Electronic Publishing in Higher Education: How to design OAI interfaces - Recommendations -

The Open Archives Protocol for Metadata Harvesting (OAI-PMH) allows sharing metadata serving to describe arbitrary objects with others. In addition to a short overview of the protocol the paper on hand contains recommendations for the application of Sets by German data providers and for the proper usage of the metadata elements of Dublin Core (DC). Thereby the target is pursued to ensure an efficient metadata exchange between the different users of the OAI protocol

Visioning change:Co-producing a model of involvement and engagement in research

The involvement of people living with dementia in research has traditionally been located in the realms of 'subject' or 'participant'. However, there has been an increase in demand for greater transparency by academic bidding teams (particularly within the UK) in demonstrating how people with a lived experience have been and will be involved in the research process. Located within the Economic and Social Research Council/National Institute for Health Research (ESRC/NIHR)-funded Neighbourhoods and Dementia Study (2014-2019), led by The University of Manchester (UK), this paper outlines the development of the CO-researcher INvolvement and Engagement in Dementia (COINED) Model, which was co-produced alongside three independent groups of people living with dementia: Open Doors, the Scottish Dementia Working Group and EDUCATE

LSHTM Open Research Survey Report 2022

Report outlining key findings of an Open Research survey conducted at the London School of Hygiene & Tropical Medicine between June – September 2022. The survey was performed to determine current awareness and application of open research practices among LSHTM researchers and support needs that should be addressed to enable greater adoption in the future. This covered ten open research practices – preregistration, registered reports, research co-production, research verification, preprint sharing, open peer review, sharing of public engagement literature, code sharing, Computer Assisted Design sharing, and sharing of physical materials. Topics covered include current familiarity with and application of open research practices, motivations for applying open practices, intent to apply practices in future research, barriers and concerns, and training needs

Applying Contextual integrity to Open Data Publishing

Open data publishing by both corporate and public bodies has increased significantly in recent years and this type of data could soon be developing into a real commodity. However, not all organisations pay sufficient heed to privacy as part of the decision-making process around open data publication, leaving both the organisation and the users whose data they handle vulnerable to privacy breaches. We present a case study in which we applied contextual integrity in practice, working with a UK local authority using real data. This illustrated how privacy can be incorporated into the decision-making process prior to publication taking place. Our results illustrate the application of Nissenbaum's Contextual Integrity Framework (CI) to the open data domain, and shows that CI is usable in practice

The post-2015 debate and the place of education in development thinking

As the end date for the Millennium Development Goals approaches so the focus on goals, visions and policies for development after 2015 becomes ever heightened. However, there has been relatively little engagement by educational research community in these debates. What then is being written about education in the key post-2015 documents? How is education's role in development conceptualised by those most central to shaping new accounts? I explore these issues through an analysis of a key text on post-2015, the High Level Panel Report of May 2013 (UN-HLP 2013), and an exploration of a year's worth of posts on 30 prominent blogs and websites discussing post-2015 matters. This leads me to two further, interlinked questions: what are the implications of potential marginalisation and irrelevance from these debates for the field of international education and development research? What are the potential dangers for the field of closer engagement in these debates and their growing use of social media? The academic international education and development community may be more comfortable in keeping these policy debates at a distance, but this may play against the strong educational research drive to engage in social science that makes a difference. If there is to be engagement with post-2015 then alternative ways of developing practices of research, action and dialogue need further strengthened. This may include interdisciplinary dialogues around such issues as early childhood development, the role of professions in development or environmental sustainability. Engagement with the post-2015 debate would also require a careful analysis of how best to engage with the instrumentalised accounts of education that are dominant in the policy-advocacy arena. This would entail more strategic positions on the uses and dangers of social media. At the same time, engagement with development studies as well as the development policy community requires a reappraisal of epistemological and methodological stances

Improving early childhood care and development, HIV testing, treatment and support, and nutrition in Mokhotlong, Lesotho: study protocol for a cluster randomized controlled trial

Background Since 1990, the lives of 48 million children under the age of 5 have been saved because of increased investments in reducing child mortality. However, despite these unprecedented gains, more than 200 million children in low and middle income countries (LMIC) cannot meet their developmental potential due to poverty, poor health and nutrition, and lack of necessary stimulation and care. Lesotho has high levels of poverty, HIV and malnutrition, all of which affect child development outcomes. There is a unique opportunity to address these complex issues through the widespread network of informal preschools in rural villages in the country, which provide a setting for inclusive, integrated Early Childhood Care and Development (ECCD), HIV and nutrition interventions. Methods We are conducting a cluster randomised controlled trial in Mokhotlong district, Lesotho, to evaluate a newly developed community-based intervention programme to integrate HIV testing and treatment services, ECCD, and nutrition education for caregivers with children aged 1-5 years living in rural villages. Caregivers and their children are randomly assigned by village to intervention or control condition. We select, train, and supervise community health workers recruited to implement the intervention, which consists of nine group-based sessions with caregivers and children over 12 weeks (eight weekly sessions, and a ninth top up session one month later), followed by a locally hosted community health outreach day event. Group-based sessions focus on using early dialogic booksharing to promote cognitive development and caregiver-child interaction, health-related messages, including motivation for HIV-testing and treatment uptake for young children, and locally appropriate nutrition education. All children aged 1-5 years and their primary caregivers living in study villages are eligible for participation. Caregivers and their children will be interviewed and assessed at baseline, immediately after completion of the intervention, and 12 months post intervention. Discussion This study provides a unique opportunity to assess the potential of an integrated early childhood development intervention to prevent or mitigate developmental delays in children living in a context of extreme poverty and high HIV rates in rural Lesotho. This paper presents the intervention content and research protocol for the study