369 research outputs found
Papillary and follicular thyroid carcinomas show a different pattern of ras oncogene mutation.
Papillary and follicular thyroid carcinomas show a different pattern of ras oncogene mutation
XMM-Newton and Swift observations of WZ Sge: spectral and timing analysis
WZ Sagittae is the prototype object of a subclass of dwarf novae, with rare
and long (super)outbursts, in which a white dwarf primary accretes matter from
a low mass companion. High-energy observations offer the possibility of a
better understanding of the disk-accretion mechanism in WZ Sge-like binaries.
We used archival XMM-Newton and Swift data to characterize the X-ray spectral
and temporal properties of WZ Sge in quiescence. We performed a detailed timing
analysis of the simultaneous X-ray and UV light curves obtained with the EPIC
and OM instruments on board XMM-Newton in 2003. We employed several techniques
in this study, including a correlation study between the two curves. We also
performed an X-ray spectral analysis using the EPIC data, as well as Swift/XRT
data obtained in 2011. We find that the X-ray intensity is clearly modulated at
a period of about 28.96 s, confirming previously published preliminary results.
We find that the X-ray spectral shape of WZ Sge remains practically unchanged
between the XMM-Newton and Swift observations. However, after correcting for
inter-stellar absorption, the intrinsic luminosity is estimated to be about
2.65X10^ 30 erg/s/cm^2 and 1.57X10^30 erg/s/cm^2 in 2003 and 2011,
respectively. During the Swift/XRT observation, the observed flux is a factor
of about 2 lower than that observed by XMM-Newton, but is similar to the
quiescent levels observed various times before the 2001 outburst.Comment: Accepted for publication on A&A.10 pages, 9 figure
Love, rights and solidarity: studying children's participation using Honneth's theory of recognition
Recent attempts to theorize childrenās participation have drawn on a wide range of ideas, concepts and models from political and social theory. The aim of this article is to explore the specific usefulness of Honnethās theory of a āstruggle for recognitionā in thinking about this area of practice. The article identifies what is distinctive about Honnethās theory of recognition, and how it differs from other theories of recognition. It then considers the relevance of Honnethās conceptual framework to the social position of children, including those who may be involved in a variety of āparticipatoryā activities.
It looks at how useful Honnethās ideas are in direct engagement with young peopleās praxis, drawing on ethnographic research with members of a children and young peopleās forum. The article concludes by reflecting on the implications of this theoretical approach and the further questions which it opens up for theories of participation and of adultāchild relations more generally
Who I Am: The Meaning of Early Adolescentsā Most Valued Activities and Relationships, and Implications for Self-Concept Research
Self-concept research in early adolescence typically measures young peopleās self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young peopleās own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample (n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girlsā active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem
Music, middle childhood and agency:The value of an interactional-relational approach
This article considers the implications of childrenās out-of-school musical experiences and activities for conceptualisations of child agency. In particular, it engages with differing approaches to relational agency and considers their value for understanding music-related practice during middle childhood. Accounts from children (nā=ā111) living in three parts of England are explored, and the subsequent analysis provides the basis for proposing the potential of an interactionalārelational approach for approaching questions about childrenās agency within such domains of practice and beyond
Ethical and methodological issues in engaging young people living in poverty with participatory research methods
This paper discusses the methodological and ethical issues arising from a project that focused on conducting a qualitative study using participatory techniques with children and young people living in disadvantage. The main aim of the study was to explore the impact of poverty on children and young people's access to public and private services. The paper is based on the author's perspective of the first stage of the fieldwork from the project. It discusses the ethical implications of involving children and young people in the research process, in particular issues relating to access and recruitment, the role of young people's advisory groups, use of visual data and collection of data in young people's homes. The paper also identifies some strategies for addressing the difficulties encountered in relation to each of these aspects and it considers the benefits of adopting participatory methods when conducting research with children and young people
A Brave New British Citizenry? Reconceptualising the Acquisition of British Citizenship by Children
SARS-CoV-2 Spike protein promotes hyper-inflammatory response that can be ameliorated by Spike-antagonistic peptide and FDA-approved ER stress and MAP kinase inhibitors in vitro
Stories of hope created together: A pilot, school-based workshop for sharing eco-emotions and creating an actively hopeful vision of the future
The climate and ecological crises challenge all communities across the world, with the greatest impact upon the most vulnerable and the youngest. There are multiple impacts on mental health, including the psychological burdens that arise with increasing awareness of the loss, threat and injustice caused by these crises. Large numbers of young people globally are understandably concerned and distressed about these crises, whilst simultaneously reporting that their concerns are regularly dismissed and ignored, particularly by those in power. This can increase feelings of isolation and distress, particularly if they have no recourse to effect change. This pilot project sought to explore how a schools-based, co-created workshop for school pupils aged 16 to 18āyears could use a community-oriented space to explore their eco-emotions, address feelings of isolation and engender a sense of realistic, active hope, using storytelling and images of possible futures. A 3-h workshop for delivery in schools was co-designed with young people, researchers, educators and clinicians, using principles of Youth Participatory Action Research (YPAR). Six school pupils aged 16ā18āyears consented and four completed the workshop, which involved a range of group-based activities to explore their understanding of the climate and ecological crises, support emotional expression related to these and engage in storytelling about hopeful and realistic futures. A live illustrator in attendance created shared images of the participantsā fears and hopes. The workshop was recorded, transcribed and analysed using Thematic Analysis and sentiment analysis. Feedback was sought from participants at 1 and 4 weeks after completion and analysed using content analysis. Results indicated that participants reported a range of painful and positive emotions about the crises. They highly valued having space to express their experience alongside others. Storytelling and creativity appeared to help them articulate their feelings and hopes for the future, and gave them greater motivation and confidence in talking to others about these topics. This innovative pilot study suggests that a school-based youth participatory group could offer a novel way of helping young people to engage more with the climate and ecological crises in a way that supports their wellbeing. It provides strong support for future, larger-scale projects in this area
āItās never okay to say no to teachersā: childrenās research consent and dissent in conforming schools contexts
This article examines the limits to children giving research consent in everyday school contexts that emphasises their conformity to comply with adult expectations, and highlights childrenās competence and agency in navigating this conformity through different practices of dissent. It draws on research into childrenās agency, using a multimodal ethnography of Year 1 classrooms in two English primary schools. The article includes a reflexive methodological focus, exploring the extent to which I counter the schoolsā emphasis on conformity. This includes creating visuals for children to practice consent; positioning myself as the researcher in a nonāteacher role, as āleast adultā and the one who āleast knowsā; and designing interview spaces markedly different from classrooms. The article examines how children navigate conforming discourses by finding different ways to dissent in the research. Firstly, children demonstrate a sophisticated awareness of the cultural norms of indicating refusals beyond saying the word āNoā. Secondly, children achieve unnoticeablity, by which they absent themselves from the āonātaskā classroom culture, and by extension the research process. Thirdly, they engage in playful dissent, demonstrating their political knowingness of the classroom social order. The article discusses the implications for educational research when the values of consent are in conflict with a schooling focused on conformity. This includes emphasising the limits of consent procedures, paying closer attention to how researchers recognise and respond ethically to childrenās multiple practices of dissent, and using research to disrupt problematic power structures in education settings that limit possibilities for childrenās consent
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