502 research outputs found

    Perspectives on the role of teacher aides and the implications for inclusive practice in Aotearoa classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Inclusive Education) at Massey University, Albany, New Zealand

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    Every young person has the right to experience school, learning alongside their peers, building friendships with classmates and gaining a sense of autonomy. Teacher aides have traditionally been placed in classrooms to support students with disabilities and diverse learning and behavioural differences. An overreliance on teacher aide support, however, may lead to students becoming stigmatised and dependent. Through thematic analysis of interview data gathered from six teachers and eight teacher aides, supplemented by survey responses from 23 teachers 14 teacher aides, this thesis examines the perspectives on the teacher aide role and the implications for inclusive practice in Aotearoa classrooms. It identifies four prevalent role types perceived by participants, the teacher aides as: an aide to the teacher; a coeducator; a student aide (in class); and a student aide (outside class). Some roles, particularly the co-educator, are more conducive to social interaction and facilitating students’ independence. Others, particularly the student aide role, risk further isolating particular students. This thesis argues that it is teachers rather than teacher aides who are the primary agents of inclusive practice. As teachers adapt their practice to ensure that learning and achievement are possible for every student in their class, the need for one-on-one teacher aide support can be reduced. Teacher aides can work alongside teachers as co-educators overseeing the entire class, instructing small groups and checking-in with various students as needed, enabling teachers to work with students who benefit from more nuanced instruction. School leaders must examine the roles they assign to teacher aides and the associated practices in schools and classrooms. This will ensure that teacher aides are not viewed as the sole mechanisms for instructing and caring for students with disabilities and other diversities. Teacher aides are valuable members of the school community and can play a key role in contributing to inclusive practice in Aotearoa classrooms

    Mend the Gap: The Independent Review into Gender Pay Gaps in Medicine in England

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    The Independent Review into Gender Pay Gaps in Medicine in England was commissioned by the Department of Health and Social Care in 2017. It is the largest and most comprehensive review of its kind ever completed in the public sector. Chaired by Professor Dame Jane Dacre and led by Professor Carol Woodhams, the review takes a comprehensive approach to understanding the structural and cultural barriers affecting the female medical workforce

    A Descriptive Analysis of the Temporal and Geographical Proximities Seen Within UK Series of Sex Offenses

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    Previous studies of the geographical and temporal features of serial sex offenses are limited by small samples and/or geographical areas, and are dated. We address a significant gap in the literature by investigating the temporal and geographical proximity of the crimes of 402 serial stranger sex offenders in the UK. Periods of incarceration were extracted from calculations of temporal proximity giving a more accurate picture of series duration and time elapsed between offenses from the same series. A notable minority of serial stranger sex offenders commit their offenses within very close geographic proximity and the same was found for temporal proximity. There were also occurrences of series spanning large distances and many years. The implications of these findings for the use of geography and time in the behavioral linking of crimes, and what they mean for policy decisions regarding financial investment in law enforcement technology, are discussed

    Heterogeneous presynaptic distribution of monoacylglycerol lipase, a multipotent regulator of nociceptive circuits in the mouse spinal cord.

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    Monoacylglycerol lipase (MGL) is a multifunctional serine hydrolase, which terminates anti-nociceptive endocannabinoid signaling and promotes pro-nociceptive prostaglandin signaling. Accordingly, both acute nociception and its sensitization in chronic pain models are prevented by systemic or focal spinal inhibition of MGL activity. Despite its analgesic potential, the neurobiological substrates of beneficial MGL blockade have remained unexplored. Therefore, we examined the regional, cellular and subcellular distribution of MGL in spinal circuits involved in nociceptive processing. All immunohistochemical findings obtained with light, confocal or electron microscopy were validated in MGL-knockout mice. Immunoperoxidase staining revealed a highly concentrated accumulation of MGL in the dorsal horn, especially in superficial layers. Further electron microscopic analysis uncovered that the majority of MGL-immunolabeling is found in axon terminals forming either asymmetric glutamatergic or symmetric gamma-aminobutyric acid/glycinergic synapses in laminae I/IIo. In line with this presynaptic localization, analysis of double-immunofluorescence staining by confocal microscopy showed that MGL colocalizes with neurochemical markers of peptidergic and non-peptidergic nociceptive terminals, and also with markers of local excitatory or inhibitory interneurons. Interestingly, the ratio of MGL-immunolabeling was highest in calcitonin gene-related peptide-positive peptidergic primary afferents, and the staining intensity of nociceptive terminals was significantly reduced in MGL-knockout mice. These observations highlight the spinal nociceptor synapse as a potential anatomical site for the analgesic effects of MGL blockade. Moreover, the presence of MGL in additional terminal types raises the possibility that MGL may play distinct regulatory roles in synaptic endocannabinoid or prostaglandin signaling according to its different cellular locations in the dorsal horn pain circuitry
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