Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect

This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate reflective thinking in their students. At the University of Leicester, a Web-based biology tutorial called ‘How Now Mad Cow’, which covers the topics of bovine spongiform encephalopathy and a new variant Creutzfeldt–Jakob disease (nvCJD). At the University of Southampton, a web-based hyper-mail discussion list to support teaching on a first year psychosocial science module for occupational therapy and physiotherapy students has been established. In both examples, the tutors had attempted to create a learning environment that would engage students in the learning experience and facilitate reflection by helping them to create meaning from the learning experience and see things in a different way. The evaluation data from both case studies provides some evidence that the learning technologies helped to facilitate reflection for some students. However, the evidence for reflection is not overwhelming and the data provides some evidence that four key factors may have influenced how successful the use of learning technologies were in facilitating reflection. These factors are the way the learning technology is used, the nature of the student groups, the role of the tutor and student preferences for ‘off-line reflection’. These are discussed and ways forward are identified

Children's Services Reform Research Study : Rapid Evidence Review

This is a Scotland-based research study being undertaken by CELCIS, the Centre for Excellence for Children’s Care and Protection. CELCIS was asked by the Scottish Government to carry out this research study with the aim of gathering evidence to inform decision-making about how best to deliver children's services in Scotland in light of the proposed introduction of the National Care Service, and its commitment to keep The Promise of the Independent Care Review. The purpose of the research is to answer the question: What is needed to ensure that children, young people and families get the help they need, when they need it? The research study has four separate strands of work, which together aim to provide a comprehensive and holistic approach to answering this question. The findings of each strand of work will be published separately, in a full research report and a shorter summary report. We hope that this overview acts as a guide to help you to navigate through each strand of the research, and the different evidence that these will present. A final report will be published at the end of the study which will draw together and synthesise all four strands of the findings to address the research question

Children's Services Reform Research Study : Rapid Evidence Review : Summary Report

The Children's Services Reform Research study is a Scotland-based research study being undertaken by CELCIS, the Centre for Excellence for Children’s Care and Protection. In 2022, CELCIS was asked by the Scottish Government to carry out this research study with the aim of gathering evidence to inform decisionmaking about how best to deliver children's services in Scotland in light of the proposed introduction of the National Care Service, and its commitment to Keep the Promise of the Independent Care Review (2020)

Six propositions on the sonics of pornography

Pornography (and all its contentious pleasures, contested politics and attendant problematics) is enjoying a fresh wave of academic attention. The overwhelming majority of these studies, however, focus on the visual discourses of sexually explicit material. This risks the sonic dimensions of pornography being overlooked entirely. Yet porn is anything but silent. This speculative article maps out some of the ways in which the sounds of pornography (and the pornography of sound) might be approached in the analytical context of gay male culture. Not only do the texts of porn contain assorted sounds (dialogue, soundtracks, non-verbal noises of participation, background and accidental audio), they also seek to prompt sounds (not least the non-verbal noises pornography seeks to elicit during the moments of its consumption) and sometimes depend on sound alone (telephone lines that allow access to recorded narratives or ‘live’ chat). Pornography speaks in particular accents, it mobilizes particular music, it dances to particular tunes and it relies on the pants we hear as much as the pants we see. If queer cultures have their own distinctive worlds of sound, then the sonic armouries of porn play a prominent role within them

Children's Services Reform Research : Learning and Implications for Scotland: Concluding Report

This concluding report considers the full breadth of evidence and findings collated across the four strand reports of the Children’s Services Reform Research study and aims to distil this into a set of study-wide findings. Here, organised under three headings - supporting children, young people and families; supporting the children’s services workforce; and the impact of integration - these study-wide findings complement the specific findings contained within the Discussion sections of the reports of each individual strand of the research

Outcomes after alemtuzumab-containing reduced-intensity allogeneic transplantation regimen for relapsed and refractory non-Hodgkin lymphoma

18-60 months) , the actuarial overall survival (OS) rates at 3 years were 34% for HG-NHL, 60% for MCL, and 73% for LG-NHL (P < .001). The 100-day and 3-year transplant-related mortality (TRM) rates for patients with LG-NHL were 2% and 11%, respectively, and were better (P ‫؍‬ .01) than they were for patients with HG-NHL (27% and 38%, respectively). The actuarial current progression-free survival (PFS) rate at 3 years, including the rate for patients who achieved remission after donor lymphocyte infusion (DLI) for progression, was 65% for LG-NHL, 50% for MCL, and 34% for HG-NHL (P ‫؍‬ .002)

The effect of disgust-related side-effects on symptoms of depression and anxiety in people treated for cancer: a moderated mediation model

As maladaptive disgust responses are linked to mental health problems, and cancer patients may experience heightened disgust as a result of treatments they receive, we explored the associations between disgust-related side-effects and symptoms of depression and anxiety in people treated for cancer. One hundred and thirty two (83 women, Mage = 57.48 years) participants answered questions about their treatments, side-effects, disgust responding, and mental health. Experiencing bowel and/or bladder problems, sickness and/or nausea (referred to here as “core” disgust-related side-effects) was significantly related to greater symptoms of depression and borderline increased anxiety. Further, these links were explained by a moderated mediation model, whereby the effects of core disgust side-effects on depression and anxiety were mediated by (physical and behavioural) self-directed disgust, and disgust propensity moderated the effect of core disgust side-effects on self-disgust. These findings stress the importance of emotional responses, like disgust, in psychological adaptation to the side-effects of cancer treatments

A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics

In their 2012 report, the President\u27s Council of Advisors on Science and Technology advocated replacing standard science laboratory courses with discovery-based research courses -a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates