The Valiant Welshman, the Scottish James, and the Formation of Great Britain

When James VI of Scotland and I of England proclaimed himself King of Great Britain, he proposed a merger of the English and Scottish parliaments, and he looked to Henry VIII’s Acts of Union of England and Wales (1536/43) as an example for English Scottish union under one king. On the London stage after 1603 many plays paid tribute to the new king and provided a predominantly English audience a means of accepting the not so palatable ideas of Scottish power, assimilation and unity. The Valiant Welshman is distinctive among these works, as no other extant early modern English drama features a Welsh leading character. The challenges of reconciling distinct national identity with larger political unity are timeless issues with a strong resonance today. This book considers national, regional and linguistic identity and explores how R.A.\u27s play promotes Wales, serves King James and reveals what it means to be Welsh and Scots in a newly forming Great Britain.https://scholarworks.wmich.edu/mip_rmemc/1008/thumbnail.jp

Can Teacher Training in Classroom Management Make a Difference for Children's Experiences in Preschool? A Preview of Findings from the Foundations of Learning Demonstration

Early evaluation results from Newark, NJ, show that Foundations of Learning improved teachers' classroom management and productivity, reduced children's conflict with peers, and engaged students in the learning tasks of preschool. The intervention was implemented in Head Start programs, community-based child care centers, and public schools

An Alternate Way to “Feel Good”: Interventions to Promote Self-Compassionate Students and Classrooms

While well intentioned, conflation of self-esteem and wellbeing within the classroom has contributed to inflated grades, overreliance on accolades, and frustrated efforts to promote “feeling good” over building competence. The current paper suggests self-compassion is a viable alternative to the construct of self-esteem that shares significant overlap, but also transcends inherent shortcomings a focus on self-esteem creates. Classroom interventions to promote self-compassion, such as the blessings exercise, relaxation techniques, gratitude visits, and savoring, are outlined, as well as important cultural and developmental considerations

The detection of CMV in saliva can mark a systemic infection with CMV in renal transplant recipients

Human cytomegalovirus (CMV) is often transmitted through saliva. The salivary gland is a site of CMV replication and saliva can be used to diagnose congenital CMV infections. CMV replication is monitored in whole blood or plasma in renal transplant recipients (RTR) and associates with clinical disease. However, these assays may not detect replication in the salivary gland and there is little data linking detection in saliva with systemic infection and clinical sequelae. RTR (n = 82) were recruited \u3e 2 years after transplantation. An in-house quantitative PCR assay was used to detect CMV UL54 in saliva samples. CMV DNA was sought in plasma using a commercial assay. Vascular health was predicted using flow mediated dilatation (FMD) and plasma biomarkers. CMV-reactive antibodies were quantified by ELISA and circulating CMV-specific T-cells by an interferon-γ ELISpot assay. Vδ2− γδ T-cells were detected using multicolor flow cytometry reflecting population expansion after CMV infection. The presence of CMV DNA in saliva and plasma associated with plasma levels of antibodies reactive with CMV gB and with populations of circulating Vδ2− γδ T -cells (p \u3c 0.01). T-cells reactive to CMV immediate early (IE)-1 protein were generally lower in patients with CMV DNA in saliva or plasma, but the level of significance varied (p = 0.02–0.16). Additionally, CMV DNA in saliva or plasma associated weakly with impaired FMD (p = 0.06–0.09). The data suggest that CMV detected in saliva reflects systemic infections in adult RTR

Monitoring the Future national survey results on drug use, 1975-2019: Volume I, Secondary school students

http://deepblue.lib.umich.edu/bitstream/2027.42/162578/4/license_rdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/162578/1/Vol 1 2019 FINAL (original).pdfSEL

Monitoring the Future national survey results on drug use, 1975-2019: Volume II, college students and adults ages 19-60

http://deepblue.lib.umich.edu/bitstream/2027.42/162576/1/2019-20 VOL II FINAL 3.pdfSEL

Monitoring the Future national survey results on drug use, 1975-2019: Overview, key findings on adolescent drug use

http://deepblue.lib.umich.edu/bitstream/2027.42/162579/1/FINAL.pdfSEL

Demographic subgroup trends among adolescents in the use of various licit and illicit drugs, 1975-2019 (Monitoring the Future Occasional Paper No. 94)

http://deepblue.lib.umich.edu/bitstream/2027.42/162581/1/mtf-occ94.pdfSEL

Understanding the social inclusion needs of people living in mental health supported accommodation

Objectives: To identify the social inclusion needs that were (i) most commonly identified and (ii) most and least commonly prioritised as support planning goals for mental health service users living in supported accommodation, using the online Social Inclusion Questionnaire User Experience (SInQUE). We qualitatively examined mental health supported accommodation staff and servicer users’ views on barriers to offering support with two less commonly prioritised areas: help finding a partner and feeling less lonely. // Methods: Anonymous SInQUE data were collected during a completed study in which we developed and tested the online SInQUE. Four focus groups were conducted with mental health supported accommodation staff (N = 2) and service users (N = 2). // Results: The most common social inclusion needs identified by service users (N = 31) were leisure activities, finding transport options, and feeling less lonely. Of the needs identified, those that service users and staff least frequently prioritised as support planning goals were having company at mealtimes, getting one’s own furniture, feeling less lonely, help with finances, and help finding a partner. In the focus groups, staff and service users identified barriers to helping with loneliness and finding a partner which related to staff and service users themselves, supported accommodation services, and wider societal factors

Evaluation of Partnerships for People and Place:Birmingham Project

This evaluative assessment has been undertaken by City-REDI and the School of Education based at the University of Birmingham. It aims to capture learning and early impacts of the activities supported by Partnerships for People and Place (PfPP) funding in East Birmingham to improve young people’s access to relevant and meaningful careers information, advice, and guidance. This report supplements the national evaluation of the PfPP programme completed by IPOS-Mori commissioned by Department for Levelling Up, Housing and Communities (DLUHC), now known as the Ministry of of Housing, Communities and Local Government. PfPP supports place-based partnerships to:•trial new ways of working across local and central government and deliver innovative, locally led solutions to key challenges that communities face•look at whether improved government structures, more flexible funding models and greater collaboration across the public sector could be effective in addressing specific issues in local areas.The funding of the Birmingham PfPP project enabled testing of new approaches to careers advice, information and guidance and more general awareness of employment opportunities for young people in East Birmingham. It aimed to raise awareness of a range of career pathways – including vocational career pathways – and reduce the risk of young people becoming NEET. Also funded was a complementary workstream investigating data sources available locally in Birmingham City Council and nationally (including from central government departments – such as the Department for Education [DfE], the Department for Work and Pensions and DLUHC) that have the potential to provide further information on, and relevant to, the experiences of young people transitioning from school into employment and, or further and higher education. PfPP funded a secondee from City-REDI to work with Birmingham City Council (BCC) and the newly formed Birmingham City Observatory.This report provides an initial assessment of:1.schools’, stakeholder organisations’, professionals’, and young people’s experiences of PfPP approaches in East Birmingham; and 2.the impact of these approaches on: (a)organisations and professional practices and (b) young people’s perceptions of themselves, the options available to them, and initial indications of outcomes.It provides information on:•involvement of local voices in the design of the project and the need to be agile in delivering different aspects of the project•why a new approach based around young people’s concerns to careers information advice and guidance was needed and how it was delivered including innovative Be Bold, Be the Future Reverse Mentoring Event where employers could find out what young people look for in a job•challenges experienced by schools and their students included parental expectations•evidence of collaborative advantage created including demonstrating proof of concept for the partnership approach developed to support careers education for young people in East Birmingham•how the project has supported schools to make good progress towards meeting the Gatsby Benchmark for CIAG.The report also includes seven lessons for future programmes and nine recommendations.<br/