135 research outputs found

    On the Making of the Oratorio for the Disappeared: Erika Diettes in conversation with Vikki Bell

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    The art practice of Erika Diettes (1978–) has produced some of the most striking contemporary artistic responses to the armed conflict in Colombia. Each of her three latest projects – Río Abajo (2008, Drifting Away), Sudarios (2011, Shrouds) and Relicarios (2011–2015, Reliquaries) – arose from a careful process of working with relatives of the murdered and disappeared. These relationships with the relatives are at the heart of her work; indeed, the art is not ‘about’ their experience, but arises from the offer of her artistic sensibilities to them as a resource. The following conversation took place over a year, from July 2021 to May 2022. Since we could not meet due to the Covid pandemic, we spoke across four Zoom sessions. Diettes describes her wishes for the new project, a piece that, like her previous projects, is routed through her relationships with families who have suffered profound loss due to the armed conflict, but it is also quite distinct from them. For the first time, Diettes is making a site specific work, a little building, a chapel – not a capella but an oratorio as she will explain – built on the hillside near La Union, Antioquia, and filled with photographic images made with the families of the disappeared, the dolientes, those left to live with their grief

    mSep: investigating physiological and immune-metabolic biomarkers in septic and healthy pregnant women to predict feto-maternal immune health – a prospective observational cohort study protocol

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    Introduction: Maternal sepsis remains a leading cause of death in pregnancy. Physiological adaptations to pregnancy obscure early signs of sepsis and can result in delays in recognition and treatment. Identifying biomarkers that can reliably diagnose sepsis will reduce morbidity and mortality and antibiotic overuse. We have previously identified an immune-metabolic biomarker network comprising three pathways with a >99% accuracy for detecting bacterial neonatal sepsis. In this prospective study, we will describe physiological parameters and novel biomarkers in two cohorts—healthy pregnant women and pregnant women with suspected sepsis—with the aim of mapping pathophysiological drivers and evaluating predictive biomarkers for diagnosing maternal sepsis. Methods and analysis: Women aged over 18 with an ultrasound-confirmed pregnancy will be recruited to a pilot and two main study cohorts. The pilot will involve blood sample collection from 30 pregnant women undergoing an elective caesarean section. Cohort A will follow 100 healthy pregnant women throughout their pregnancy journey, with collection of blood samples from participants at routine time points in their pregnancy: week 12 ‘booking’, week 28 and during labour. Cohort B will follow 100 pregnant women who present with suspected sepsis in pregnancy or labour and will have at least two blood samples taken during their care pathway. Study blood samples will be collected during routine clinical blood sampling. Detailed medical history and physiological parameters at the time of blood sampling will be recorded, along with the results of routine biochemical tests, including C reactive protein, lactate and white blood cell count. In addition, study blood samples will be processed and analysed for transcriptomic, lipidomic and metabolomic analyses and both qualitative and functional immunophenotyping. Ethics and dissemination: Ethical approval has been obtained from the Wales Research Ethics Committee 2 (SPON1752-19, 30 October 2019). Trial registration number: NCT05023954

    IIDL Team Newsletter February 2021

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    Volume One, Issue 1 of the IIDL Team Newsletter, showcasing the work of our international teacher training team

    A feminist critical discourse analysis of Ghanaian feminist blogs

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    Even though one of the aims of critical discourse analysis (CDA) is to demonstrate how social inequality, power abuse and discriminatory practices can be resisted, most studies have centered on the deconstruction of oppression and ideologically driven discrimination rather than the reconstruction of resistance. To fill this lacuna, the present paper examines the blogposts of Ghanaian feminists using feminist critical discourse analysis as an analytic framework. It analyzes resistance strategies utilized in the blogposts to criticize systematic gendering of privilege and inequality, and to foreground the voice and agency of Ghanaian/African women. Three resistance strategies were identified: (1) critiquing patriarchy, traditional gender norms and gender oppression, (2) resisting gender stereotypes and rewriting demeaning gender narratives, (3) calling out sexist attitudes and applauding women who resist such behavior. I argue that these strategies contribute to a feminist political critique of gendered social practices and relations aimed at effecting social emancipation and transformation. The paper ends by highlighting how the emancipatory discourse promoted by the blogs can be enhanced as part of a continuous striving for social justice for Ghanaian/African women

    Video-enhanced dialogic assessment of teaching practice portfolios

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    Our guiding research question asks "what evidence of practice is co-constructed through the video-enhanced dialogic assessment interview process?" Initial teacher education in the UK is arguably characterised by the signature pedagogies (Shulman, 2005) of lesson observation and evidence portfolios that demonstrate how far a trainee’s practice meets the criterion-referenced teachers’ standards (DfE, 2011). To fully understand and assess professional practice on an international independent distance learning (IDL) teacher education programme requires a change in assessment practices, one that brings assessor and assessee closer together, and closer to practice. In this session, we present the Video-Enhanced Dialogic Assessment (VEDA) process and research project. VEDA can most easily be imagined as an online viva voce oral examination. We share two key case studies from the ongoing project. One focuses on the trainee teacher for whom formative video-stimulated recall, reflection and dialogue is part of their learning i.e assessment for learning. The other case study will present the summative high-stakes VEDA interview where the assessor must be confident that all the evidence presented demonstrates that the candidate meets the necessary teachers’ standards

    Video-Enhanced Dialogic Assessment: online vivas for teacher assessment

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    Qualified Teacher Status (QTS) is usually gained at the end of a course in initial teacher education in the UK. It can be gained by overseas teachers if they meet the eligibility criteria. The assessment-only route to QTS for teachers in overseas British curriculum schools is characterised by interviews, lesson observations and assessment of an evidence portfolio that together demonstrate the extent to which a candidate’s practice meets the UK Teachers’ Standards (DfE, 2011). In 2020, international travel for assessors to carry out QTS assessments in British schools overseas was halted because of Covid-19. Against this backdrop most assessments are currently undertaken using a video-enhanced dialogic assessment process (VEDA), incorporating video-enhanced lesson observation and feedback and a digital portfolio assessment. In order to complete the process, a dialogic assessment interview is carried out. It can most easily be imagined as an online viva examination using video-calling software. The VEDA process has the advantage of connecting candidate and assessor in a shared online dialogic space, as outlined by Wegerif (2007), in a process of video-stimulated recall, reflection and dialogue (Nind et al., 2015) combined with exploration of artefacts and evidence of practice. From this perspective, dialogue can encourage reflection on video captured during lessons, elicit tacit knowledge through questioning and discussion, help construct additional evidence and lead to a negotiated appreciation of strengths and areas for development

    Video-Enhanced Dialogic Assessment on the Assessment-Only Route to UK Qualified Teacher Status

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    Transcript: In 2020 schools closed all over the world and international travel stopped. What do you do when you're part of a flying faculty team that involves travelling all around the world assessing teachers in international schools? Of course, education didn't just stop and nor did we. I'm Elizabeth Hidson, and I'm here to talk to you about the way that my team moved to using video-enhanced dialogic assessment on the Assessment-Only Route to UK qualified teacher status (QTS). Normally, teachers who have trained outside the UK can register for a 12-week pathway to in-person assessment in order to achieve qualified teacher status. In 2020 instead of the live in-person visits, interviews and observations, we moved to using a video-enhanced dialogic assessment process to carry out lesson observations and assessments entirely online instead of in-person, where possible. This incorporated video lessons and live-streamed remote lessons, online interviews and a dialogic summative assessment process. A video-enhanced lesson observation is a process whereby the video is recorded, whether or not the observer is actually in the room. The video is then reviewed by both the teacher and the observer, and a process of video stimulated recall reflection and dialogue is used, resulting in written feedback. Then we move to a process of dialogic assessment. The candidate collates a portfolio of evidence for summative assessment during week 12, then the candidate and the assessor explore and discuss the evidence of practice in a shared online dialogic space and is most easily understood as an online viva-style assessment. We're very proud of the work that we've been doing, and that we won a Vice-Chancellor's team award for this work. We put together quality assurance processes and protocols. We implemented VEDA: very successful pilots. We developed training materials for staff and carried out parallel research activities. We're in the process of internal and external dissemination now. I hope that I have interested you or inspired you, and I'm more than happy to continue the conversation outside. You'll find us on Twitter on either of those two Twitter handles on this slide @PGCEIDL @DrHidson
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