Self-harm in people with learning disabilities

Section A A systematic literature review on the experiences of people with learning disabilities who self-harm. Quality assessment of 12 qualitative papers was guided by the CASP. Through thematic synthesis of these paper three central themes were developed: (1) Negative experiences, (2) The act of self-harm, and (3) A different response. Self-harm took place in a negative context which affected an individual’s self-view and created overwhelming emotions. Responses to self-harm could be experienced as punitive or uncaring which furthered the individual’s negative experiences. Responses which reduced self-harming behaviour were identified. The implications for clinical practice and research were discussed. Section B Presented here, is a study exploring how professionals in the care sector work with people with learning disabilities who self-harm. Interviews were conducted with 11 participants and data analysis, informed by critical realist grounded theory methodology, produced four main concepts: a caring vocation, a distressing experience, navigating distress, and powerlessness. A preliminary model of how professionals navigate distress when working with people with learning disabilities who self-harmed was developed. It considered both personal and systemic contexts which influence and are influenced by this process. Implications for clinical practice and research were discussed

Course Topic Bracket Lesson Plan

This lesson plan uses a March Madness style bracket to choose an example course topic in a credit information literacy course. It increases student enthusiasm and cohesion in the course. Students then act as research consultants to develop a sample research project on the topic the group selected

McNair Students, Scholarly Identity, and the University Libraries

Members of the UL Assessment Committee give an overview of a project underway to gather ideas from students and UL employees ahead of a possible remodel of Michener Library. In contrast to previous Committee work that assessed our existing spaces, we are calling on folks to imagine how a future version of the library might look and function. We will outline what we have accomplished so far, share items from a draft of the student survey, discuss plans for gathering data from employees, and have time for feedback and questions on our process

First-generation students’ information literacy in everyday contexts

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students’ households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants’ information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably

A Critical Review of LIS Literature on First-Generation Students

This review offers a critical analysis of the library and information science (LIS) literature on first-generation students (FGS) from the last 40 years. This literature demonstrates an interest in understanding the needs of FGS to serve them better, but it is often grounded in a deficit model of education that focuses on what first-generation students lack instead of what they have. This review identifies four predominant themes in the literature: FGS as outsiders, as a problem, as reluctant library users, and as capable students. Then it suggests possible avenues of future research, such as using a “funds of knowledge” approach to build on the learning and skills that students bring from their families and communities

Learning to put people first: Cultural humility, funds of knowledge, and information literacy instruction with first-generation students

In this critical self-reflective essay, I first share key learning moments in my development as a teacher librarian dedicated to pursuing more inclusive and equitable information literacy instruction. In these moments, first-generation students gave me the invaluable gift of sharing with me the harm I was causing them by emphasizing course content and behavior policing over people and relationships. Next, I use the lenses of cultural humility and funds of knowledge to reflect critically on those moments. Finally, I share ways I have changed my professional praxis as a consequence

Characterising nanoparticles in complex biological media

Progress in the application of nanotechnology within medicine has been limited in part due to the difficulties in understanding and predicting the behaviour of nanoparticles in complex biological media. How nanoparticles disperse in biological media and the interactions that occur at the bio-nano interface dramatically influence their subsequent biological function. Techniques to measure and monitor these behaviours are usually bulk techniques, however these can be limited by the more complex nature of biological environments which routinely contain a number of bio-macromolecules e.g. vitamins, proteins and salts. As such, high spatial resolution analysis through electron microscopy has been investigated as an alternative to more accurately characterise nanoparticles in biological fluids. However, electron microscopy itself can be limited by the ultra-high vacuum requirements which mean samples must be dried before analysis. This necessitates the development of in situ techniques in order to characterise nanoparticle suspensions in the representative, native hydrated state. Using cryogenic transmission electron microscopy (cryo-TEM) a sample can be analysed in the frozen, hydrated state. However, typically this is limited to imaging alone. In this thesis, the use of analytical scanning TEM (STEM) to characterise nanoparticle dispersions captured in a layer of vitreous ice is demonstrated using both STEM energy dispersive X-ray spectroscopy and electron energy loss spectroscopy under cryogenic conditions. A noticeable difference in damage to the surrounding vitreous ice was observed between conventional TEM (CTEM) and STEM where damage occurred at much higher electron fluences in STEM (<2000 e-/Å2) compared to CTEM (<100 e-/Å2). Applying these techniques to characterise nanoparticles dispersed in cell culture media showed that incorrect specimen preparation or analysis where a significant raise in pH level is caused can induce an artefactual, nanoscale, calcium phosphate-rich, amorphous coating on nanoparticles dispersed in cell culture media. Recommendations to prevent this are given which will prevent any specimen preparation artefacts that could drive alterations in the in vivo or in vitro function of nanoparticles. For nanoparticle dispersion analysis automated electron microscopy imaging and analysis of plunge frozen vacuum dried nanoparticle suspensions was shown to be a viable alternative to dynamic light scattering for quantification of nanoparticle agglomerates in biological dispersants. Using two simple freeware codes, CellProfiler and Ilastik automated image analysis was achieved and validated for both monodisperse and agglomerated nanoparticle systems. Finally, cellular uptake studies assessed the biological effect of two gold nanoparticles coating with PEG and either terminated with a positive NH2 or neutral OMe group, on blood cells. No significant differences in cell uptake, geno- and cyto- toxicity or immune response was observed for the two nanoparticle types. Protein corona analysis by sodium dodecylsulfate - polyacrylamide gel electrophoresis indicated a comparable hard corona composition for both particles. Preliminary work identified annular bright field-STEM as a potential pathway to image the protein corona. This characterisation indicated possible inter-particle variation in the presence of a corona around particles within an individual suspension. Overall, the results reported show in situ cryo-analytical S/TEM is a powerful tool to characterise nanoparticle dispersions in complex biological media in order to further the understanding of complex bio-nano interactions and nanoparticle dispersion behaviour that ultimately control biological function

The characterisation of barley and wheat oxalate oxidases expressed in transgenic plants

Oxalate oxidase is a water soluble, thermolabile, homo-oligomeric glycoprotein the synthesis of which marks the onset of germination In wheat and barley embryos. The protein Is also highly abundant In barley roots. The enzyme has an average oligomer molecular mass of about 115 kDa and about 22.8 kDa for the monomers, as determined by mass spectrometry. The ollgomeric cereal oxalate oxidases are resistant to dissociation In SDS containing media and to digestion by pepsin. The cereal organs produce two oxalate oxidase Isoforms (G and G') which possess the same apoprotein but are differentially glycosylated. The oligosaccharide side chain(s) has a molecular mass of about 2-3 kDa. Barley root also contains a third active oxalate oxidase isoform with a mass of about 22.5 kDa, which was not detected in germinating embryos of the same cultlvar. All of the cereal oxalate oxidases were shown to have identical N-terminal amino acid sequences and almost identical kinetic properties This thesis describes the characterisation of oxalate oxidases Isolated from three transgenic plants lines, expressing chimeric CaMV 35S-oxalate oxidase genes. SGS5 tobacco was expressing a gene with the native oxalate oxidase signal peptide and 3S1 oilseed rape and C26 tobacco were expressing a gene containing a foreign extensin signal peptide. Transgenic SGS5 tobacco produced an oxalate oxidase which was almost indistinguishable from the native cereal protein, in terms of Its structure, stability, enzyme activity and resistance to dissociation In SDS containing media and digestion by pepsin. This work Illustrated the ability of a dicotyledonous plant (tobacco) to recognised and correctly process a transgenic monocotyledon protein (wheat).Transgenic 3S1 oilseed rape and C26 tobacco were shown to produce active oligomeric oxalate oxidases, which did not exhibit any of the unusual resistance properties normally associated with these proteins. Instead the 3S1 and C26 oxalate oxidases were unstable and exhibited significantly altered kinetic properties compared with the native cereal and transgenic SGS5 enzymes. The instability was thought to have arisen from the Incorrect processing of the 3S1 and C26 oxalate oxidases, resulting in the partial cleavage of the extensin signal peptide, which in turn gave rise to a mature oxalate oxidase with an altered N- terminal sequence compared with the native cereal enzyme. The use of vacuum infiltration confirmed the association of the transgenic enzymes with the extracellular spaces, although the majority of the enzyme was shown to be intracellular. The main objective for producing the transgenic oilseed rape expressing oxalate oxidase was to Improve fungal pathogen resistance against oxalic acid secreting pathogens. The results described in this thesis are concerned with a direct comparison of the structure, stability and kinetics between the native cereal and transgenic oxalate oxidases and the possible consequences for pathogen resistance In plants expressing unstable yet active transgenic enzymes

Developing a Research Topic Using the Library

This lesson is designed to guide students in developing a research topic starting with news headlines. After this lesson, students will be able to generate keywords for searching, develop an initial research topic, and find sources using a library search tool. The lesson relates to the frame “Searching as Strategic Exploration” in ACRL\u27s Framework for Information Literacy for Higher Education. The lesson could be used in a one-shot session or as part of a credit-bearing course. Included in the document is a lesson plan with suggested assessment questions and a three-page worksheet