pathologic conditions. In this review article, we discuss different imaging methods used to quantify body composition and describe important anatomical locations where target tissues can be measured

Student carer experiences of higher education and support: a scoping review

Student carers are students who provide unpaid support to an individual who could not manage without their care. A scoping review was undertaken to determine the themes and concepts which underpin student carers’ experiences within higher education, examine student carers’ experiences of support and identify any gaps in the literature. A comprehensive literature search was conducted between February and May 2020. The search yielded 2,484 items, of which 14 articles were included in the review. Data from each article were extracted, charted and analysed using thematic analysis. The articles revealed that caring responsibilities could have a negative impact on student carers’ physical and mental health, university performance and financial status. Both formal and informal sources of support were referenced. Further, it was noted that universities had rigid rules and policies which did not suit the flexible needs of student carers. A paucity of research examined the impact studying had on student’s ability to provide care. Finally, issues relating to research design were observed, and a lack of demographic information or detail on the caring duties performed was found. A more robust evidence base is required to facilitate the development of interventions to support student carers in educationN/

Student Carer Experiences of Higher Education and Support: A Scoping Review

Student carers are students who provide unpaid support to an individual who could not manage without their care. A scoping review was undertaken to determine the themes and concepts which underpin student carers’ experiences within higher education, examine student carers’ experiences of support, and identify any gaps in the literature. A comprehensive literature search was conducted between February and May 2020. The search yielded 2,484 items, of which 14 articles were included in the review. Data from each article were extracted, charted, and analysed using a thematic analysis. The articles revealed that caring responsibilities can have a negative impact on student carers physical and mental health, university performance, and financial status. Both formal and informal sources of support were referenced. Further, it was noted that universities had rigid rules and policies which did not suit the flexible needs of student carers. A paucity of research examined the impact studying had on student’s ability to provide care. Finally, issues relating to research design were observed, and a lack of demographic information, or detail on the caring duties performed was found. A more robust evidence base is required to facilitate the development of interventions to support student carers in education