A realistic evaluation of transition programmes in two secondary schools in a small multi-cultural city in the Midlands: how are the needs of vulnerable young people met during the transition from primary to secondary school?

Background: The transition from primary to secondary school marks a potentially problematic experience for young people who have special educational needs, for those who are socially marginalised or thought to be vulnerable for a range of alternative reasons (Jindal-Snape and Miller, 2008). The research literature has primarily concentrated on the effects of transition on young people, without exploring what works for whom and in what ways. Purpose of the Research: The aim of the research thesis is to explore how two individual transition programmes meet the needs of vulnerable young people prior to, during and after the transfer to secondary school. The research will ask: “What are the contextual factors and the mechanisms by which transition programmes lead to successful transition outcomes for vulnerable young people?” Methodology: The research will utilise a mixed methods design comprising a comparative Realistic Evaluation methodology (Pawson and Tilley, 1997). Data related to students’ and staff views of the transition process was obtained through focus group and semi-structured interview methods, and outcome data, measuring the degree of successful transition for participants, was conducted using two standardised questionnaires: the School Children’s Happiness Inventory (Ivens, 2007) and the Psychological Sense of School Membership Scale (Goodenow, 1993). The psychological mechanisms which were triggered by the transition programmes were extracted using a Realistic Evaluation approach, and a series of seven Programme Theories was developed. The thesis concludes with a consideration of the limitations of the study before outlining implications for transition practice in schools and for Educational Psychology practice

The Use of a Pressure-Indicating Sensor Film to Provide Feedback upon Hydrogel-Forming Microneedle Array Self-Application In Vivo

PURPOSE: To evaluate the combination of a pressure-indicating sensor film with hydrogel-forming microneedle arrays, as a method of feedback to confirm MN insertion in vivo. METHODS: Pilot in vitro insertion studies were conducted using a Texture Analyser to insert MN arrays, coupled with a pressure-indicating sensor film, at varying forces into excised neonatal porcine skin. In vivo studies involved twenty human volunteers, who self-applied two hydrogel-forming MN arrays, one with a pressure-indicating sensor film incorporated and one without. Optical coherence tomography was employed to measure the resulting penetration depth and colorimetric analysis to investigate the associated colour change of the pressure-indicating sensor film. RESULTS: Microneedle insertion was achieved in vitro at three different forces, demonstrating the colour change of the pressure-indicating sensor film upon application of increasing pressure. When self-applied in vivo, there was no significant difference in the microneedle penetration depth resulting from each type of array, with a mean depth of 237 μm recorded. When the pressure-indicating sensor film was present, a colour change occurred upon each application, providing evidence of insertion. CONCLUSIONS: For the first time, this study shows how the incorporation of a simple, low-cost pressure-indicating sensor film can indicate microneedle insertion in vitro and in vivo, providing visual feedback to assure the user of correct application. Such a strategy may enhance usability of a microneedle device and, hence, assist in the future translation of the technology to widespread clinical use

The Use of a Pressure-Indicating Sensor Film to Provide Feedback upon Hydrogel-Forming Microneedle Array Self-Application In Vivo

PURPOSE:To evaluate the combination of a pressure-indicating sensor film with hydrogel-forming microneedle arrays, as a method of feedback to confirm MN insertion in vivo.METHODS:Pilot in vitro insertion studies were conducted using a Texture Analyser to insert MN arrays, coupled with a pressure-indicating sensor film, at varying forces into excised neonatal porcine skin. In vivo studies involved twenty human volunteers, who self-applied two hydrogel-forming MN arrays, one with a pressure-indicating sensor film incorporated and one without. Optical coherence tomography was employed to measure the resulting penetration depth and colorimetric analysis to investigate the associated colour change of the pressure-indicating sensor film.RESULTS:Microneedle insertion was achieved in vitro at three different forces, demonstrating the colour change of the pressure-indicating sensor film upon application of increasing pressure. When self-applied in vivo, there was no significant difference in the microneedle penetration depth resulting from each type of array, with a mean depth of 237 μm recorded. When the pressure-indicating sensor film was present, a colour change occurred upon each application, providing evidence of insertion.CONCLUSIONS:For the first time, this study shows how the incorporation of a simple, low-cost pressure-indicating sensor film can indicate microneedle insertion in vitro and in vivo, providing visual feedback to assure the user of correct application. Such a strategy may enhance usability of a microneedle device and, hence, assist in the future translation of the technology to widespread clinical use

Alexander Technique and Body Mapping Principles for the Suzuki Violin Teacher

Violin playing is achieved through complex movements. Violinists depend on their bodies to do repetitive motions, yet many violin teachers do not give enough attention to the movement components of music making. Suzuki violin teachers often start teaching their students at a very young age, and continue to teach them through their high school years. Suzuki violin teachers have a large impact on their students’ playing and have the opportunity to make sure that there is ease and freedom in their students’ technique. For many, repetitive motions can take a toll on bodies and cause aches and pains. Statistics from numerous studies indicate that musicians have a significant risk of suffering an injury from playing their instrument. (Bosi, 2017) Why do these pains occur and how can we prevent them? The Alexander Technique and Body Mapping principles offer an explanation of why they occur, and a way to prevent or cure those pains