The nature and implications of the part-time employment of secondary school pupils

This paper reports on the results of a review of existing measures of enterprising skills and attitudes. The review was undertaken firstly to identify definitions of enterprising skills and attitudes and secondly to inform the design of the questionnaire of school pupils and of the focused studies. It has been written by Linda Brownlow and Sheila Semple, both members of the research team. This paper is being circulated to advisory group members only at this stage [2004]

TRABALHO INFANTIL E ANÁLISE DO COMPORTAMENTO: UM ESTUDO DE CASO

The work of the Child Employment Research Group (CERG) at the University of Paisley grew out of a critical review by two behavior analysts who noted that although child labor is common throughout the world, it has not been the subject of much study by psychologists. Research by CERG has demonstrated that it is the norm for young people in Britain to have paid employment while still of school age. Working more than ten hours per week has also been shown to be associated with poor school performance. Members of CERG argue that although moral indignation at certain forms of child labor is understandable, it may be counterproductive if not accompanied by precise analysis of both the problems and the proposed solutions. CERG has argued that research on child labor might be conducted within the scope of a Balance Model which allows for the possibility of cost and benefits existing side by side.Key words: child labor, behavior analysis, childrenO Grupo de Pesquisa sobre Trabalho Infantil (CERG) da Universidade de Paisley surgiu de uma revisão crítica de dois analistas do comportamento que notaram que, embora o trabalho infantil seja comum em todo o mundo, ele não tem sido objeto de muitos estudos psicológicos. Pesquisas do CERG demonstraram que a norma para jovens na Grã Bretanha é terem trabalho remunerado ainda em idade escolar. Foi também mostrado que trabalhar mais do que dez horas por semana está associado com desempenho escolar fraco. Membros do CERG argumentam que, embora seja compreensível a indignação moral por certas formas de trabalho infantil, esta pode ser contra produtiva se não for acompanhada por uma análise precisa dos problemas e das soluções propostas. CERG argumentou que a pesquisa sobre trabalho infantil pode ser melhor conduzida dentro do escopo de um Modelo Balanceado, que possibilita considerar lado a lado os custos e benefícios existentes.Palavras-chave: trabalho infantil, análise comportamental, criança

Social places and senior pupils’ identity in a secondary school environment:an interpretative phenomenological analysis

This paper investigates the relationship between the school environment and senior pupils’ identity development in a secondary school in Scotland. Semi-structured interviews and Photovoice were used along with Interpretative Phenomenological Analysis, to explore senior pupils’ experience of the social places within their school. The findings reveal the relationship between the places that pupils can access for social interaction and their sense of identity, and their use of territoriality to protect these specific places. The findings are considered in the context of the role of the school environment, pupils’ needs and the implications for school design and planning

Implementing Immersive Virtual Reality in Higher Education: A Qualitative Study of Instructor Attitudes and Perspectives

The current study aimed to understand the attitudes and perceptions of higher education (HE) instructors who have previously used immersive virtual reality (I-VR) in teaching. This study employed a qualitative design by conducting semi-structured interviews with HE instructors from several disciplines and institutions. Using thematic analysis, five major themes were formulated. These included: (a) applications and benefits; (b) curriculum integration; (c) classroom logistics; (d) barriers to application; and (e) evaluation. Instructors were generally positive about using I-VR as a pedagogical tool, proposing a range of novel applications and uses. However, logistical and technical problems were prominent which made implementation and widescale adoption challenging. The implications of these prominent attitudes are discussed, alongside a range of practical recommendations for applied future practice

Exploring Psychology Lecturers’ Attitudes Towards Mobile Virtual Reality: Opportunities, Barriers, and Educational Potential

Virtual Reality has the capacity to facilitate novel and unique learning experiences for higher education students. Despite this, economic and accessibility challenges continue to limit its widespread adoption. This study explores psychology lecturers\u27 attitudes towards cost-effective Mobile-VR. Sixteen psychology lecturers engaged with Mobile-VR headsets and participated in online focus groups. Using Constant Comparison and Micro-Interlocutor Analysis, five themes were generated: (a) Accessibility of Mobile Virtual Reality, (b) Embodied Learning, (c) Engagement, Reflection, and Classroom Collaboration, (d) Curriculum Integration, and (e) Barriers to the Adoption. Lecturers strongly supported Mobile-VR, recognising its ease of use and potential to enhance learning through immersive, embodied experiences, as well as fostering deeper understanding. However, financial constraints and the lack of high-quality 360° content pose significant barriers. The study highlights the need for institutional support, staff training, and bespoke content to better integrate Mobile-VR into the psychology curricula, enhancing the student experience.     Keywords: Virtual Reality; Higher Education; Psychology; Qualitative Methods; Attitude

Exploring psychology lecturers’ attitudes towards mobile virtual reality:opportunities, barriers, and educational potential

Virtual Reality has the capacity to facilitate novel and unique learning experiences for higher education students. Despite this, economic and accessibility challenges continue to limit its widespread adoption. This study explores psychology lecturers' attitudes towards cost-effective Mobile-VR. Sixteen psychology lecturers engaged with Mobile-VR headsets and participated in online focus groups. Using Constant Comparison and Micro-Interlocutor Analysis, five themes were generated: (a) Accessibility of Mobile Virtual Reality, (b) Embodied Learning, (c) Engagement, Reflection, and Classroom Collaboration, (d) Curriculum Integration, and (e) Barriers to the Adoption. Lecturers strongly supported Mobile-VR, recognising its ease of use and potential to enhance learning through immersive, embodied experiences, as well as fostering deeper understanding. However, financial constraints and the lack of high-quality 360° content pose significant barriers. The study highlights the need for institutional support, staff training, and bespoke content to better integrate Mobile-VR into the psychology curricula, enhancing the student experience

Exploring psychology lecturers’ attitudes towards mobile virtual reality:opportunities, barriers, and educational potential

Virtual Reality has the capacity to facilitate novel and unique learning experiences for higher education students. Despite this, economic and accessibility challenges continue to limit its widespread adoption. This study explores psychology lecturers' attitudes towards cost-effective Mobile-VR. Sixteen psychology lecturers engaged with Mobile-VR headsets and participated in online focus groups. Using Constant Comparison and Micro-Interlocutor Analysis, five themes were generated: (a) Accessibility of Mobile Virtual Reality, (b) Embodied Learning, (c) Engagement, Reflection, and Classroom Collaboration, (d) Curriculum Integration, and (e) Barriers to the Adoption. Lecturers strongly supported Mobile-VR, recognising its ease of use and potential to enhance learning through immersive, embodied experiences, as well as fostering deeper understanding. However, financial constraints and the lack of high-quality 360° content pose significant barriers. The study highlights the need for institutional support, staff training, and bespoke content to better integrate Mobile-VR into the psychology curricula, enhancing the student experience

Whole-genome sequencing reveals host factors underlying critical COVID-19

Critical COVID-19 is caused by immune-mediated inflammatory lung injury. Host genetic variation influences the development of illness requiring critical care1 or hospitalization2–4 after infection with SARS-CoV-2. The GenOMICC (Genetics of Mortality in Critical Care) study enables the comparison of genomes from individuals who are critically ill with those of population controls to find underlying disease mechanisms. Here we use whole-genome sequencing in 7,491 critically ill individuals compared with 48,400 controls to discover and replicate 23 independent variants that significantly predispose to critical COVID-19. We identify 16 new independent associations, including variants within genes that are involved in interferon signalling (IL10RB and PLSCR1), leucocyte differentiation (BCL11A) and blood-type antigen secretor status (FUT2). Using transcriptome-wide association and colocalization to infer the effect of gene expression on disease severity, we find evidence that implicates multiple genes—including reduced expression of a membrane flippase (ATP11A), and increased expression of a mucin (MUC1)—in critical disease. Mendelian randomization provides evidence in support of causal roles for myeloid cell adhesion molecules (SELE, ICAM5 and CD209) and the coagulation factor F8, all of which are potentially druggable targets. Our results are broadly consistent with a multi-component model of COVID-19 pathophysiology, in which at least two distinct mechanisms can predispose to life-threatening disease: failure to control viral replication; or an enhanced tendency towards pulmonary inflammation and intravascular coagulation. We show that comparison between cases of critical illness and population controls is highly efficient for the detection of therapeutically relevant mechanisms of disease

A blood atlas of COVID-19 defines hallmarks of disease severity and specificity.

Treatment of severe COVID-19 is currently limited by clinical heterogeneity and incomplete description of specific immune biomarkers. We present here a comprehensive multi-omic blood atlas for patients with varying COVID-19 severity in an integrated comparison with influenza and sepsis patients versus healthy volunteers. We identify immune signatures and correlates of host response. Hallmarks of disease severity involved cells, their inflammatory mediators and networks, including progenitor cells and specific myeloid and lymphocyte subsets, features of the immune repertoire, acute phase response, metabolism, and coagulation. Persisting immune activation involving AP-1/p38MAPK was a specific feature of COVID-19. The plasma proteome enabled sub-phenotyping into patient clusters, predictive of severity and outcome. Systems-based integrative analyses including tensor and matrix decomposition of all modalities revealed feature groupings linked with severity and specificity compared to influenza and sepsis. Our approach and blood atlas will support future drug development, clinical trial design, and personalized medicine approaches for COVID-19