Citizens of somewhere: how a cross-cultural discussion group offers opportunities for intercultural understanding

Increasing international student numbers in higher education institutions mean there is a need to address the challenges that these students face and make the most of the opportunities they bring. The internationalisation initiative ‘Conversation Club’ is a weekly discussion group for overseas and home students at London College of Communication (UAL), which is aimed at building community. This article discusses comments gathered from these student discussions alongside secondary research on the subject and explores the importance of an informal, out-of-classroom setting for providing an insight into student life that could be used to improve the experience of international students, while increasing home students’ intercultural competency

Computerized crime linkage systems: A critical review and research agenda

Computerized crime linkage systems are meant to assist the police in determining whether crimes have been committed by the same offender. In this article, the authors assess these systems critically and identify four assumptions that affect the effectiveness of these systems. These assumptions are that (a) data in the systems can be coded reliably, (b) data in the systems are accurate, (c) violent serial offenders exhibit consistent but distinctive patterns of behavior, and (d) analysts have the ability to use the data in the systems to link crimes accurately. The authors argue that there is no compelling empirical support for any of the four assumptions, and they outline a research agenda for testing each assumption. Until evidence supporting these assumptions becomes available, the value of linkage systems will remain open to debate

Glutamine : A novel and potent therapeutic for acute spinal cord injury

Spinal cord injury occurs at a rate of 11.5 - 53.4 per million in developed countries with great emotional and financial consequences. The damage caused by the initial injury is followed by secondary damage, a complex cascade of mechanisms including ischemia, oxidative stress, inflammation and apoptosis. Although nothing can be done to reverse the initial damage to the spinal cord once it occurs, the secondary damage can be targeted by therapeutics to improve recovery. Following injury, concentrations of the potent antioxidant glutathione (GSH) are decreased in the spinal cord which potentiates mechanisms of secondary damage. In an attempt to maintain the GSH concentrations, the non-essential amino acid glutamine was tested as it was shown to increase GSH concentrations both in vivo and in vitro. Glutamine is being used extensively in clinical research in an expansive number of physiological and pathological conditions including brain trauma. To examine the therapeutic potential of glutamine after spinal cord trauma, two compression injury models, the modified aneurysm clip and the modified forceps, were used to induce an injury in male Wistar rats. We have demonstrated the ability of glutamine treatment (1 mmol/kg), given 1 hour after a 30 g aneurysm clip injury to increase GSH not only in whole blood samples but within the spinal tissue at the site of injury. Increasing GSH in this way also resulted in improved locomotor scores and maintenance of white matter tissue at the injury epicenter. Experiments using the forceps model were then performed to determine if the potency of glutamine treatment would be carried over to a different model and at a variety of severities. Glutamine, again, demonstrated the ability to improve maintenance of whole blood GSH, locomotor scores and tissue histology. In our experiments, glutamine has proven to be a potent therapeutic for spinal cord injury with an effect that is matched by few compounds currently being studied and well exceeding the standard therapeutic, methylprednisolone. Given the breadth of knowledge regarding the effects of glutamine clinically in numerous paradigms and the potency of the therapeutic effect seen in these studies, we believe that glutamine is fit for clinical trial and has a high potential for success

Taking Time: Part-Time Students and Student Learning Outcomes Assessment

For decades, higher education institutions have undertaken comprehensive and systematic efforts to explore, document, and improve the assessment of student learning outcomes, as well as improving learning itself. However, many of these assessment practices have been designed for full-time traditional students, even as the number of non-traditional students enrolled in higher education continues to grow. One group of these non-traditional students remains particularly invisible on their campuses, in their classrooms, and in assessment practices: part-time students. Part-time students, defined by the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS), are students who are not full-time (USDOE, n.d.). This definition inherently defines full-time students as the default assumption, and part-time students as the aberration – even though nationally speaking, part-time students currently (and historically) make up somewhere around 35-40% of all higher education enrollments (De Brey et al., 2021). The purpose of this study was to focus on part-time students and the student learning outcomes assessment process; specifically, to explore whether assessment practitioners at different institutions were doing anything in particular to measure the learning of part-time students, and to explore with part-time students themselves how they thought about their own learning, how they compared themselves to full-time students, and how they understood assessment practices at their institution. A qualitative phenomenological approach was used to fully explore the richness of the lived experiences of these assessment practitioners and part-time students. Four practitioners and three students participated in semi-structured interviews, which generated more than 11 hours of interview data. These data were coded and analyzed into broad qualitative themes that attempted to capture the full range and depth of these experiences with part-time student learning outcomes assessment. The results raise interesting questions about the nature of part-time learning and how we capture it in assessment practices. The discussion includes some brief recommendations for assessment practitioners

Making A Difference

Volunteering at the ANA meant helping new Americans feel welcome in a new place. It meant helping people feel capable at new things, make connections, and feel like they belong. We assisted them to become leaders of tomorrow. By lending a helping hand to a family, we were embraced by the sharing of two totally different yet very similar cultures. They taught us, we taught the

University of Michigan’s Sustainability Scholars Program: Empowering Leaders

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140222/1/SUS.2013.9842.pd

Dragons in the Drawing Room: Chinese Embroideries in British Homes

Chinese embroideries have featured in British domestic interiors since at least the seventeenth century. However, Western imperial interests in China during the mid-nineteenth and early twentieth century created a particular set of meanings around Chinese material culture, especially a colonial form of nostalgia for pre-nineteenth century China, with its emperors and 'exotic' court etiquette. This article examines the use of Chinese satin-stitch embroideries in British homes between 1860 and 1949, and explores how a range of British identities was constructed through the ownership, manipulation and display of these luxury Chinese textiles

Allied Health Student Clinical Placements in Residential Aged Care Facilities: Staff Opinions, Attitudes, and Support Needs

Purpose: As the population ages, the incidence and prevalence of chronic health issues requiring allied health management is increasing. Currently, there is an undersupply of appropriately skilled allied health professionals working in aged care. This has also been identified as a setting in which many beginning health practitioners are reluctant to seek employment. In order to address this workforce shortage, it is imperative that students are prepared for a possible future career within aged care facilities. Early clinical experience within this setting may increase student confidence, raise awareness of the need for services, and encourage students to consider working in aged care. At present, student clinical placements within aged care facilities are limited, potentially contributing to difficulties addressing workforce needs. The reasons for the lack of clinical placements and the relative contribution of the opinions, attitudes, training, and support needs of staff are unknown. The purpose of this study was to investigate the opinions, attitudes, support, and training needs of physiotherapists, dieticians, and managers working in residential aged care regarding allied health professional student clinical placements. Method: A written survey of allied health professionals (dieticians and physiotherapists, n=26) and managers (n=40) working in residential aged care was conducted. Responses were analysed using qualitative and quantitative methods. Results: Participants had generally positive attitudes towards student placements in residential aged care. Managers were significantly more positive regarding the scope for student clinical placements within their facilities than allied health professionals (p\u3c 0.05). The biggest barrier to student placements identified by both managers and allied health professionals was the nature of employment of allied health professionals in the sector. Participating allied health professionals also indicated that they required specific training in student supervision and the provision of clinical education. Conclusion: The attitudes and opinions of allied health professionals and managers did not appear to contribute to a lack of allied health professional student placements in aged care facilities. The main barriers to placement were the nature of allied health professional employment and a lack of staff experience in supervising students on clinical placement. Specific training and mentoring of allied health professionals may facilitate increased student placement capacity in the aged care setting

Negotiating identities and interrogating inequalities of class and ethnicity in addressing an equality agenda: A rights based thesis of belonging.

One of the most significant challenges the globalized world encounters is how to build a society that is more at peace with diversity and cosmopolitanism. Further, in a world where highly unequal power relations and a vast plethora of inequalities persist, interrogating and resisting inequalities is key. From this context, this study focuses on interrogating inequalities in addressing an equality agenda highlighting a thesis of belonging; the human need for belonging and security in that belonging and the human right to have these needs satisfied (UDHR, 1948). A thesis of belonging relates to an innate human need for belonging (Maslow, 1943) and it is argued in this thesis that this innate human need for belonging is very important and very much connected to many fundamental human rights which should be driven much more through equality focused social movements and the laws. Clearly, where human rights are not being upheld then action must be taken to uphold them. The research findings of this thesis show the relevance of a thesis of belonging and the relevance of two core theories which have a connection, a marxist theory of racism and a social identity theory of racism. A marxist understanding of racism clearly delineates the inequalities capitalism produces and in this thesis while it is not argued that a marxist understanding of racism alone completely explains all varieties of racism, through a significant number of participants' discourses this thesis shows how capitalism often appears to be a driving force behind discrimination made on the basis of ethnicity. In addition, a significant number of participants' discourses in this thesis also point towards a social identity theory of racism which indicates the significance of what a social group affords an individual where a sense of belonging derived from affiliation and acceptance in group membership provides a feeling of self esteem and security (Tajfel and Turner, 1979; Breakwell, 1986; West, 1993, Aboud, 2008). Importantly, Tajfel (1981) emphasises how crucial it is to interrogate the social and economic context of discrimination and so here is where social identity theory relates to a marxist theory of racism