Literacy development with deaf communities using sign language, peer tuition, and learner-generated online content: sustainable educational innovation

In much of the world, English instruction is delivered to deaf signers by teachers who cannot sign themselves. This makes deaf people's English acquisition, which is very difficult (Kempt & Maxwell 1989; Schmitz & Keenan 2005), virtually impossible in many locations. This pilot project aims to provide English-language teaching for members of the deaf community in India including deaf young people in high poverty contexts, and draft a model of effective language-teaching interventions for them, to guide policy and further innovation. The focus is improving the quality of educational outcomes for a specific community which may not derive adequate benefit from traditional interventions. Peer education can lead to improved academic and cognitive abilities for both learners and tutors, and decreased absenteeism and isolation (Bruffee 1978; Falchikov 2001). The project proposes a model which departs from existing traditional language teaching practices in India, and takes an ethnographic approach which will see the development of materials and teaching led by local deaf tutors supported by trainers both in-country and from the UK, to ensure responsiveness to learner needs. It is an interdisciplinary collaboration between specialists in (applied) sign linguistics/Deaf Studies, TESOL, cross-cultural research on literacies, and learning technologists. The development of a virtual/mobile learning platform (Sign Language to English by the Deaf - SLEND) combined with the use of sign language and support from deaf peer tutors constitute a learner-driven, innovative methodology based on a functional approach to learning that will emphasise using language to do things (rather than grammar-driven). Adaptation of the Common European Framework of Reference for Languages (CEFR) for the expression of learning outcomes will allow achievements to be expressed in terms of an internationally understood tool. To examine transferability across cultures, small-scale investigative fieldwork will take place in Uganda and Ghana to reveal literacy needs there and pave the way for future South-South collaboration. Using mixed methods from action research and ethnographic research, the project addresses the following research questions: 1. How can we develop and implement a deaf-led, community based, learner-focussed teaching programme that meets local community needs in a sustainable way? 2. How can we capture and measure, in a standardised way, the effectiveness of the combination of peer tuition, a dedicated virtual learning environment, and a staged training programme on teaching English literacy in this particular socio-cultural context? 3. How can we best understand and conceptualise the interrelated elements that characterise this approach and how they interact to facilitate effective teaching in this context? Qualitative data including classroom observations, analysis of interactions on the SLEND, and interviews inform the answers to this question. Community teachers/peer tutors will be trained in data collection and analysis, enhancing the research capacity of the deaf community. In India, the study has four overlapping phases: (1) Ethnographic study into existing literacy practices to identify the types of communication which are valued by deaf sign language users proceeds alongside (2) content development based on this needs assessment. Course delivery (3) is then carried out by local tutors with pre- and post- assessment to measure learner attainment. Compiling the interim and final quantitative-qualitative evidence for dissemination (4) informs national policy and ensures the project's on-going influence. In Uganda and Ghana, smaller case studies into literacy needs and practices will be carried out using the same ethnographic research tools. Focus groups in these countries alongside dissemination workshops will review the SLEND and discuss possible adaptation/scalability to teaching situations in deaf communities in sub-Saharan Africa

Schools and education

Children in the North are more likely to live in poverty than those in the rest of England – and increasingly so. Poverty is the lead driver of inequalities between children in the North and their counterparts in the rest of the country, leading to worse physical and mental health outcomes, educational attainment, and lower lifelong economic productivity. The COVID-19 pandemic has made this situation worse. Although the full impact is not yet known, modelling suggests that, without intervention, the outlook is bleak. To address the North-South productivity gap we must tackle the stark inequalities evidenced in this report, put in place a child-first place-based recovery plan, and enable the children of the North to fulfil their potential

Stability and diffusion of Hg implanted YBa2_{2}Cu3_{3}O6+x_{6+x}

The radioactive isotope $^{197m}$Hg was implanted at 60 keV with low fluences (10$^{13}$ ions/cm$^{2}$ ) into YBa$_{2}$Cu$_{3}$O$_{6+x}$ (YBCO) superconducting thin films at ISOLDE/CERN. We report on the Hg dynamics and stability inside the YBCO lattice as a function of annealing temperature up to 890 K in vacuum or O$_{2}$ atmosphere. The perturbed angular correlation (PAC) technique was used for probing the Hg behavior at the atomic scale, while by monitoring the sample's activity in situ the Hg outdiffusion was studied. We found that Hg ions occupy unique lattice sites and that Hg should be bound to two apical oxygens. Hg diffusion occurs only for annealing temperatures above 653 K, in vacuum. The Hg migration energy was estimated to be EM = 1.58 $\pm$ 0.15 eV

Stability studies of Hg implanted YBa2_{2}Cu3_{3}O6+x_{6+x}

High quality YBa$_{2}$Cu$_{3}$O$_{6+x}$ (YBCO) superconducting thin films were implanted with the radioactive $^{197m}$Hg (T$_{1/2}$ = 24 h) isotope to low fluences of 10$^{13}$ atoms/cm$^{2}$ and 60 keV energy. The lattice location and stability of the implanted Hg were studied combining the Perturbed Angular Correlation (PAC) and Emission Channeling (EC) techniques. We show that Hg can be introduced into the YBCO lattice by ion implantation into unique regular sites. The EC data show that Hg is located on a highly symmetric site on the YBCO lattice, while the PAC data suggests that Hg occupies the Cu(1) site. Annealing studies were performed under vacuum and O$_{2}$ atmosphere and show that Hg starts to diffuse only above 653 K

Time, the Written Record, and Professional Practice: The Case of Contemporary Social Work

Drawing on a three year ethnographically-oriented study exploring contemporary professional social work writing, this paper focuses on a key concern: the amount of time taken up with writing, or ‘paperwork’. We explore the relationship between time and professional social work writing in three key ways. Firstly, as a discrete, measurable phenomenon - how much time is spent on writing? Secondly, as a textual dimension to social work writing – how do institutional documents drive particular entextualisations of time and how do social worker texts entextualise time? Thirdly, as a particular timespace configuration of lived experience - how is time experienced by professional social workers? Findings indicate that a dominant institutional chronotope is governing social work textual practice underpinned by an ideology of writing which is at odds with social workers’ desired practice and professional goals. Methodologically, the paper illustrates the value of combining a range of data and analytic tools, using textual and contextual data, as well as qualitative and quantitative frames of analysis

Generic health literacy measurement instruments for children and adolescents:a systematic review of the literature

Background Health literacy is an important health promotion concern and recently children and adolescents have been the focus of increased academic attention. To assess the health literacy of this population, researchers have been focussing on developing instruments to measure their health literacy. Compared to the wider availability of instruments for adults, only a few tools are known for younger age groups. The objective of this study is to systematically review the field of generic child and adolescent health literacy measurement instruments that are currently available. Method A systematic literature search was undertaken in five databases (PubMed, CINAHL, PsycNET, ERIC, and FIS) on articles published between January 1990 and July 2015, addressing children and adolescents ?18 years old. Eligible articles were analysed, data was extracted, and synthesised according to review objectives. Results Fifteen generic health literacy measurement instruments for children and adolescents were identified. All, except two, are self-administered instruments. Seven are objective measures (performance-based tests), seven are subjective measures (self-reporting), and one uses a mixed-method measurement. Most instruments applied a broad and multidimensional understanding of health literacy. The instruments were developed in eight different countries, with most tools originating in the United States (n =?6). Among the instruments, 31 different components related to health literacy were identified. Accordingly, the studies exhibit a variety of implicit or explicit conceptual and operational definitions, and most instruments have been used in schools and other educational contexts. While the youngest age group studied was 7-year-old children within a parent-child study, there is only one instrument specifically designed for primary school children and none for early years. Conclusions Despite the reported paucity of health literacy research involving children and adolescents, an unexpected number of health literacy measurement studies in children?s populations was found. Most instruments tend to measure their own specific understanding of health literacy and not all provide sufficient conceptual information. To advance health literacy instruments, a much more standardised approach is necessary including improved reporting on the development and validation processes. Further research is required to improve health literacy instruments for children and adolescents and to provide knowledge to inform effective interventionspublishersversionPeer reviewe

Factors shaping prayer frequency among 9- to 11-year-olds

This paper begins by reviewing the evidence from international research concerning the personal and social correlates of prayer frequency during childhood and adolescence. Overall these data continue to support the view that young people who pray not only report higher levels of personal wellbeing but also report higher levels of pro-social attitudes. These findings raise a research question of particular relevance within church schools regarding the factors that predict higher levels of prayer activity among students. The Student Voice Project offers data that can illuminate this research question. Among the 3,101 9- to 11-year old students who participated in the project 11% prayed daily, 9% at least once a week, 32% sometimes, 11% once or twice a year, and 37% never. The present paper tests the power of four sets of predictor variables to account for individual differences in prayer frequency among these students: personal factors (age and sex), psychological factors (using the three dimensional model of personality proposed by Eysenck), church attendance (self, mother, and father), and family discussion about prayer (mother, father, and grandparents). Multiple regression analyses identified the discussion of prayer with the mother as the single most important predictor. These findings locate the development of the practice of prayer within the home, even more than within the church

The discovAIR project: a roadmap towards the Human Lung Cell Atlas

The Human Cell Atlas (HCA) consortium aims to establish an atlas of all organs in the healthy human body at single-cell resolution to increase our understanding of basic biological processes that govern development, physiology and anatomy, and to accelerate diagnosis and treatment of disease. The Lung Biological Network of the HCA aims to generate the Human Lung Cell Atlas as a reference for the cellular repertoire, molecular cell states and phenotypes, and cell–cell interactions that characterise normal lung homeostasis in healthy lung tissue. Such a reference atlas of the healthy human lung will facilitate mapping the changes in the cellular landscape in disease. The discovAIR project is one of six pilot actions for the HCA funded by the European Commission in the context of the H2020 framework programme. discovAIR aims to establish the first draft of an integrated Human Lung Cell Atlas, combining single-cell transcriptional and epigenetic profiling with spatially resolving techniques on matched tissue samples, as well as including a number of chronic and infectious diseases of the lung. The integrated Human Lung Cell Atlas will be available as a resource for the wider respiratory community, including basic and translational scientists, clinical medicine, and the private sector, as well as for patients with lung disease and the interested lay public. We anticipate that the Human Lung Cell Atlas will be the founding stone for a more detailed understanding of the pathogenesis of lung diseases, guiding the design of novel diagnostics and preventive or curative interventions