"Scientists can be women" - A case study on perceptions of gender in science at a rural primary school in England

Science has been found to be a male dominated discipline and their success in this area is consistently exhibited (Miller et al., 2018, p.1953). This may deter girls from considering jobs in science-related roles as they do not deem them gender appropriate professions, leading to disengagement from the discipline as a whole and so conforming to the negative gender stereotype (Davenport and Shimwell, 2019, p.29; Stenson, 2020, p.15). Thus, educational experiences can have major implications on future career choices, particularly in terms of girls entering science-based professions (Lumby and Coleman, 2016, p.7; Davenport and Shimwell, 2019, p.29). Therefore, the aim of this case study was to examine perceptions of gender in science from the viewpoint of both primary school teachers and Key Stage 2 children as well as to identify strategies to promote equality and challenge science-related gender stereotypes in primary science lessons. Semi-structured interviews and questionnaires were carried out in a rural primary school in England with the sample consisting of 2 primary school teachers and a range of Upper Key Stage 2 children.Overall, the data suggested that science-related gender stereotypes are not currently perceived as a prevailing issue in the context of this study. The children’s questionnaire responses proposed that most children enjoy learning science and that they do not hold views of scientists as being predominantly male or female. The interviews reinforced that engagement in science is not the result of gender, rather is due to the children as individuals. Outcomes of the research contribute to existing knowledge to suggest that tailoring learning to the individual children, alongside the use of role models and opportunities for group-based practical learning, are successful strategies for promoting equality and overcoming science-related gender stereotypes

Sensory Psychophysiology

Objective: Sensory processing issues can have a large negative impact on the ability to participate in daily occupations such as ADLs, access to work, school and leisure environments, and social interactions (Dunn, 2001). The evidence documenting sensory processing issues in adults is sparse. Physiological information can be used as objective evidence to support the claim that those with over-responsivity to sensations are experiencing their environment differently than the typical population. Understanding more about sensory processing in adults may lead to increased recognition of the problem and more opportunities for intervention to increase occupational participation. The purpose of this quantitative study compared the physiological responses to sensation in people who self-report as high in sensory sensitivity compared to people who self-report as low in sensory sensitivity. Method: Using a quasi-experimental design, physiological responses to sensation in typical adults was measured. The use of the Sensory Profile assessment as a behavioral self-reported measure was used as a pretest and the Sensory Challenge Protocol was used as our physiological outcome measure to quantify participants’ physiological responses to sensation.Results: No significant differences were shown between experimental and control groups in EDR responses to stimuli. Based on the sensory profile, participants’ in the experimental group who identified as sensory sensitive had higher EDR responses to more the intense sensations, such as mower (1.3), feather (1.8), and camphor (1.7). There is a significant correlation between low registration and sensory sensitive (.678), sensory avoidant (.847) and sensory defensive (.817) for the experimental group’s self-reported scores on the Sensory Profile supporting the idea that people who have sensory sensitivities may also suppress responses to sensation.Conclusion: There are differential, meaningful patterns observed in how people with sensory sensitivities are responding to sensations. There is high variability in individuals’ personal understanding of their own sensory sensitivities and what sensory stimuli they are responding to. Therefore, it is important to know and understand what certain people in the general population do because overtime it can lead to maladaptive behaviors in daily functioning.https://scholar.dominican.edu/ug-student-posters/1064/thumbnail.jp

"Scientists can be women" - A case study on perceptions of gender in science at a rural primary school in England

Science has been found to be a male dominated discipline and their success in this area is consistently exhibited (Miller et al., 2018, p.1953). This may deter girls from considering jobs in science-related roles as they do not deem them gender appropriate professions, leading to disengagement from the discipline as a whole and so conforming to the negative gender stereotype (Davenport and Shimwell, 2019, p.29; Stenson, 2020, p.15). Thus, educational experiences can have major implications on future career choices, particularly in terms of girls entering science-based professions (Lumby and Coleman, 2016, p.7; Davenport and Shimwell, 2019, p.29). Therefore, the aim of this case study was to examine perceptions of gender in science from the viewpoint of both primary school teachers and Key Stage 2 children as well as to identify strategies to promote equality and challenge science-related gender stereotypes in primary science lessons. Semi-structured interviews and questionnaires were carried out in a rural primary school in England with the sample consisting of 2 primary school teachers and a range of Upper Key Stage 2 children.Overall, the data suggested that science-related gender stereotypes are not currently perceived as a prevailing issue in the context of this study. The children’s questionnaire responses proposed that most children enjoy learning science and that they do not hold views of scientists as being predominantly male or female. The interviews reinforced that engagement in science is not the result of gender, rather is due to the children as individuals. Outcomes of the research contribute to existing knowledge to suggest that tailoring learning to the individual children, alongside the use of role models and opportunities for group-based practical learning, are successful strategies for promoting equality and overcoming science-related gender stereotypes

"Scientists can be women" - A case study on perceptions of gender in science at a rural primary school in England

Science has been found to be a male dominated discipline and their success in this area is consistently exhibited (Miller et al., 2018, p.1953). This may deter girls from considering jobs in science-related roles as they do not deem them gender appropriate professions, leading to disengagement from the discipline as a whole and so conforming to the negative gender stereotype (Davenport and Shimwell, 2019, p.29; Stenson, 2020, p.15). Thus, educational experiences can have major implications on future career choices, particularly in terms of girls entering science-based professions (Lumby and Coleman, 2016, p.7; Davenport and Shimwell, 2019, p.29). Therefore, the aim of this case study was to examine perceptions of gender in science from the viewpoint of both primary school teachers and Key Stage 2 children as well as to identify strategies to promote equality and challenge science-related gender stereotypes in primary science lessons. Semi-structured interviews and questionnaires were carried out in a rural primary school in England with the sample consisting of 2 primary school teachers and a range of Upper Key Stage 2 children.Overall, the data suggested that science-related gender stereotypes are not currently perceived as a prevailing issue in the context of this study. The children’s questionnaire responses proposed that most children enjoy learning science and that they do not hold views of scientists as being predominantly male or female. The interviews reinforced that engagement in science is not the result of gender, rather is due to the children as individuals. Outcomes of the research contribute to existing knowledge to suggest that tailoring learning to the individual children, alongside the use of role models and opportunities for group-based practical learning, are successful strategies for promoting equality and overcoming science-related gender stereotypes

Measuring Physiological Responses to Sensation in Typical Adults

Objective: Sensory processing issues can have a large negative impact on the ability to participate in daily occupations such as ADLs, access to work, school and leisure environments, and social interactions (Dunn, 2001). The evidence documenting sensory processing issues in adults is sparse. Physiological information can be used as objective evidence to support the claim that those with over-responsivity to sensations are experiencing their environment differently than the typical population. Understanding more about sensory processing in adults may lead to increased recognition of the problem and more opportunities for intervention to increase occupational participation. The purpose of this quantitative study compared the physiological responses to sensation in people who self-report as high in sensory sensitivity compared to people who self-report as low in sensory sensitivity.Method: Using a quasi-experimental design, physiological responses to sensation in typical adults was measured. The use of the Sensory Profile assessment as a behavioral self-reported measure was used as a pretest and the Sensory Challenge Protocol was used as our physiological outcome measure to quantify participants’ physiological responses to sensation.Results: No significant differences were shown between experimental and control groups in EDR responses to stimuli. Based on the sensory profile, participants’ in the experimental group who identified as sensory sensitive had higher EDR responses to more the intense sensations, such as mower (1.3), feather (1.8), and camphor (1.7). There is a significant correlation between low registration and sensory sensitive (.678), sensory avoidant (.847) and sensory defensive (.817) for the experimental group’s self-reported scores on the Sensory Profile supporting the idea that people who have sensory sensitivities may also suppress responses to sensation.Conclusion: There are differential, meaningful patterns observed in how people with sensory sensitivities are responding to sensations. There is high variability in individuals’ personal understanding of their own sensory sensitivities and what sensory stimuli they are responding to. Therefore, it is important to know and understand what certain people in the general population do because overtime it can lead to maladaptive behaviors in daily functioning

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy

The economic impact of rural healthcare on rural economies: A rapid review

This is the final published version of Button BL, Taylor K, McArthur M, Newbery S, Cameron E. The economic impact of rural healthcare on rural economies: A rapid review. Can J Rural Med 2022; 27(4):158-68. DOI: 10.4103/cjrm.cjrm_70_21 Deposited by shareyourpaper.org and openaccessbutton.org. We've taken reasonable steps to ensure this content doesn't violate copyright. However, if you think it does, you can request a takedown by emailing [email protected]

Iodine concentration of organic and conventional milk: implications for iodine intake

Iodine is required for adequate thyroid hormone production, which is essential for brain development, particularly in the first trimester of pregnancy. Milk is the principal source of iodine in UK diets, and while small studies in Europe have shown organic milk to have a lower iodine concentration than conventional milk, no such study has been conducted in Britain. In view of the increasing popularity of organic milk in the UK, we aimed to compare the iodine concentration of retail organic and conventional milk and to evaluate regional influences in iodine levels. Samples of organic milk (n 92) and conventional milk (n 80), purchased from retail outlets in sixteen areas of the UK (southern England, Wales and Northern Ireland), were analysed for iodine using inductively coupled plasma MS. The region of origin of the milk was determined from information on the label. Organic milk was 42·1 % lower in iodine content than conventional milk (median iodine concentration 144·5 v. 249·5 ng/g; P &lt; 0·001). There was no difference in the iodine concentration of either conventional or organic milk by area of purchase. However, a difference was seen in iodine concentration of organic milk by region of origin (P &lt; 0·001). The lower iodine concentration of organic milk has public-health implications, particularly in view of emerging evidence of iodine deficiency in UK population sub-groups, including pregnant women. Individuals who choose organic milk should be aware that their iodine intake may be compromised and should ensure adequate iodine intake from alternative sources.</jats:p

Should I stay or should I go?: how healthcare professionals close encounters with people with dementia in the acute hospital setting

Around a quarter of hospital beds in the UK are occupied by patients living with dementia (PWD), and communication impairments are common across all types of dementia, often exacerbated by the hospital environment. Unsurprisingly, healthcare professionals (HCPs) report particular challenges in caring for this patient group, whilst trying to recognise and value their personhood as per the underpinning ethos of person-centred care. However, whilst there is a growing body of research that underlines the importance of communication in dementia care, there is far less that actually examines this communication in real time interaction. Suggestions and pointers for good communication do exist, but these do not tend to be empirically derived, and sometimes conflict with empirical findings. This paper focuses on a specific area of interaction which has previously received very little attention: the way in which healthcare encounters are ended or closed. There is potentially a conflict between a pressure to manage a patient as efficiently as possible, and endeavouring to ensure person -centred care and deal with communication difficulties arising from dementia. Using conversation analysis, we examined forty-one video recordings of HCP/PWD interactions collected from an acute inpatient ward. We identify three phenomena around which there were recurring troubles in our dataset: ‘open-ended pre-closings’, ‘mixed messages’ and ‘non specifics and indeterminate terms’. We conclude that moves towards closing an encounter that appear intuitive to HCPs as competent interactants, and that may represent best practice in other healthcare settings, may in fact serve to confuse a PWD and create difficulties with closings. Our findings underline the importance of examining best practice guidance as it is actually talked into being, using approaches which can unpack the interactional detail involved. They also emphasise the importance of context in the analysis of healthcare delivery, to avoid a ‘one size fits all’ approach