How members of the public account for the England Riots of summer 2011

The purpose of this study is to gain knowledge of how the general public viewed the England riots of 2011 in order to gain a fuller understanding of the riots and their impact on society. The study involved the thematic analysis of four semi-structured focus groups that were conducted with a total of eighteen participants from differing backgrounds. The analysis identified five themes: how participants draw on traditional theories of the crowd; the Police were deemed to be ‘damned if they do and damned if they don’t’; opportunism was used to account for looting; the media were viewed as aiding the spread of the riots but also as informative and as aiding the cleanup after the riots ended; and the riots were presented as being understandable, but in no way acceptable. This demonstrates how public understanding of the riots differs from the psychological literature. Practical recommendations are suggested including the need to give a platform to crowd psychologists

Storytelling leadership : connecting heart, mind, body and spirit to stories of the old days and old ways of Labrador

ix, 315 leaves : illustrations ; 29 cmIncludes abstract.Includes bibliographical references (leaves 277-315).The THEM DAYS stories of the old days and old ways of Labrador have offered me some leadership advise. This dissertation is a personal story of my uncomfortable long loving deeply contemplative multisensory learning journey. I attempt to guide you through this journey, much of which is emotional, spiritual, and relational. Leadership in the THEM DAYS network is often about enduring hardship and honouring the spectrums of human emotions that come with the lived experience. The leadership is not always about being strong and in control; it is also about accepting strength from others when the time or timing calls for it and having the endurance and patience to bring strength in. Many of the non-Indigenous forms of leadership position humans as the source of leadership and human traits, behaviours, cognition, and affect as central in the leadership process. I have come to understand leadership as a dynamic, multiple, and interconnected ecosystem, whereas stories centre human and non-human actors; corporeal and non-corporeal actants; past, present, and future actions; individual, collective, and intercorporeal networks; through time, space, and plane. The leadership ecosystem includes heart, mind, body, and spirit ways of being, knowing, doing, and relating. The stories also focused on what is worthy of leading toward (the value-laden foci) such as individual and collective safety, health, wellbeing, dignity, sustainability, resilience, strength, solidarity, compassion, and gratitude. Leadership, learning, and teaching are interconnected concepts within the network. Themes such as self-love, compassion, gratitude, respect, connection, and resistance emerged from within the stories along with ways of transmitting knowledge as sharing, listening, modelling, mimicking, contemplating, failing, co-creating, co-dreaming, co-emerging, co-learning, co-producing, and collaborating. The stories of Labrador have helped me to welcome my anger, hardship, sadness, love, compassion, respect, and gratitude on my journey toward decolonizing leadership, leadership education, and practice

Self-Study in a Pandemic: Process, Pedagogy, People, and Publishing

Since its inclusion as a qualitative research approach in 1993, self-study has offered an opportunity for faculty members to merge two components of their position involved in tenure and promotion decisions: scholarship and teaching. This paper portrays a yearlong self-study of four probationary faculty members, in the same college of education department at a comprehensive regional university, all completed during the COVID-19 pandemic. Findings include the incorporation of engaging pedagogy in coursework, the impacts of COVID-19 on faculty and students, the importance of relationships with faculty colleagues and students, the incorporation of observation, feedback, and reflection as an avenue to improve faculty confidence and practice, and the frustrations and excitement around the tenure and promotion process. Finally, the authors offer pedagogical practices discovered and utilized during the self-study, in addition to recommendations for those who wish to undertake their own self-study

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

Historical and Legal Considerations in Development of a For-Credit Internship Program

Background: This research outlines important factors in the development of a for-credit internship program by providing a historical context of internship work dating back to the original case of Walling v. Portland Terminal (1947), which outlined acceptable non-paid work of trainees, to more current applications of these labor laws in Wang v. Hearst (2016) and Glatt v. Foxlight Pictures (2016) then connects those legal precedents with current research in best practices. Purpose: The purpose of this research was to examine legal implications on for-credit internship programs and create recommendations based on United States law. Methodology/Approach: This work uses peer-reviewed research to support recommendation in internship development, implementation, and evaluation. Findings/Conclusions: Recommendations for programmatic implementation are made to avoid potential litigation against higher education institutions, faculty, staff, students, and internship placement organizations. Implications: These legal cases inform higher education and considerations in change to organizational policies and practices as it relates to fair labor, program development, and oversight of experiential education

Collaboration, Policies, and Programming: Advising Administrators’ Perspectives on Academic Recovery

Colleges and universities use academic recovery programs as one strategy to improve student retention. Relying on interview data with mid-level academic advising administrators who coordinate academic recovery programs, this study describes key elements of those programs and challenges advising administrators face in implementing or managing those elements. Specifically, academic recovery programs rely on campus collaboration, administering policy, and supplemental programming to help students succeed. Administrators cited a lack of institutional support and resources as barriers to successfully implementing or creating collaboration, policies, and programming. We conclude by discussing implications for practice and suggestions for improving academic probation and recovery programs

How to address health misinformation? Using focus groups to understand the experience and needs of Interprofessional undergraduate health professionals

The Problem of Health Misinformation Students from six different health professions share ideashttps://knowledgeconnection.mainehealth.org/lambrew-retreat-2023/1020/thumbnail.jp

The Incredible Years® Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being: Results from the STARS randomized controlled trial.

BACKGROUND: Teaching is a stressful occupation with poor retention. The Incredible Years® Teacher Classroom Management (TCM) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers' own professional confidence and mental health. AIMS: In this paper, we evaluate whether TCM may lead to changes in teachers' well-being, namely a reduction in burnout and an improvement in self-efficacy and mental health. SAMPLE: Eighty schools across the South West of England were recruited between September 2012 and September 2014. Headteachers were asked to nominate one class teacher to take part. METHODS: Eighty teachers were randomized to either attend a TCM course (intervention) or not (control). TCM was delivered to groups of up to 12 teachers in six whole-day workshops that were evenly spread between October and April. At baseline and 9-month follow-up, we measured teachers' mental health using the Everyday Feelings Questionnaire (EFQ), burnout using the Maslach Burnout Inventory-General Survey (MBI-GS), and self-efficacy using the Teachers' Sense of Efficacy Scale-Short (TSES-Short). RESULTS: Using linear regression models, there was little evidence of differences at follow-up between the intervention and control teachers on the outcomes (the smallest p-value was .09). CONCLUSIONS: Our findings did not replicate previous research that TCM improved teachers' sense of efficacy. However, there were limitations with this study including low sample size

Board of Regents

This report, fifteenth of an annual series, describes 1993 mineral, oil and gas, and geothermal activities and accomplishments in Nevada: production statistics, exploration and development including drilling for petroleum and geothermal resources, discoveries of orebodies, new mines opened, and expansion and other activities of existing mines. Statistics of known gold and silver deposits, and directories of mines and mills are included. For more information contact

Abnormal P300 in people with high risk of developing psychosis

Background Individuals with an “at-risk mental state” (or “prodromal” symptoms) have a 20–40% chance of developing psychosis; however it is difficult to predict which of them will become ill on the basis of their clinical symptoms alone. We examined whether neurophysiological markers could help to identify those who are particularly vulnerable. Method 35 cases meeting PACE criteria for the at-risk mental state (ARMS) and 57 controls performed an auditory oddball task whilst their electroencephalogram was recorded. The latency and amplitude of the P300 and N100 waves were compared between groups using linear regression. Results The P300 amplitude was significantly reduced in the ARMS group [8.6 ± 6.4 microvolt] compared to controls [12.7 ± 5.8 microvolt] (p < 0.01). There were no group differences in P300 latency or in the amplitude and latency of the N100. Of the at-risk subjects that were followed up, seven (21%) developed psychosis. Conclusion Reduction in the amplitude of the P300 is associated with an increased vulnerability to psychosis. Neurophysiological and other biological markers may be of use to predict clinical outcomes in populations at high risk