Repatriated students in Cyprus and their prospects for tertiary education

Tertiary education is highly valued in Cyprus and this is witnessed in the proportion of high-school graduates (69% in the academic year 1999-2000) that continue their education in tertiary level institutions both in Cyprus and abroad. As a result of this demand for higher education, there are numerous state and private institutions that cater to the needs of high-school graduates. The purpose of this study is to examine whether this plethora of opportunities for tertiary education is equally accessible to all social groups in Cyprus and in particular to repatriated students. The sample consisted of repatriated students at the secondary level of education and their parents as well as repatriated students at the tertiary level. Factors that can account for the fact that repatriated students do not enjoy equal access to certain institutions were identified and discussed. Repatriated students seem to be at a disadvantage, mainly due to their limited competence in Greek, which is the language of instruction in quite a few reputable institutions of tertiary education in Cyprus and Greece. This partial exclusion from higher education reflects the limited support that the state provides to this group, which in turn creates a feeling of discontent among repatriated Cypriots.peer-reviewe

The impact of guided reflective practice on the teaching of English as a foreign language in higher education in Cyprus

The present thesis is an in-depth examination of the potential of facilitating reflective practice in the educational world of Teaching English as a Foreign Language in Higher Education. More specifically, the current thesis investigates the impact of Guided Reflective Practice on the practice of five university teachers of English as a Foreign Language in Cyprus. Although language research increasingly acknowledges the importance of reflection in excavating the personal, individual and emotional nature of teachers’ work, educational policies and professional teaching standards tend to overlook the humanistic and emotional dimensions of the teacher’s role. Teachers are passionate human beings and their identity, behaviour and emotions are intimately connected with their personal beliefs and values, thus their reflective selves. At the same time, emotions are also socially constructed and a teacher’s behaviour emerges as a result of interactions with others. Successful teacher interactions, however, presuppose an environment of trust, openness and willingness. In such a context, the individual can feel free to both engage in a journey of self-awareness and co-construct knowledge in a reflective dialogue with others who can facilitate the reframing of pre-existing beliefs and practices. Few empirical studies exist which illustrate the incorporation of reflective practice as a facilitative and developmental tool offered to Higher Education English as a Foreign Language in-service teachers in a co-educational and appreciative environment. The main purpose of this investigation is the increased understanding of ‘self’ and EFL practice through learning to apply reflective practice as a vehicle for mindful and caring interactions with others. The study incorporates insights from humanistic learning theory, relational cultural theory and critical constructivism. It also examines the ways in which the research process has influenced and reshaped my practice and identity as English as a Foreign Language educator and reflective facilitator. I link my research commitment to my belief in the uniqueness of the individual and the importance of learning as a result of building human relationships through reflective and dialogical interactions with others. Using an action inquiry methodology and qualitative data collection and analysis, the study endeavoured to address three research questions by investigating the teachers’ perceptions of the impact of guided reflective practice and assessing their response to the process. Data collection methods included reflective journals, reflective inquiry group meetings, dialogue observation sessions based on video-recordings, online chats, and holistic interviews. From the present study emerged the Collaborative, Appreciative, Reflective Enquiry (CARE) model for teacher development, revealing new understandings and insights for TEFL through practices in which emotions are a primary catalyst for transformational teacher learning. The proposed CARE model of guided reflective practice constitutes an alternative framework which identifies ways of facilitating and operationalising reflection in an ‘acritical’ and appreciative context, highlighting its emancipatory potential as a tool for growth and development and not as an institutional requirement. I am claiming that the significance of my research lies in the fact that it offers new conceptualisations vis-à-vis the capacity of teachers of Higher Education English as a Foreign Language to learn and maximise their potential through reflection when they feel appreciated as individuals and educators. More specifically, findings about participants’ and my own learning reveal an increased self-awareness and awareness of practice, an ability to critically reflect on context without being judgmental of others, and a willingness to reframe practice. More importantly, however, findings show a felt appreciation for the therapeutic effects of reflection and a positive approach to practice as a result of being guided and supported in the reflective practice process by understanding others. Implications include the significance of appreciative reflective practice in teacher interactions and collaboration, of teacher agency in the knowledge production in Teaching English as a Foreign Language, and the importance of positive emotionality in empowering teachers to live out their identities and values in practice. It is my hope that this small pocket of teacher reform in the study can pave the way forward to similar reform initiatives in the Teaching English as a Foreign Language domain that would entail human connectedness and caring in teacher learning through reflection

The impact of guided reflective practice on the teaching of English as a foreign language in higher education in Cyprus

The present thesis is an in-depth examination of the potential of facilitating reflective practice in the educational world of Teaching English as a Foreign Language in Higher Education. More specifically, the current thesis investigates the impact of Guided Reflective Practice on the practice of five university teachers of English as a Foreign Language in Cyprus. Although language research increasingly acknowledges the importance of reflection in excavating the personal, individual and emotional nature of teachers’ work, educational policies and professional teaching standards tend to overlook the humanistic and emotional dimensions of the teacher’s role. Teachers are passionate human beings and their identity, behaviour and emotions are intimately connected with their personal beliefs and values, thus their reflective selves. At the same time, emotions are also socially constructed and a teacher’s behaviour emerges as a result of interactions with others. Successful teacher interactions, however, presuppose an environment of trust, openness and willingness. In such a context, the individual can feel free to both engage in a journey of self-awareness and co-construct knowledge in a reflective dialogue with others who can facilitate the reframing of pre-existing beliefs and practices. Few empirical studies exist which illustrate the incorporation of reflective practice as a facilitative and developmental tool offered to Higher Education English as a Foreign Language in-service teachers in a co-educational and appreciative environment. The main purpose of this investigation is the increased understanding of ‘self’ and EFL practice through learning to apply reflective practice as a vehicle for mindful and caring interactions with others. The study incorporates insights from humanistic learning theory, relational cultural theory and critical constructivism. It also examines the ways in which the research process has influenced and reshaped my practice and identity as English as a Foreign Language educator and reflective facilitator. I link my research commitment to my belief in the uniqueness of the individual and the importance of learning as a result of building human relationships through reflective and dialogical interactions with others. Using an action inquiry methodology and qualitative data collection and analysis, the study endeavoured to address three research questions by investigating the teachers’ perceptions of the impact of guided reflective practice and assessing their response to the process. Data collection methods included reflective journals, reflective inquiry group meetings, dialogue observation sessions based on video-recordings, online chats, and holistic interviews. From the present study emerged the Collaborative, Appreciative, Reflective Enquiry (CARE) model for teacher development, revealing new understandings and insights for TEFL through practices in which emotions are a primary catalyst for transformational teacher learning. The proposed CARE model of guided reflective practice constitutes an alternative framework which identifies ways of facilitating and operationalising reflection in an ‘acritical’ and appreciative context, highlighting its emancipatory potential as a tool for growth and development and not as an institutional requirement. I am claiming that the significance of my research lies in the fact that it offers new conceptualisations vis-à-vis the capacity of teachers of Higher Education English as a Foreign Language to learn and maximise their potential through reflection when they feel appreciated as individuals and educators. More specifically, findings about participants’ and my own learning reveal an increased self-awareness and awareness of practice, an ability to critically reflect on context without being judgmental of others, and a willingness to reframe practice. More importantly, however, findings show a felt appreciation for the therapeutic effects of reflection and a positive approach to practice as a result of being guided and supported in the reflective practice process by understanding others. Implications include the significance of appreciative reflective practice in teacher interactions and collaboration, of teacher agency in the knowledge production in Teaching English as a Foreign Language, and the importance of positive emotionality in empowering teachers to live out their identities and values in practice. It is my hope that this small pocket of teacher reform in the study can pave the way forward to similar reform initiatives in the Teaching English as a Foreign Language domain that would entail human connectedness and caring in teacher learning through reflection

A Multi-Factorial Observational Study on Sequential Fecal Microbiota Transplant in Patients with Medically Refractory Clostridioides difficile Infection

Fecal microbiota transplantation (FMT) is highly effective in recurrent Clostridioides difficile infection (CDI); increasing evidence supports FMT in severe or fulminant Clostridioides difficile infection (SFCDI). However, the multifactorial mechanisms that underpin the efficacy of FMT are not fully understood. Systems biology approaches using high-throughput technologies may help with mechanistic dissection of host-microbial interactions. Here, we have undertaken a deep phenomics study on four adults receiving sequential FMT for SFCDI, in which we performed a longitudinal, integrative analysis of multiple host factors and intestinal microbiome changes. Stool samples were profiled for changes in gut microbiota and metabolites and blood samples for alterations in targeted epigenomic, metabonomic, glycomic, immune proteomic, immunophenotyping, immune functional assays, and T-cell receptor (TCR) repertoires, respectively. We characterised temporal trajectories in gut microbial and host immunometabolic data sets in three responders and one non-responder to sequential FMT. A total of 562 features were used for analysis, of which 78 features were identified, which differed between the responders and the non-responder. The observed dynamic phenotypic changes may potentially suggest immunosenescent signals in the non-responder and may help to underpin the mechanisms accompanying successful FMT, although our study is limited by a small sample size and significant heterogeneity in patient baseline characteristics. Our multi-omics integrative longitudinal analytical approach extends the knowledge regarding mechanisms of efficacy of FMT and highlights preliminary novel signatures, which should be validated in larger studies

Language-related problems repatriated students face in secondary education in Cyprus: the parents' views

In the framework of a larger study, the nature and the magnitude of the problems repatriated students face in private English-medium secondary education in Cy­prus were examined. The students' and teachers' perceptions of the problems were investigated. This study focuses on how parents of repatriated families per­ceive and assess the situation. It is divided into the following sections: the role of parental involvement in their children's education, ways of dealing with the situation and the parents' suggestions with regard to the problem. Finally, the recommendations of the authors are provided

“Why should the fish feel safe? I don’t feel safe!”: An Audit of Pet Ownership within an NHS Service for Adults with Severe Mental Illness, with Lessons for Service Improvement

Background—Several studies have identified that pets can promote mental health, wellness, and recovery. However, little is known about the impact of pet ownership upon those with a severe mental illness (SMI), or whether mental health services are offering sufficient support that is specific to the needs of pet-owning service users. Aims—To identify the proportion of pet owners among an urban, U.K.-based community psychosis service; and to elicit service users’ views on pet ownership, to better understand and support this population’s particular needs. Method—The proportion of pet owners among this sample (n = 212) was compared with U.K. population data using a z-test. Semistructured interviews were conducted with a volunteer subsample of service users (N = 11), and interpretive phenomenological analysis (IPA) was used to explore their idiographic experiences of pet ownership. Results—The proportion of people with SMI who own pets was significantly lower than the national average. IPA revealed that pet ownership in the context of SMI had both positive and negative influences upon mental health, notions of self and well-being, and social capital. Conclusions—Pet ownership in the context of SMI is complex, and the associated benefits and challenges are best understood at a case-by-case level. Service providers should note that pet ownership can form an important part of service users’ identities and should be actively considered when managing their care. For instance, pets can offer an engaging topic of conversation through which to develop positive, person-centered relationships with service users and can offer an accessible route into more difficult conversations surrounding care and crisis planning