"Is There Anybody There?": Engaging With Open University Distance Learners

The Open University (UK) Library supports its distance-learning students with interactive, real-time events on social media. In this chapter the authors take a case study approach and concentrate on the examples of Facebook and Livestream to illustrate how live engagement events on social media have helped to build communities of learners in spaces they already occupy, raise the visibility of the library's services and resources with staff and students, and foster collaboration with other departments, while also being effective mechanisms for instruction. The chapter concludes with the library's plans for the future and recommendations for other academic libraries wishing to run live engagement events on social media

New conceptual framework for sustainability

In 2015 the sustainable development goals (SDGs) and the Paris climate change agreement (COP 21) again drew international attention to the critical global challenges of sustainable development and climate change. For addressing these challenges, an accurate understanding of the complexity and interdependent nature of sustainability is imperative. Within the context of the present development path, this conceptual paper brings clarity to the key issues and actions needed, relevant to the five components of sustainable development. Connected to the key issues and actions required, from a broader and deeper paradigmatic perspective, the framework emphasises the need to shift towards a sustaincentric paradigm, away from the dominant social paradigm

Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland

Sustainable Development is one of the greatest challenges of our time, which is relevant both globally and locally. Consequently, this research focused on sustainable development and education for sustainable development. Two research questions were addressed in this study, what are the challenges relevant to achieving sustainability and how can these challenges be more clearly understood? Globally, key challenges include anthropogenic climate change, resource overuse, wealth inequality and water stress. In addition, this research asked, what is the role of Education for Sustainable Development within contemporary education in Ireland and how can this role be developed? In terms of addressing these questions, from a macro perspective, this study aimed to advance understanding of sustainable development and education for sustainable development, through the development of a conceptual framework for sustainability. From a micro perspective this research aims to explore education for sustainable development barriers and opportunities relevant to the formal education system in Ireland. In compliance with the critical and interpretive paradigms, in this study the primary research was guided by ontological realism and epistemological interpretivism. A qualitative exploratory strategy was utilised to explore the research questions, aims and objectives. A total of 404 people participated in this study, facilitated by, forty-nine interviews, six group interviews and four surveys. Primary research findings showed that although the ‘Education for Sustainability’ The National Strategy on Education for Sustainable Development in Ireland, 2014-2020 was welcomed by the Irish expert panel, this panel also found this new strategy was short on accountability, aspiration and specific goals. From a national perspective, overall the role of education for sustainable development within the formal educational system in Ireland is inadequate, where education for sustainable development tends to be marginalised within the formal curriculum. Key education for sustainable development barriers include, the dominance of subject disciplinarity (functional specialisation), resistance to educational reform and adherence to the historically developed main curriculum. These education for sustainable development barriers are particularly evident at the post primary and tertiary education levels. Recommendations made in this study build on the recommendations advanced in ‘Education for Sustainability’ The National Strategy on Education for Sustainable Development in Ireland, 2014-2020. Across the three educational levels opportunities for integrating education for sustainable development have been advanced. At the tertiary education level, sustainability issues should be integrated into teacher training and business and management education. Additionally, interdisciplinary teaching and research need to be prioritised and resourced at the tertiary education level in Ireland. Overall, the integration of education for sustainable development within contemporary education in Ireland is important, especially within the context of achieving a low carbon, climate resilient and environmentally sustainable economy

A gendered therapeutic learning landscape : responding creatively to a pandemic

Crafting has occupied the hands and minds of women over many centuries providing vital connections with cultural skills and with community. While the COVID-19 pandemic has isolated women in their homes, it has also provided opportunities for women to reconnect to crafting through virtual spaces. This paper draws on a thematic analysis of a focus group interview examining the experiences of regional women participating in a crafting group and identifies the ways in which they used craft to support their wellbeing. Drawing on the concept of therapeutic landscapes, the paper highlights that connection in a virtual craft group supports lifelong learning and wellbeing, brings women together in support through a community of women’s practice and facilitates opportunities for producing meaningful and commemorative quilting projects This finding has implications for a society experiencing unprecedented levels of stress, mental illness and anxiety about the future. © 2022, Adult Learning Australia. All rights reserved

Supposing is good, but finding out is better: a survey of research postgraduate students at WIT Libraries

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Establishing a Developmentally Appropriate fMRI Paradigm Relevant to Presurgical Mapping of Memory in Children

Functional magnetic resonance imaging (fMRI) is an established eloquent cortex mapping technique that is now an integral part of the pre-operative work-up in candidates for epilepsy surgery. Emerging evidence in adults with epilepsy suggests that material-specific fMRI paradigms can predict postoperative memory outcomes, however these paradigms are not suitable for children. In pediatric age, the use of memory fMRI paradigms designed for adults is complicated by the effect of developmental stages in cognitive maturation, the impairment experienced by some people with temporal lobe epilepsy (TLE) and the normal representation of memory function during development, which may differ from adults. We present a memory fMRI paradigm designed to activate mesial temporal lobe structures that is brief, independent of reading ability, and therefore a novel candidate for use in children. Data from 33 adults and 19 children (all healthy controls) show that the paradigm captures the expected leftward asymmetry of mesial temporal activation in adults. A more symmetrical pattern was observed in children, consistent with the progressive emergence of hemispheric specialisation across childhood. These data have important implications for the interpretation of presurgical memory fMRI in the pediatric setting. They also highlight the need to carefully consider the impact of cognitive development on fMRI tools used in clinical practice

Human Phageprints: A high-resolution exploration of oral phages reveals globally-distributed phage families with individual-specific and temporally-stable community compositions

Metagenomic studies have revolutionized the study of novel phages. However these studies trade the depth of coverage for breadth. In this study we show that the targeted sequencing of a phage genomic region as small as 200-300 base pairs, can provide sufficient sequence diversity to serve as an individual-specific barcode or Phageprint. The targeted approach reveals a high-resolution view of phage communities that is not available through metagenomic datasets. By creating instructional videos and collection kits, we enabled citizen scientists to gather ~700 oral samples spanning ~100 individuals residing in different parts of the world. In examining phage communities at 6 different oral sites, and by comparing phage communities of individuals living across the globe, we were able to study the effect of spatial separation, ranging from several millimeters to thousands of kilometers. We found that the spatial separation of just a few centimeters (the distance between two oral sites) can already result in highly distinct phage community compositions. For larger distances, spanning the phage communities of different individuals living in different parts of the world, we did not observe any correlation between spatial distance and phage community composition as individuals residing in the same city did not have any more similar phage communities than individuals living on different continents. Additionally, we found that neither genetics nor cohabitation seem to play a role in the relatedness of phage community compositions across individuals. Cohabitating siblings and even identical twins did not have phage community compositions that were any more similar than those of unrelated individuals. The primary factor contributing to phage community composition relatedness is direct contact between two habitats, as is demonstrated by the similarity between oral phage community compositions of partners. Furthermore, by exploring phage communities across the span of a month, and in some cases several years, we observed highly stable community compositions. These studies consistently point to the existence of remarkably diverse and personal phage families that are stable in time and apparently present in people around the world

Multicentre randomised controlled trial: protocol for Plasma-Lyte Usage and Assessment of Kidney Transplant Outcomes in Children (PLUTO)

INTRODUCTION: Acute electrolyte and acid-base imbalance is experienced by many children following kidney transplantation. When severe, this can lead to complications including seizures, cerebral oedema and death. Relatively large volumes of intravenous fluid are administered to children perioperatively in order to establish perfusion to the donor kidney, the majority of which are from living and deceased adult donors. Hypotonic intravenous fluid is commonly used in the post-transplant period due to clinicians' concerns about the sodium, chloride and potassium content of isotonic alternatives when administered in large volumes.Plasma-Lyte 148 is an isotonic, balanced intravenous fluid that contains sodium, chloride, potassium and magnesium with concentrations equivalent to those of plasma. There is a physiological basis to expect that Plasma-Lyte 148 will reduce the incidence of clinically significant electrolyte and acid-base abnormalities in children following kidney transplantation compared with current practice.The aim of the Plasma-Lyte Usage and Assessment of Kidney Transplant Outcomes in Children (PLUTO) trial was to determine whether the incidence of clinically significantly abnormal plasma electrolyte levels in paediatric kidney transplant recipients will be different with the use of Plasma-Lyte 148 compared with intravenous fluid currently administered. METHODS AND ANALYSIS: PLUTO is a pragmatic, open-label, randomised controlled trial comparing Plasma-Lyte 148 to current care in paediatric kidney transplant recipients, conducted in nine UK paediatric kidney transplant centres.A total of 144 children receiving kidney transplants will be randomised to receive either Plasma-Lyte 148 (the intervention) intraoperatively and postoperatively, or current fluid. Apart from intravenous fluid composition, all participants will receive standard clinical transplant care.The primary outcome measure is acute hyponatraemia in the first 72 hours post-transplant, defined as laboratory plasma sodium concentration of <135 mmol/L. Secondary outcomes include symptoms of acute hyponatraemia, other electrolyte and acid-base imbalances and transplant kidney function.The primary outcome will be analysed using a logistic regression model adjusting for donor type (living vs deceased donor), patient weight (<20 kg vs ≥20 kg pretransplant) and transplant centre as a random effect. ETHICS AND DISSEMINATION: The trial received Health Research Authority approval on 20 January 2020. Findings will be presented to academic groups via national and international conferences and peer-reviewed journals. The patient and public involvement group will play an important part in disseminating the study findings to the public domain

Direct Genetics Referral Pathway for High-Grade Serous Ovarian Cancer Patients: The opt-Out Process

Purpose. In order to meet a clinical need for better pathways to access genetic testing for ovarian cancer patients, we implemented and reviewed an opt-out referral process for genetic consultation whereby a referral is automatically sent to genetics following a pathological diagnosis of HGSC. Methods. Following implementation of the opt-out referral process, each month a list of new cases of HGSC was generated from the synoptic pathology report and forwarded directly to the Cancer Genetics clinic. Using an advanced directive, patients were automatically referred for genetic counselling two months after surgery. If the patient declined genetic counselling (opted-out) after discussion with their surgeon within the two months after surgery, the Genetic Counsellor was informed and the patient was removed from the referral process. Results. Between January 1, 2015, and December 31, 2017, 168 women were diagnosed with HGSC, of whom 167 received a referral for genetic consultation. In only one case the referral was cancelled by the surgeon, resulting in a referral rate of 99.4%. By the end of the study period, 133 women attended a genetics consultation appointment and 125 (94%) agreed to proceed with genetic testing. Among those who completed genetic testing, 15% tested positive for a BRCA1 or BRCA2 gene mutation. Of the women who tested positive for a BRCA1/2 mutation, 56% had no family history of breast or ovarian cancer. Conclusions. The opt-out referral process described in this study is s a feasible, effective, and patient-centred approach to increase access to BRCA1/2 testing for patients with ovarian cancer