Development of an ELISA to Detect Folate Receptor alpha (FRα) Autoantibodies, and their Association with Recurrent Miscarriage.

Pregnancy can be a joyous moment in a couple’s life; yet on the other hand it can also bring much heartache to couples that experience any form of pregnancy complication. A significant proportion of pregnancies don’t make full term, in addition, 1% of couples may experience recurrent miscarriage (RM) which can be devastating to the couple (Bansal et al. 2011)

Exploring the preparedness of novice (student) paramedics for the mental health challenges of the paramedic profession: Using the wisdom of the Elders

This study investigates the preparedness of novice (student) paramedics for the mental health challenges of the paramedic profession and identifies the coping strategies used by veteran paramedics to successfully meet these challenges. The lived experience of veteran paramedics is utilised to provide this important assistance. Initially, two surveys were developed and administered to 16 course coordinators and 302 students of the 16 accredited undergraduate degree paramedicine courses across Australia and New Zealand, to identify the perceived need (for preparation) within the curriculum. In addition, the anticipations, confidence and fears of novice (student) paramedics, course coordinators and veteran paramedics were also collected as a means to facilitate the preparedness through self-evaluation, reflection and discussion. Twenty semi-structured interviews with veteran paramedics, each with a minimum 15 years paramedic experience from across Australia and New Zealand, were conducted to gain an understanding of their experiences, mental health coping strategies and advice for novice (student) paramedics. Results from the interviews were validated by three focus groups comprised of six veteran paramedics each, representative of the geographic spread. All 16 course coordinators and 302 novice (student) paramedics responded to the surveys. Results suggest there is widespread recognition for the need to include preparation for the mental health challenges of the profession within accredited undergraduate paramedic courses with 100% of course coordinators and 97% of students recognising this need. The semi-structured interviews with veteran paramedics provided valuable insights into the experiences and strategies used to aid the survival of the veterans throughout their careers. Within the interviews 70% of participants expressed a sincere love for theparamedic role, and 70% identified black humour as the coping strategy most used by themselves and colleagues. In addition, extensive advice was given to novice (student) paramedics based on the veterans lived experiences. This advice focused comprised of three themes; support, health and the profession. The findings of the study indicate that the preparation of novice (student) paramedics for the mental health challenges of the paramedic profession throughout the undergraduate curriculum could be advantageous. By utilising the relatable data collected on the anticipation, confidence and fears of novices, course coordinators and veterans, the advice offered by the veteran paramedics can be included within undergraduate paramedic curricula and delivered by sharing the lived experiences of the veteran paramedics. These lived experiences are highly credible and an opportunity for veterans to contribute positively to the future of paramedicine. Guidelines for their inclusion to the paramedic curriculum have been prepared to facilitate the knowledge and commence the development of conscious coping strategies by novice (student) paramedics during their learning phase

Exploring needs, costs and outcomes of services provided to vulnerable children and their families

This overarching chapter for a PhD by publication brings together a programme of research that commenced in 2000 and includes a series of eight publications (from 2006-2014) that have been selected to demonstrate the development of a theoretical framework and research methods to explore the relationship between the needs, costs and outcomes of child welfare services provided to vulnerable children and their families. The findings provide an insight into how children s social care services can be provided as effectively and efficiently as possible. Along with an understanding of how and when support and services are, or can be, provided to vulnerable children and their families, in response to their specific needs and circumstances and consequently transform children s lives by improving outcomes

Looked after children: counting the costs

Following concerns about spiralling costs of delivering effective services for children in need a research initiative was commissioned by the Department of Health. This paper details the methodology and findings from one of the thirteen studies in the initiative; this study focused on the relationship between costs and outcomes for children looked after away from home

What children on the autism spectrum have to ‘say’ about using high-tech voice output communication aids (VOCAs) in an educational setting

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid (VOCA), within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as ‘expert guides’ provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computer-based VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature

The on-going search for perspective-taking IRAPs : exploring the potential of the natural language-IRAP

Under a Relational Frame Theory (RFT) framework, researchers have investigated the role of deictic relational responding (perspective-taking) in the analysis of self in relation to others, place, and time. The aim of the current research was to develop IRAPs that targeted deictic relational responding with regard to the mental states of self and others. This was pursued in a series of experiments that employed a novel version of the IRAP, known as the Natural Language-IRAP (NL-IRAP). The use of the NL-IRAP allowed for the presentation of relatively complex statements that required participants to infer the thoughts or beliefs of others on a trial-by-trial basis within the IRAP. Across a sequence of six experiments, a self-focused IRAP required participants to respond to both positive and negative statements about themselves, whereas an other-focused IRAP required participants to respond to similar statements about others. Experiments 1 and 2 investigated perspective-taking with regard to an unspecified other. Experiments 3-6 investigated perspective-taking with regard to a specified other, with the specified relationship between self and other manipulated across experiments. The results of Experiments 1 and 2 indicated that the other-focused IRAP produced overall bias scores that were significantly stronger than responding to the self-focused IRAP. It is interesting that nonsignificant differences were recorded across Experiments 3-6 when other was specified. The findings obtained across the six studies highlight potentially important limitations in the use of the NL-IRAP as a measure of perspective-taking

The role of the STEM Video Game Challenge in the pipeline to tertiary STEM education

Rapid recent advances in the technology underpinning STEM careers in addition to growth in key STEM sectors, such as the gaming industry, necessitates some, if not commensurate, change in the STEM education pipeline. The STEM Video Game Challenge (STEM VGC) is a free, annual video game design challenge that aims to scaffold and enrich students and teachers via an authentic and engaging application of STEM principles and practices. As tools to increase teacher and student self-efficacy with technology and improve students’ self-concept in STEM disciplines, initiatives such as STEM VGC are positioned to help increase the flow in the talent pipeline into tertiary STEM education and careers. This presentation: describes the redevelopment and evaluation of the STEM VGC rubric with respect to the position of the challenge and evolving industry requirements, and; identifies key narrowing and leakage points in the pipeline to tertiary STEM education that can be targeted by STEM VGC initiatives