Integrating reading and writing: supporting students' writing from source

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson

Global Changes in Staphylococcus aureus Gene Expression in Human Blood

Staphylococcus aureus is a leading cause of bloodstream infections worldwide. In the United States, many of these infections are caused by a strain known as USA300. Although progress has been made, our understanding of the S. aureus molecules that promote survival in human blood and ultimately facilitate metastases is incomplete. To that end, we analyzed the USA300 transcriptome during culture in human blood, human serum, and trypticase soy broth (TSB), a standard laboratory culture media. Notably, genes encoding several cytolytic toxins were up-regulated in human blood over time, and hlgA, hlgB, and hlgC (encoding gamma-hemolysin subunits HlgA, HlgB, and HlgC) were among the most highly up-regulated genes at all time points. Compared to culture supernatants from a wild-type USA300 strain (LAC), those derived from an isogenic hlgABC-deletion strain (LACΔhlgABC) had significantly reduced capacity to form pores in human neutrophils and ultimately cause neutrophil lysis. Moreover, LACΔhlgABC had modestly reduced ability to cause mortality in a mouse bacteremia model. On the other hand, wild-type and LACΔhlgABC strains caused virtually identical abscesses in a mouse skin infection model, and bacterial survival and neutrophil lysis after phagocytosis in vitro was similar between these strains. Comparison of the cytolytic capacity of culture supernatants from wild-type and isogenic deletion strains lacking hlgABC, lukS/F-PV (encoding PVL), and/or lukDE revealed functional redundancy among two-component leukotoxins in vitro. These findings, along with a requirement of specific growth conditions for leukotoxin expression, may explain the apparent limited contribution of any single two-component leukotoxin to USA300 immune evasion and virulence

‘It was fun’: Exploring the pedagogical value of collaborative educational games

This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to participate in a simple low-tech serious game which required them to solve a puzzle. The puzzle simulated ‘good’ teamwork practices. Subsequently, participants were asked to complete an open-ended qualitative questionnaire about their experiences. The game was found to enhance learners’ understanding of the attributes of effective team working. It was concluded that team-based collaborative games have value in experientially ‘teaching’ team working skills. Moreover, simple low-tech games were found to have good capacity for generating high-quality collaborative learning experiences. In this context it is argued that simple low-tech games should not be forgotten in the rush to develop computer-supported collaborative learning environments. Not least because they generate opportunities for face-to-face interaction

Integrating reading and writing: supporting students\u27 writing from source

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson

Research approaches related to phenomenology: negotiating a complex landscape

Aim To provide a comprehensive overviev\/ of the many research approaches related fo phenomenology and their philosophical underpinnings. Background Phenomenological research approaches are varied and often difficult to apply appropriately. Some researchers persist in labelling their studies as examples of Heideggerian or Husserlian phenomenology without fully understanding the implications of the underpinning philosophical assumptions. Data sources Methodological sources related to phenomenology as a philosophy and phenomenology as a research approach are used to illustrate the range of phenomenological methods and their philosophical underpinnings. Discussion The origins of phenomenology are the v^/ritings of Husserl and the advancement of his thoughts by Merleau-Ponty, Heidegger, Gadamer and Ricoeur. The importance of fully understanding a methodology and its philosophical underpinnings before using it, or claiming to use it, is emphasised. In addition, the variety of phenomenological research approaches that have evolved over the past 50 years are explored and placed in the context of their philosophical underpinnings. Conclusion There is no single way to conduct a phenomenological study. There are many approaches from which researchers can choose. This has resulted in a range of labels and often in different descriptions for the same approach. Implications for research/practice It is essential that researchers planning to use phenomenology are familiar with the many approaches available. This knowledge will help researchers choose the approaches that best suit the aims of their studies.peer-reviewe

Older women\u27s experience of aging and health: an interpretive phenomenological study

This interpretive phenomenological study explored older Irish women’s experiences of aging and health related issues. Method: Data were collected using in-depth interviews with 23 older women (coresearchers). Data analysis followed the “Vancouver school of doing phenomenology” framework and included a meta-synthesis of individual case constructions. Results: “Retaining autonomy within a process of adaptation and continued engagement” describes the essential meaning of coresearchers’ experiences. Four themes were identified: “Being in control: Balancing needs and supports,” “Navigating a changing world,” “Being connected and involved,” “Trying to stay well.” Discussion: Gender shapes older women’s experience of aging, health, and ill health. Three major factors moderate their experience: autonomy and control, proactivity and adaptability, and staying engaged with life. The study concludes that aging, gender, and health are intrinsically linked and collectively shape older women’s experience. This is an important consideration when planning gender-appropriate health care services for older women.PUBLISHEDpeer-reviewe

Research approaches related to phenomenology: negotiating a complex landscape

Aim To provide a comprehensive overviev/ of the many research approaches related fo phenomenology and their philosophical underpinnings. Background Phenomenological research approaches are varied and often difficult to apply appropriately. Some researchers persist in labelling their studies as examples of Heideggerian or Husserlian phenomenology without fully understanding the implications of the underpinning philosophical assumptions. Data sources Methodological sources related to phenomenology as a philosophy and phenomenology as a research approach are used to illustrate the range of phenomenological methods and their philosophical underpinnings. Discussion The origins of phenomenology are the v^/ritings of Husserl and the advancement of his thoughts by Merleau-Ponty, Heidegger, Gadamer and Ricoeur. The importance of fully understanding a methodology and its philosophical underpinnings before using it, or claiming to use it, is emphasised. In addition, the variety of phenomenological research approaches that have evolved over the past 50 years are explored and placed in the context of their philosophical underpinnings. Conclusion There is no single way to conduct a phenomenological study. There are many approaches from which researchers can choose. This has resulted in a range of labels and often in different descriptions for the same approach. Implications for research/practice It is essential that researchers planning to use phenomenology are familiar with the many approaches available. This knowledge will help researchers choose the approaches that best suit the aims of their studies