A model of school inclusion based on the experiences of looked-after children

DAppEdPsy ThesisOutcomes for looked-after children are generally poor in comparison to their peers. This includes educational outcomes. One route to improving outcomes for this population is improving their inclusion in schools. They experience more school changes and exclusions than their peers. Viewing people as experts in their own lives, this thesis used the views and experiences of looked-after children and care leavers to develop a model of the interrelating factors that support the inclusion in schools of looked-after children. A meta-ethnography was used to develop the initial model based on previous literature on the school experiences of looked-after children. An empirical study then provided support for and developed the model. It did this via focus groups with looked-after children and care leavers, as part of which a questionnaire based on the model was developed. The questionnaire was distributed to care leavers. Regression analyses were used on the respondents’ data to determine which of the factors from the model predicted feelings of inclusion and one-another. The five main factors identified from the meta-ethnography were: ‘agency’, ‘supportive relationships’, ‘consistency’, ‘others who support and value education’ and ‘looked-after status understood’. The empirical study found support for most aspects of the model. The importance of being treated as an individual with agency instead of a label, and therefore not being seen as ontologically different to other children, was found to be most important in predicting feelings of inclusion. In turn, this factor was predicted by having had supportive relationships and fewer school changes. Implications for supporting looked-after children are discussed. In particular, the need for a philosophical shift is described. This shift must redirect professionals’ objectifying gaze from looked-after children to the label ‘looked-after’

Numerical modeling of geophysical granular flows: 2. Computer simulations of plinian clouds and pyroclastic flows and surges

Geophysical granular flows display complex nonlinear, nonuniform, and unsteady rheologies, depending on the volumetric grain concentration within the flow: kinetic, kinetic-collisional, and frictional. To account for the whole spectrum of granular rheologies (and hence concentrations), we have used and further developed for geophysical-atmospheric applications a multiphase computer model initially developed by U.S. Department of Energy laboratories: (Geophysical) Multiphase Flow with Interphase Exchange. As demonstrated in this manuscript, (G)MFIX can successfully simulate a large span of pyroclastic phenomena and related processes: plinian clouds, pyroclastic flows and surges, flow transformations, and depositional processes. Plinian cloud simulations agree well with the classical plume theory and historical eruptions in the upper altitude of the cloud (HT) versus mass flux diagram. At high mass flux (\u3e107 kg/s), plinian clouds pulsate periodically with time because of the vertical propagations of acoustic-gravity waves within the clouds. The lowest undercooled temperature anomalies measured within the upper part of the column can be as low as 18 K, which agrees well with El Chicho´n and Mt. St. Helens eruptions. Vertical and horizontal speed profiles within the plinian cloud compare well with those inferred from simple plume models and from umbrella experiments. Pyroclastic flow and surge simulations show that both end-members are closely tight together; e.g., an initially diluted flow may generate a denser basal underflow, which will eventually outrun the expanded head of the flow. We further illustrate evidence of vertical and lateral flow transformation processes between diluted and concentrated flows, particularly laterally from a turbulent ‘‘maintained over time fluidized zone’’ near source. Our comprehensive granular rheological model and our simulations demonstrate that the main depositional process is mainly a progressive vertical aggradation

Prospectus, February 25, 1972

FOUNDATION BECOMES A REALITY; P. C. Student Achievement Winners; Ford Foundation Scholarship Awarded; New Course Offered; Nelson To Speak At U. of K.; The Editor\u27s View: Yes!, S.I.U. Where The Action Is; What\u27s Going On: Registration Time Schedule Spring Quarter 1971-72, Drug Week Planned, Disadvantaged Student Workshop; Counselor\u27s Corner: Mount Senario College, S.I.U., Evening Counseling, Pre-reg.; Parkland Notices: Veterans, Illinois Grant, Ski Club, Pre-Reg., Yearbook, Law Enforcement, Student Gov\u27t, LRC; Editorial Cartoons: Women\u27s Lib vs Men\u27s Lib, Politics and \u27The War\u27, Ecologically Speaking, Easy Dialing?, Don\u27t Get Sick!, Freedom, Love thy Neighbor, The Real State Of The Union?; Kevin On Environment; Black Genesis; Wiese Films at The Dream Museum; They Were Here; MEM-Brain; Portrait Painting Class; Orpheus Reborn: fall, Doorman, Time, Damned!; Movie Reviews: Crime is Bloody; Reflections; Hart Beat; Wrestlers Eye National; Cobra Statistics; Intercollegiate Women\u27s Basketball; IM Basketball Standings; Cobra Basketball Recordhttps://spark.parkland.edu/prospectus_1972/1010/thumbnail.jp

Programmable Multi-Dose Intranasal Drug Delivery Device

An apparatus and method for the self-administration of a plurality of doses of an intranasal liquid pharmaceutical composition, including opioid analgesics, that includes a drug delivery device containing a plurality of sealed vials, each vial containing a predetermined volume of the pharmaceutical composition, a pump assembly for conveying the liquid pharmaceutical composition from the interior of the vial and discharging it as a nasal spray in response to manual activation by the patient, and programmable means for sequentially advancing a vial to the ready position after passage of a prescribed time interval following the last activation of the delivery device

Programmable Multi-Dose Intransal Drug Delivery Device

An apparatus and method for the self-administration of a plurality of doses of an intranasal liquid pharmaceutical composition, including opioid analgesics, that includes a drug delivery device containing a plurality of sealed vials, each vial containing a predetermined volume of the pharmaceutical composition, a pump assembly for conveying the liquid pharmaceutical composition from the interior of the vial and discharging it as a nasal spray in response to manual activation by the patient, and programmable means for sequentially advancing a vial to the ready position after passage of a prescribed time interval following the last activation of the delivery device

Entrepreneurial search dynamics: reflection paper

The intended objectives of Smartspec Work Package 1 are firstly to identify related variety and value chain components within EU regions to inform specialisation choices and secondly, to identify the role of organisations and their interaction for the development of entrepreneurial discovery and to assess the role of network connectivity in facilitating intra- and extra-regional asset combination. In order to examine the various questions regarding the network and institutional factors enhancing or mitigating entrepreneurial search processes, in this work package we employ a twin-track multimethodology approach comprised of two parallel streams of enquiry, one of which is primarily empirical and quantitative in nature, and one of which is rather more conceptual and qualitative in nature. Each of these parallel streams of work is designed to progress and develop alongside the other, with various junctures built into the programme for mutual reflection and cross-fertilisation of ideas

Inhibition of Interleukin-1-Induced Effects in Synoviocytes Transduced with the Human IL-1 Receptor Antagonist cDNA Using an Adenoviral Vector

Overview summary Adenovirus-mediated gene transfer into the cells of the synovial membrane may provide a means to deliver therapeutically active proteins for the local modification of the immune response in inflammatory arthropathies. In this study, we infected type B human synoviocytes in vitro and rabbit synovial lining membrane in vivo with a recombinant human adenovirus containing the cDNA for the human interleukin-1 receptor antagonist protein (IL-1ra). Expression of human IL-1ra was observed both in the transduced synoviocytes in vitro and in the microenvironment of the transduced rabbit synovial membrane in vivo, and the functional activity of the transgenic IL-1ra was suggested by in vitro inhibition of interleukin-1 (IL-1)-induced prostaglandin E2 (PGE2) production and by in vivo inhibition of IL-1-induced glycosaminoglycan (GAG) degradation.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/63124/1/hum.1995.6.3-307.pd

Perceptions and impact of mandatory eLearning for foundation trainee doctors:a qualitative evaluation

BACKGROUND: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors’ perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. METHOD: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. RESULTS: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement. CONCLUSIONS: It is important to ensure that learners are willing to engage with mandatory TEL, and that they have the time and motivation to do so. It is also important to ensure that learners have a positive user experience and that in designing TEL individual differences in learning styles and needs are taken into account. These findings have implications for educators and system developers in the construction and design of mandatory eLearning programmes