Debbie Jones in a Senior Piano Recital

This is the program for the senior piano recital of Debbie Jones. The recital took place on December 4, 1975, at 8:00 p.m., in the Mabee Fine Arts Center Recital Hall

Understanding Aspiration and Education Towards Desistance from Offending: The Role of Higher Education in Wales

There has been a growing recognition of the value of education in facilitating desistance from offending. Yet, despite a determined push to “widen access” universities continue to be an unwelcoming place for those with a criminal record. To better understand the role of higher education in raising aspiration towards desistance, this paper draws on findings from a study in Swansea, Wales. Adopting a Pictorial Narrative approach the findings suggest that, whilst the participants identified potential benefits of attaining a higher education, those aspirations were outweighed by a distrust of the “institution” and a fear that the stigmatisation experienced through the “criminal identity” would be hard to avoid and may morph into the “criminal/student identity”, thus leaving students vulnerable to judgement and exclusion. This paper makes recommendations about how higher education might be remodeled to support those who wish to desist and in doing so, truly “widen participation” to all

Debbie Tate and Ed Falcomata in a Joint Senior Voice Recital

This is the program for the joint senior voice recital of soprano Debbie Tate and tenor Ed Falcomata. Pianist Janie Heffinton accompanied Tate; pianist Debbie Jones accompanied Falcomata. The recital took place on November 30, 1972, in Mitchell Hall Auditorium

Janet Duffel and Debbie Jones in a Joint Junior Piano Recital

This is the program for the joint junior piano recital of Janet Duffel and Debbie Jones. The recital took place on November 7, 1974, in Mitchell Hall Auditorium

Spiritual Attitudes and Values in Young Children

Research has shown that spirituality is an important function of a child’s social, emotional, and personal development. Nevertheless, minimal research exists on spiritual attitudes and values in young children. This study examined children’s development and spirituality using a modified version of the Attitudes and Values Questionnaire (AVQ). The Australian Council for Educational Research (ACER) developed the AVQ with the dimensions of Conscience, Compassion, Social Growth, Emotional Growth, Service to Others, Commitment to God, and Commitment to Jesus. Commitment to God and Commitment to Jesus were optional dimensions later added by ACER to focus specifically on Christian principles. Following permission from ACER to adapt the AVQ for younger children, the questionnaire was modified using the Flesch-Kincaid Readability Scale to allow for better question comprehension among the young participants, ages 5–14. Researchers contacted family members and various Christian schools in their home states across the eastern United States and asked if they would be willing to administer the modified AVQ to their students. The intention was to expand upon knowledge about young children’s attitudes and values related to Christian spirituality. Specifically, the researchers were trying to find if there may be relationships among children’s view of self, view of others, and spirituality. Correlations were run in order to determine if different dimensions, particularly the social growth dimensions and the Christian dimensions, were significantly related. A correlation chart compared all variables and the results indicated that there were strong correlations among the dimensions

Research in action-developing and evaluating a student research placement experience

Evidence based practice is essential in the provision of high-quality contemporary nursing practice. Yet nursing students often lack an understanding of the research process because applied research experience is rarely facilitated in undergraduate nursing programmes. Students research knowledge is mostly gained via classroom based theoretical teaching; however, it is a challenging subject to teach and is often evaluated poorly by students who find the subject uninteresting and difficult to apply to their clinical practice. The aim of the study was to explore the experiences of student nurses after undertaking a nurse led primary research study placement. The study explores the students' experiences of a research placement using a phenomenological approach with the data collection method of drawings and narration which were then subject to Interpretive Phenomenological Analysis as a data analysis method. This study was undertaken with 18 nursing students who were enrolled in a United Kingdom university, who had recently participated in a nurse-led research study exploring the use of sensors to detect atrial fibrillation in members of the public in a supermarket. The following themes were developed by the researchers: Practice makes perfect, Enhancing communication, Research attitude, Making a difference, Increased confidence, Enhanced skills, Researcher collaborations, The views of others. Students valued the research placement; the experience provided insight into the conduct of research in primary health and allowed students to learn about research in an experiential way which proved to be more effective than usual classroom methods. Students' communication skills were enhanced, through interacting with the public in a different way, who were keen to engage with them because of their student status. [Abstract copyright: Crown Copyright © 2023. Published by Elsevier Ltd. All rights reserved.

Developing and evaluating mental health lived experience practitioner (LXP) roles in an NHS trust

The value of establishing roles for people with lived experience of mental distress within mental health services is increasingly being recognised. However, there is limited information to guide the introduction of these roles into mental health services. This study details the development and evaluation of a new mental health peer worker role, the Lived Experience Practitioner (LXP), within an NHS Trust. A three-phase exploratory mixed-methods approach was used. Qualitative data were collected and analysed in the first phase. The qualitative findings were then translated into the formal procedures for introducing LXPs into the Trust, with the approach examined quantitatively in the third phase. The qualitative analysis identified five themes; role design, training, piloting, career pathways and communication. These formed the basis for working groups (workstreams) which developed policies and procedures for introducing the LXP role into the Trust. Twenty-eight applicants commenced a training programme with 10 successful completions. Seven LXPs were employed by the Trust and were still in their posts after 2 years. In this study, three areas were viewed as important when introducing LXP roles into mental health services; organisational support, the training programme and employment procedures