In the line of duty: the emotional wellbeing of midwives

The culture and working practices within midwifery settings are key modifiable factors that influence the emotional wellbeing of midwives. As a caring profession, a culture of self-sacrifice still appears to be expected in the provision of care, despite this having a negative effect on care provision. Shift patterns, long shifts and working practices where midwives continue to miss rest breaks, work unpaid beyond their contracted hours or present for work when unwell, all have a negative impact on emotional wellbeing. Future wellbeing strategies in midwifery settings should focus on supporting a positive workplace culture that cares equally for its midwives as it does for the women and babies in its care.Peer reviewe

Every word starts with a 'dis': the impact of class on choice, application and admissions to prestigious higher education art and design courses

The UK government's commitment to increasing the number of working class students in higher education places little emphasis on who goes to which university to study what subject. It thus is failing to acknowledge the advantages which elitist universities bestow on their predominantly middle class graduates. This article looks at how issues of class impact on university choice, application and admission, with particular emphasis on art and design higher education. In particular, it examines the part that habitus and cultural capital play in how applicants choose universities, make applications and navigate an admissions process that includes producing an art and design portfolio and attending an interview. It argues that class is the main determinant of who studies on prestigious art and design courses and compares the admissions practices used by secondary schools to maintain their position in league tables as well as higher education admissions. This article challenges the acceptability of the �dis� language used in discourses of widening participation

“Doing something that’s really important”: meaningful engagement for teachers as a resource for transformative work with student writers in the disciplines.

[About the book] The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels

Vital minimum: need, science and politics in modern France

No abstract available

How Do Practitioners Create Inclusive Environments For Children With Chronic Health Conditions? An Exploratory Case Study

The concept of inclusion within the English education system is often taken for granted. There are a number of factors that can impact on inclusive practice and this demands careful exploration. Chronic health conditions (CHCs), such as anaphylaxis, asthma, diabetes, epilepsy and eczema, pose particular challenges to inclusion for practitioners who teach, educate and care for children under the age of five years in day care settings. These conditions can have a significant effect on children’s health, especially in the minority world. However, there is a paucity of research about how the symptoms affect children’s early education. This mixed-methods study collected quantitative data by sending a postal survey to 60 settings in order to find out how many children are affected by these conditions in day care settings. Four of the surveyed settings went on to participate in the qualitative aspect of the study. Qualitative data were also collected from parents of children with CHCs and the study included observations of a child in his early childhood setting over the course of a year. The findings revealed that 11% of children attending the settings in this study had been diagnosed with one or more CHCs and that CHCs had a profound effect on children and their parents. Parents reported that knowledge of the specific conditions is important for practitioners to have in order to create inclusive relationships with them. Practitioners in this study demonstrated a collaborative approach to leadership when creating inclusive environments. However, the findings revealed tensions for practitioners regarding the inclusion of all children in the curriculum. The findings suggest that achieving inclusion may therefore be problematic for some children. However, the communication skills, knowledge of CHCs and willingness of practitioners were vital to the inclusion of children with CHCs in their early education

Chlamydia screening ‐ benefits and strategy need to be re‐evaluated?

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