From storytelling to sermons : The oral narrative tradition of Wales

As someone whose main interest is storytelling in medieval Wales, orality, aurality, and performance are key issues in any analysis of the Middle Welsh prose corpus, especially in matters relating to style and structure. The tales reflect their sources in cyfarwyddyd (traditional lore), and as such give us an insight into the oral performances of the medieval Welsh cyfarwydd (storyteller). Ideas regarding the conventions of an oral performance can be explored by analyzing the narratives of twentieth-century storytellers collected by the Museum of Welsh Life, an area that needs further detailed study

Why I chose to become a teacher and why I might choose not to become one: a survey of student teachers’ perceptions of teaching as a career

A detailed questionnaire about why they chose teaching as a career and the challenges that they face on their ITT course was completed by 189 third year student teachers on a third year BA in Primary Education with QTS programme at a university in Wales. The findings showed that several factors contributed to their choosing a career as primary school teachers, including reasons related to perceived teaching ability, altruistic reasons, intrinsic reasons, and extrinsic reasons. The data also revealed that the main stressors faced by the respondents were linked to four factors, namely: high levels of accountability; the pressure of monitoring; the continual demand for change; and the perceived lack of respect given to the profession. Differences were found between the male and the female respondents in the ways they perceived their role within the profession. The findings have important implications for all those who are concerned with the attracting and retaining the most competent teachers to/in our primary schools

Storytelling in Medieval Wales

Very little is known of the storyteller and his functions in medieval Welsh society. Welsh sources imply that tales were recited in prose by professional storytellers--the cyfarwyddiaid (singular cyfarwydd). In medieval Ireland, there is evidence to suggest that the composition of both prose and poetry was linked to the fili, the poet, although storytelling was not one of his main functions. In Wales, however, there is no direct evidence regarding the relationship between the bardd (poet) and cyfarwydd (storyteller).--The Storyteller

Childhood poverty in Wales and its implications for schools: a survey of trainee teachers’ perceptions

With a third of all pupils in Wales in poverty it is essential that trainee teachers in the principality understand the nature of poverty and develop a practical understanding of how best to deal with its negative effects. In order to explore trainee teachers’ perceptions of these issues a detailed questionnaire was completed by 94 of the 96 third year trainee teachers on a BA in Primary Education with QTS programme at a university in Wales. The data revealed a mature understanding of the main issues. Childhood poverty was seen by the respondents as a state of material, educational and emotional deprivation which prevents children and young people from developing their potential as individuals and from developing into fully active members of society. The respondents felt that schools had a central role to play in tackling the negative effects of poverty and that there were a range of positive measures that all schools needed to take in order to achieve this. The data also revealed that there were some practical areas related to combating childhood poverty which the respondents were yet to gain full confidence in tackling. The survey has significant implications for all those concerned with childhood poverty and initial teacher education in Wales and beyond

Impact of COVID-19 lockdown: Domestic and child abuse in Bridgend.

INTRODUCTION: Financial stress, social stress and lack of support at home can precipitate domestic and child abuse (World Health Organization, 2020). These factors have been exacerbated by the COVID-19 pandemic (NSPCC, 2020b) (NSPCC, 2020a). We hypothesise an increase in Bridgend's domestic and child abuse during lockdown. METHOD: Data was collected retrospectively from 23rd March to 30th September 2020 and compared to the same time period in 2019. Wales-wide data on domestic abuse was shared by the Welsh Government's Live Fear free helpline. Local data was shared by domestic abuse charity CALAN, the Emergency Department (ED) and Paediatric Department of Princess of Wales Hospital (POWH). RESULTS: During lockdown, Live Fear Free reported increasing average monthly contact across Wales in 2020 (511 April; 631 December). Locally, CALAN reported a 190% increase in self-referrals and a 198% increase in third party referrals, but there was a 36% decrease in referrals from Police for domestic abuse. The Paediatric Department observed a 67% decrease in child protection medical examinations (CPMEs) undertaken (52 vs. 17). 23 examinations in 2019 were referred from schools compared to 1 in 2020. There was a greater proportion of self-referrals for CPMEs in 2020. ED child protection referrals increased from 189 (2019) to 204 (2020). CONCLUSION: There was an increase in self-referrals to local support services for domestic and child abuse concerns and an increase in referrals from families/friends for child protection concerns. This was not the case with police, ED and schools/nurseries referrals. This suggests reduced engagement with public sector organisations during lockdown which services should consider

So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales

This Executive Summary presents high level messages which emerge from the analysis and synthesis of the findings of surveys and interviews with members of every Area of Learning Experience Group (Section 1) and interviews with senior policy makers (Section 2). Section 3 of this report (using evidence to promote a Successful Future for the Curriculum for Wales) provides more detail on ideas that are important for The Curriculum for Wales to be successful in future. In the spirit of co-construction, all readers are invited to consider this Section 3 and to discuss within their own communities possible implications for sustainable long term change: • what contributions they might make to ensure that currently successful aspects within an existing programme are sustained and • how participants might work collaboratively to address areas likely to raise the level of risk to programme success. Findings The worldwide COVID pandemic has resulted in unprecedented levels of change in education systems internationally. However, the purposes-led approach that Curriculum for Wales seeks to build has never seemed more relevant. These purposes are relevant not only for learners but for everyone involved in the Curriculum for Wales. Building a successful future for a Curriculum for Wales: so far so good • There is much that is positive in the findings that emerge from this report. • There remains strong commitment to critical engagement with Curriculum for Wales amongst all communities What is it crucial to sustain in the next phase of development? • A clear focus on the purposes • The use of evidence from policy, practice and research to inform thinking • A focus on learning with curriculum, pedagogy and assessment promoting and supporting progression in learning • All programme participants as learners • Co-construction and subsidiarity as the modus operandi of Curriculum for Wales. What might need further thinking or greater emphasis? The authors of this report acknowledge that the research focus may have led to a concentration on particular aspects of the programme. However, six themes emerged for either further thinking or greater emphasis • Shared understanding of key ideas • Progression • Assessment • Co-construction and subsidiarity • Coherence, policy and systemic integrity • Professional learning. Given its potential impact on education in Wales, it can be argued that the Curriculum for Wales represents exceptional value for money

Clinical significance of PD1 and PDL1 in human breast cancer

Background/Aim: Programmed death 1 (PD1) and its ligand programmed death ligand 1 (PDL1) form a pathway which when activated is thought to result in suppression of antitumor adaptive responses, influencing antitumor immunity. With potential targeted therapies emerging against PDL1, we investigated the clinical significance of mRNA expression levels of PD1 and PDL1 in our breast cancer cohort to explore its association with disease progression and prognosis. Previous studies evaluating the expression of PD1 and PDL1 (mRNA or protein) and its association with prognosis in breast cancer showed both positive and negative correlations and hence remain controversial. Materials and Methods: Quantitative polymerase chain reaction was used to determine transcript expression levels of PD1 and PDL1 in a cohort consisting of primary breast cancer tissues (n=127) and matching non-neoplastic background tissues (n=33) with available clinical and pathological information. Two-sample two-tailed t-test, Kaplan–Meier survival analysis and Wilcoxon tests were performed. Results: Significant PDL1 transcript level reductions were seen in patients who developed metastases, as well as those who had local recurrence, compared to patients who remained disease-free. Higher PDL1 transcript levels were also associated with better overall and disease-free survival. Significantly higher transcript expression levels of PD1 were found in tumor tissue, whilst a general increase in PDL1 expression was found in tumor tissues, although this did not reach statistical significance. Conclusion: Our study demonstrates higher levels of expression of PDL1 are associated with favorable clinical outcome

PULSE-I - Is rePetitive Upper Limb SEnsory stimulation early after stroke feasible and acceptable? A stratified single-blinded randomised controlled feasibility study

Background Reduction in sensorimotor function of the upper limb is a common and persistent impairment after stroke, and less than half of stroke survivors recover even basic function of the upper limb after a year. Previous work in stroke has shown that repetitive sensory stimulation (RSS) of the upper limb may benefit motor function. As yet, there have been no investigations of RSS in the early-acute period despite this being the time window during which the neuroplastic processes underpinning sensorimotor recovery are likely to occur. Methods A single-blinded stratified randomised controlled feasibility study was undertaken at 2 NHS acute trusts to determine the recruitment rate, intervention adherence, and safety and acceptability of an RSS intervention in the early after stroke. Participants were recruited within two weeks of index stroke. Stratified on arm function, they were randomised to receive either 45 minutes of daily RSS and usual care or usual care alone (UC) for two weeks. Changes from baseline on the primary outcome of the Action Research Arm Test (ARAT) to measurements taken by a blinded assessor were examined after completion of the intervention (2 weeks) and at 3 months from randomisation. Results Forty patients were recruited and randomised (RSS: n=23; UC: n=17) with a recruitment rate of 9.5% (40/417) of patients admitted with a stroke of which 52 (12.5%) were potentially eligible, with 10 declining to participate for various reasons. Participants found the RSS intervention acceptable and 20 adherence was good. The intervention was safe and there were no serious adverse events. Conclusions This study indicates that recruitment to a trial of RSS in the acute period after stroke is feasible. The intervention was well tolerated and appeared to provide additional benefit to usual care. In addition to a definitive trial of efficacy, further work is warranted to examine the effects of varying doses of RSS upon arm function and the mechanism by which RSS induces sensorimotor recovery in the acute period after stroke