Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified

Simple Guide to Using Generative Artificial Intelligence Writing Tools in Research & Scholarship at UNH

While Artificial Intelligence (AI) technologies have existed for years, the recent arrival of widespread generative AI writing tools such as ChatGPT has provoked varied reactions in the scholarly community worldwide. Undoubtedly easy access to such tools may help to level the scholarly playing field for certain groups, particularly those with limited writing skills or proficiency with English as the primary language for written and oral communication of research and scholarship. There are, however, concerns about these tools, including, but not limited to, the accuracy, consistency, and bias of the information generated, appropriate acknowledgement of source material, and the tools’ lack of ability to reason or to understand meaning when generating output. This simple guide was developed to assist researchers and trainees to understand the fundamental issues with these technologies regarding research integrity

Using a genetically informative design to examine the relationship between breastfeeding and childhood conduct problems

A number of public health interventions aimed at increasing the uptake of breastfeeding are in place in the United States and other Western countries. While the physical health and nutritional benefits of breastfeeding for the mother and child are relatively well established, the evidence for psychological effects is less clear. This study aimed to examine whether there is an association between breastfeeding and later conduct problems in children. It also considered the extent to which any relationship is attributable to maternally-provided inherited characteristics that influence both likelihood of breastfeeding and child conduct problems. A prenatal cross-fostering design with a sample of 870 families with a child aged 4–11 years was used. Mothers were genetically related or unrelated to their child as a result of assisted reproductive technologies. The relationship between breastfeeding and conduct problems was assessed while controlling for theorised measured confounders by multivariate regression (e.g. maternal smoking, education, and antisocial behaviour), and for unmeasured inherited factors by testing associations separately for related and unrelated mother-child pairs. Breastfeeding was associated with lower levels of conduct disorder symptoms in offspring in middle childhood. Breastfeeding was associated with lower levels of conduct problems even after controlling for observed confounders in the genetically related group, but not in the genetically unrelated group. In contrast, maternal antisocial behaviour showed robust associations with child conduct problems after controlling for measured and inherited confounders. These findings highlight the importance of using genetically sensitive designs in order to test causal environmental influences

Mutations in CRADD Result in Reduced Caspase-2-Mediated Neuronal Apoptosis and Cause Megalencephaly with a Rare Lissencephaly Variant.

Lissencephaly is a malformation of cortical development typically caused by deficient neuronal migration resulting in cortical thickening and reduced gyration. Here we describe a "thin" lissencephaly (TLIS) variant characterized by megalencephaly, frontal predominant pachygyria, intellectual disability, and seizures. Trio-based whole-exome sequencing and targeted re-sequencing identified recessive mutations of CRADD in six individuals with TLIS from four unrelated families of diverse ethnic backgrounds. CRADD (also known as RAIDD) is a death-domain-containing adaptor protein that oligomerizes with PIDD and caspase-2 to initiate apoptosis. TLIS variants cluster in the CRADD death domain, a platform for interaction with other death-domain-containing proteins including PIDD. Although caspase-2 is expressed in the developing mammalian brain, little is known about its role in cortical development. CRADD/caspase-2 signaling is implicated in neurotrophic factor withdrawal- and amyloid-β-induced dendritic spine collapse and neuronal apoptosis, suggesting a role in cortical sculpting and plasticity. TLIS-associated CRADD variants do not disrupt interactions with caspase-2 or PIDD in co-immunoprecipitation assays, but still abolish CRADD's ability to activate caspase-2, resulting in reduced neuronal apoptosis in vitro. Homozygous Cradd knockout mice display megalencephaly and seizures without obvious defects in cortical lamination, supporting a role for CRADD/caspase-2 signaling in mammalian brain development. Megalencephaly and lissencephaly associated with defective programmed cell death from loss of CRADD function in humans implicate reduced apoptosis as an important pathophysiological mechanism of cortical malformation. Our data suggest that CRADD/caspase-2 signaling is critical for normal gyration of the developing human neocortex and for normal cognitive ability

Child care design guide

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Motivating today's students /

La couv. porte en outre: Strategies, activities, approaches to help teachers motivate student

Reflective encounters for enabling educators: the role of debriefing in building psychological capital

Pre-university enabling programs are a strategy to widen participation in higher education for people from under-represented backgrounds who would otherwise not meet general entry to university. They prepare students for a smooth transition to undergraduate studies. Typically, the enabling student cohort is diverse in regard to age and prior educational experiences; students are often first-in-family to attend university and/or from low socio-economic backgrounds. Many experience mental health challenges, such as anxiety and depression. Meeting the needs of this cohort is complex and demanding (Crawford et al., 2015). Previous qualitative research conducted by members of the National Association of Enabling Educators of Australia (NAEEA) Special Interest Group (SIG) on Mental Health explored the high emotional labour demands involved in teaching enabling cohorts and suggested that social support was integral to managing the stressors of the job (Crawford et al., 2018). One form of social support highlighted in the paper was debriefing. Debriefing, it was revealed, was utilised by enabling educators as a coping strategy that distributed the emotional labour load and reduced emotional distress (Crawford et al., 2018). Research, in fields such as defence and nursing, suggests that debriefing can aid in achieving emotional equilibrium after challenging events (Moldjord & Hybertsen, 2015) and, when implemented effectively, can also become a powerful developmental strategy for communities of practice (Cheng et al., 2017). The aim of this investigation was to explore the debriefing practice of three enabling educators located at two Australian universities, Murdoch University and the University of Tasmania, and to further understand not only what role debriefing performed when negotiating the demands of such high intensity learning environments, but also what conditions were conducive to effective debriefing. To gain an insider’s view (Mendez, 2013) of the debriefing process, a collaborative autoethnographic research method was undertaken. The autoethnographic reflections were then analysed thematically. Throughout the discussion, we demonstrate the positive impact of debriefing for enabling educators. We suggest that facilitating reflective encounters can build the psychological capital (Rabenu, Yaniv & Elizur, 2017) of enabling educators and, in turn, equip them to better respond to the diverse academic and non-academic needs of enabling students

Comparing the Linkage Maps of the Close Relatives Arabidopsis lyrata and A. thaliana

We have constructed a genetic map of Arabidopsis lyrata, a self-incompatible relative of the plant model species A. thaliana. A. lyrata is a diploid (n = 8) species that diverged from A. thaliana (n = 5) ∼5 MYA. Mapping was conducted in a full-sib progeny of two unrelated F(1) hybrids between two European populations of A. lyrata ssp. petraea. We used the least-squares method of the Joinmap program for map construction. The gross chromosomal differences between the two species were most parsimoniously explained with three fusions, two reciprocal translocations, and one inversion. The total map length was 515 cM, and the distances were 12% larger than those between corresponding markers in the linkage map of A. thaliana. The 72 markers, consisting of microsatellites and gene-based markers, were spaced on average every 8 cM. Transmission ratio distortion was extensive, and most distortions were specific to each reciprocal cross, suggesting cytoplasmic interactions. We estimate locations and most probable genotype frequencies of transmission ratio distorting loci (TRDL) with a Bayesian method and discuss the possible reasons for the observed distortions